Game-Based Learning (GBL) for 6th Grade Special Education Social Studies Teachers:

Professional Development Grant Proposal for Garrett Middle School

Evodia Mbosi

Project Director

University of West Georgia

Embosi1@my.westga.edu
Table of Contents

Abstract

Introduction.1

Demonstrated Need Overview ..2

Demonstrated Need-Supporting Data..4

Demonstrated Need-Literature Synthesis....6

Goals and Objectives Overview..9

Goals... ..9

Objectives.10

Plan of Operations Overview13

Plan of operations-ScheduleError! Bookmark not defined.

Plan of operations-Timeline...19

Evaluation Plan Overview20

Evaluation plan-External Evaluator.20

Evaluation plan-Data and Collection Strategies...21

Evaluation plan-Process versus outcome..22

Partnership.....23

Partnerships-Participant Recruitment...25

Conclusion 26

References 27
Appendix Title

Appendix A: Budget Summary

Appendix B: Budget Narrative

Appendix C: Budget Capacity

Appendix D: Data Collection Instrument

 Abstract

The purpose of this grant proposal is to seek funding to provide professional development to 6th-

grade special education teachers on how to effectively select and implement Game-based

learning in Social Studies to support the lesson and improve students understanding of the

subject matter. The main objective of this professional development workshop is to 1) train

teachers how to effectively select, plan and integrate GBL into the curriculum or content and 2)

teachers will understand the difference between gamification and GBL. This professional

development (PD) workshop will take place in the summer of 2018 and it will be a five days

workshop with three following-up sessions in the Fall, and Spring semester 2019. During the

follow-up sessions, participants will provide data to show students performance based on their

post-test and the information learned during the workshop. Participants for the workshop will

come from Garrett, Floyd, Cooper, Lindley and Smitha Middle School. The maximum number

of participants for this PD will be twenty. During the sessions, participants will learn how to

plan social studies lessons with game-based activities, learn how to incorporate games to

improve learning and motivate students, understand the difference between GBL and

gamification, use games to incorporate critical thinking& problem-solving skills, and how to

effectively use technology in the classroom. The grant total funding amount for this project is

$26,645.76. This amount will cover stipends for all the participants, project managers,

evaluators, materials/supplies and feeding.

 Introduction

The use of games is very popular in homes where you find young and adult children who

enjoy exploring the world of video games. Games can be very engaging, motivating and keeps

its players focused. But the problem faced by teachers is the lack of skills to select games that

promote learning, encourage critical thinking, and problem-solving. According to Grant, Tamim,

Brown, Sweeney, Ferguson, and Jones, (2015,) there are barriers that hindered the use of GBL is

due to the fact that teachers lack in-service training and ongoing curriculum support in order

incorporate technology during instructions effectively and so suggest that teachers should be

given opportunities to model, practice and reinforce the use of technology during instructions in

other reinforce the course objectives and goals.

The 21st-century educational system is demanding teachers to inculcate technology in the

classroom as a method of preparing students for career opportunities, real-world situations and to

trains students to take charge of their own learning and become more independent learners.

According to Cicchino, (2015) Game-based learning environments enable learners to make

meaningful choices within problem spaces that may span the visual, special, and aural that

provide learners with challenges that must be overcomep.58.

The purpose of this grant proposal is to provide funders detailed information of the needs

of 6th-grade social studies special education teachers at Garrett Middle schools and other

surrounding middle schools.

1
 Figure 1. GBL Model Process

Need Summative
Analysis Evaluation &
Research

Evaluation
Planning

Full
implement-
ation

Formative
evaluation

Initial
Design implement-
ation

Development

Adapted from Web-based learning: Designing, Implementation, and Evaluation (Shivers, 2006)

2
 Demonstrated Need Overview

The performance of 6th-grade students from Garrett M.S on State and end of year

assessments indicate a need to incorporate game-based learning to boost student progress and to

prepare them for future career opportunities. Garret Middle School is in Cobb County School

District. It is on the South side of Cobb school district. The school population is made of

students who fall under Title 1 program. This means that they receive a free or reduced meal at

school. With this population, we found that student tends to have fewer opportunities at home to

be motivated to learn.

The goal of this professional development workshop is to intensify the use of game-based

learning (GBL) to increase student understanding of Social Studies and other subject areas. GBL

is defined as an activities that have a game at their core, either as the main activity or as a

stimulus for other related activities, and have learning as a desired or incidental outcome

(Denham 2016, p.70). Based on the educational benefits of GBL, one would wonder why is not

used by most teachers to enhance learning. A reason why GBL is not very popular amongst

educators is because many schools fail to provide GBL training and in-service professional

development workshops to it teachers on the effective use of games in the classroom. Teachers

need assistance in using these tools in the classroom and only a professional development

workshop will provide them with the skills to develop technological, pedagogical, and content

knowledge to use GBL and to create an environment where students will not only thrive in

Social studies but also have fun and collaborate (Denham 2016).

Garrett Middle has 6 special education teachers and served about 85 students with

learning difficulties in 6th grade during the 2015-2016 school year. GBL will provide students the

opportunity to learn and exposed them to 21st-century skills. Last academic school year, 878

3
students enrolled at Garrett Middle school. 276 students 6th grader and out of 276 students 85

students were students with learning disabilities with 90.29% of the population received reduced

and free lunch.

Demonstration of need-Supporting Data

Middle Schools: 20152016

Table 1: Results on the Grade 6 Social Studies EOG in 2016 by School

Schools Number Percentage of achievement level

tested 1 2 3 4

Cobb 8,405 20.4% 36.3% 23.3% 20.0%

Georgia 127,870 29.0% 37.0% 20.0% 13.0%

Garrett 309 40.1% 44.0% 13.9% 1.9%

Cooper 340 40.6% 45.3% 10.3% 3.8%

Floyd 300 39.3% 38.0% 14.7%

8.0%

Lindley 6 527 26.9% 50.1% 18.0% 4.9%

The data information provided below is an overview of students performances in 6th Social

Studies for the past two years in final year assessments.

4
Middle Schools: 20152016

Table 2: Historical Results on the Grade 6 Social Studies EOG in 2015 and 2016 by School

Percent proficient Percent

Mean Scale Score in levels 3,4 in levels 2-4

School 2015 2016 Diff 2015 2016 Diff 2015 2016 Diff

Cobb 515.7 518.8 3.2 40.3% 43.2% 2.9% 79.3% 79.6% 0.3%

Georgia 505.0 507.0 2.0 32.0% 33.0% 1.0% 71.0% 70.0% -1.0%

Garrett 489.5 487.7 -1.9 13.1% 15.9% 2.8% 67.9% 59.9% -8.1%

Cooper 480.4 488.5 8.1 11.0% 14.1% 3.1% 51.1% 59.4% 7.9%

Floyd 484.4 493.3 8.9 13.5% 22.7% 9.1% 59.0% 60.7% 1.6%

Lindley 6 499.1 499.9 0.8 25.5% 23.0% -2.5% 69.2% 73.1% 3.8%

Prepared by the Office of Accountability and Research, July 27, 2016

Looking at the 2015-2016 End of Grade (EOG) assessment, results, one would quickly

conclude that hundreds of students did not meet the basic standard of achievement in social

5
students. Garretts students percentage score in social studies fall below the state and county

averages. Based on the fact that Garrett middle school serve students from low-income

household that are at risk of failing and school dropout, it is imperative to locate and use

strategies that would keep them actively engaged. It is important for teachers to use technology

that will enhance learning and boost student performance.

Also, starting last school year, Georgia professional standards decided not to test

students performances in Social studies in the Milestone. This isolated decision made students

to lost interest in taking part in Social Studies. Special education Social Studies teachers at

Garrett M.S also expressed their concern about the need for a PD that would help them use

different strategies to motivate students to learn during this content area. These are some reasons

why teacher needs to integrate more innovated and interactive strategies as a strategy to increase

students active participation on this subject.

Tables 2, 3 show how the surrounding schools performed in 6th grade Social Studies in

2015-2016 EOG. That is why I have decided to collaborate with a few of these neighboring

schools in implementing an effective professional development that would improve teachers use

of GBL, increase student understanding of the subject, and improve student achievement in this

content area.

Demonstration of need-Literature Synthesis

What is Game-based learning?

Game-based learning refers to the situation whereby the teacher incorporates games in the

instructions to enhance the lesson. It happens when the game teaches students something based

on the unit. GBL has defined learning outcomes because they have education goal to help

students retain information that can be used in real world situations. Games for learning

6
involves balancing the need to cover the subject matter with the desire to prioritize gameplay

(Plass, Homer, & Kinzer 2015, p.259). GBL enhance the classroom learning environment by

increasing motivation, increasing opportunities to develop a decision-making process that forces

analyzing and implementing solutions, and will allow these skills to transfer to other aspects of

life (Armau, A. 2015).

Game-based learning has 4 key aspects (McGonigal 2011),

1. Goal a game should have the desired outcome that everyone is working to accomplish.

2. Rules to achieve the goal there should be some parameters put into place that eliminate

or make it difficult to achieve the goal.

3. Feedback system this is a process where the player knows where they are in the system

to achieve the goal.

4. Voluntary participation basically this means that everyone involved in the game

understands the rules, has a clear sense of the goal, and how to receive feedback.

Blogger 2015 adds that GBL is not the same as Gamification since the latter is adding game

elements to a non-game activity. GBL in a group setting encourages collaboration. In this case,

the term Collaboration Game-Based Learning and activities designed encourages negotiation,

collaborative decision-making and creative problem resolution (Romero, M., et al,)

Why Game-based learning?

To meet the needs of every student, teachers will have to move away from the traditional

paper/pen and lecture style of teaching to a more innovative system that meets the demands of

the 21st century. GBL increases student participation in the classroom. It is not regarded as just

another added technology tool or a game to keep students quiet but as an instrument used to

change the face of how learning can become more student-centered and engage.

7
Characteristics of the middle school 6th-grade students

Most students at the middle school level are very industrious and very inquisition. If

trained and given the opportunity to effectively use technology in the classroom, they will be

able to find solutions to a good number of problems. I believe that if teachers attend good

professional development workshops, in this field for the time frame provided, lots of changes

will be made in the way teachers view teaching and learning using GBL.

How Game-based learning apply to the middle school child

The use of game-based learning is unpopular because teachers dont have the skills to

integrate it effectively into the classroom without losing student concentration. Once teachers

understand how to use this tool confidently, they would be able to choose games that

complement the learning objectives (instructions tool) and will stop using games in the

classroom as a reward system. GBL motivate students to be creative divergent thinkers. They can

use game-based learning to solve real world problems.

We carried out a study by looking at students past end of year performances in 6th-

grade social studies and noticed that students failed tremendously. Teachers reviews also

indicated a need for PD support and training. We discussed the results and the implications of the

study and realized the need for an effective professional development program to train teachers

how to effectively use GBL in Social Studies. GBL has proven to be successful based on

research findings. If these teachers are properly trained students will be more interested

and motivated to learn about social studies.

Based on the data provided above, Garrett Middle School is in need of a PD workshop

for 6th grade Social Studies teachers that will cover the basic information on Game- Based

Learning (GBL) to enable teachers to be confident and successful in planning, designing,

8
implementing and evaluating GBL. The staff development will be arranged to take place for five

straight days for consistency base (Tomei, 2007). The GBL will have a 5-day summer boot camp

with internal and external partners that will be held in Garrett middle. A three days follow-up

session in the Fall and Spring semester.

Goals and Objectives Overview

The instructor plays an important role in utilizing goals in a manner that allows for

seamless integration between GBL and education (Alaswad, Z. & Nadolny, L. 2015). This

statement emphasizes the importance of the professional learning. The main goal of this

workshop is to provide teachers with the knowledge and skills to effectively understand how to

integrate technology in the classroom by using Game- based learning and many other technology

tools and resources. At the end of the training, special education teachers will use GBL as a

differentiation tool and a more innovative ways of teaching. Students will be exposed and

trained for 21st-century career expectations. Students will also have the opportunity to

communicate, lower their stress and motive them to learn, and increase student participation in

the classroom (Richard-Amato, 1996). The following goals and objectives were used to guide

how the weeks PD was planned.

Goals

A goal is a general guideline that tells what you aim at accomplishing for yourself or in

the community in which you live. Goals are broad and usually set to be achieved in the (future)

long-term. For example, I will like to lose at least twenty-five pounds by the end of the year. The

two goals that I picked for these five-day workshops are aimed at equipping 6th-grade social

studies special education on how to use GBL effectively in the classroom. After the training,

teachers are expected to use GBL to make the learning experience more interactive and

9
 engaging. The main aim of this workshop is to see improvement on student performance on

formative, summative, State, and end of year assessments.

Objectives

Objectives are specific strategies implemented to achieve the goals set. Objectives are specific,

measurable, and have a defined completion date. It discusses the; who, what, where, when and

how the goals will be achieved. Based on the action plan of this project, the PD will take place

for five successive days at Garrett Middle school in the summer of 2018 with three follow-up

sessions in the Fall and Spring of 2019. A maximum of twenty participants will be recruited to

attend PD workshop and they will come from Garrett, Floyd, Cooper, and Lindley 6 Middle

School. The objects are carefully planned to make sure that there are aligned with the main

vision of this PD workshop.

Goal One

6th-grade Social Studies special education teachers will learn how to effectively integrate and use

GBL to enhance instructions.

Process Objective:

Special Education teachers will learn how to use technology to integrate games components in

social studies lesson to enhance learning.

Special Education teachers will learn how to design assessment that will measure GBL

effectiveness.

Special Education teachers will learn how to induce creative divergent thinking amongst

students by using GBL

Outcome Objective:

10
 The outcome of this objective is to meet the needs of students at every level based on their

learning styles, preferences, and needs. Once teachers understand how to plan lessons and

implement game-based activities, it makes it easier to tailor instructions following students

strengths and weaknesses.

Goal Two

6th-grade Social Studies special education teachers will understand the difference between

gamification and GBL and how to effectively use them in the classroom.

Process Objectives

Special Education teachers will understand the difference between game-based learning and

gamification and how to use it in the classroom to enhance instructions

Special Education teachers will learn how to integrate technology in the classroom to promote

knowledge retention and increase student engagement.

Special Education teachers will learn how to select games that address current learning

standards.

Outcome Objectives:

According to Levin & Schrum (2012) before a leader decides to make a change to an already

existing system, he/she must have a clear vision about what they aim at accomplishing at the end

of the process (p.30). The outcome of this objective is to enable teachers to understand how and

when to use games for instructional purposes and games for motivating students. Teachers will

understand how to form rules and goals based on the activity at hand and what he/she wants the

students to accomplish at the end of the process.

11
Figure 2. 6th grade Social Studies standards focus

Geographical
Latin Americ Government/ Map &

CONTENT
& Canada civic Globe
REGION

SKILLS
Economics reading
Europe
Historical Information
Australia processing

Table 3.GBL, games review

Content Game Comment

Geographical https://kids.usa.gov/teens/play-

understanding games/index.shtml

Government/ civic https://platform.everfi.net

understanding Commons: Digital square

Economic https://platform.everfi.net

understanding Vault: Understanding money

Historical understanding http://amhistory.si.edu/onthemove/games/

Build a chronology skills to understand

change in time

12
 Plan of Operations Overview

The plan for professional development is to involve ten Social Studies special education

from Garrett Middle school and three from Cooper, Two from Smitha, two from Lindley 6, and

three from Floyd Middle school for one whole week of intensive training and three follow- up

days in the Fall and Spring semester. The total number of hours for the five days plus three

follow-up sessions for the professional development workshop would be 56 hours. Social

studies special education teachers will continue with weekly planning with regular education

teachers. They will take the lead in introducing and implementing the hands-on portion of the

game-based learning. During their weekly meetings, they will review success and failures in

implementation.

Follow up builds a culture that places importance on training in order to see results,

states (Abdulla 2015, p.143). Follow up provides a whole spectrum of the training application

and implications. This process will include research and plan for the next level of technology

integration, adaptation, where GBL will always be included in the lessons seamlessly. During

follow-up sessions, the trainees will be equipped to train other teachers and therefore spread the

GBL model in the whole school.

Plan of operations-Schedule

Day One Activities: Participants will convene at the Garrett M.S media center computer lab. Ms.

Mbosi the project director will introduce all team members and participants and will also talk

about a few housekeeping rules. Participants will be given handouts containing the program

schedule. The agenda of the day will be provided. The goals and objectives for the PD

workshop will be read. This morning activity will continue with teachers sharing their personal

13
experiences about the use of games in the classroom and the different types of games that they

used.

Teachers will talk about analog games such as Bingo, around the world, memory,

hangman, and Jeopardy. Lunch will be served at 11:45-12:30 pm and the session will resume at

12:30 pm. Teachers will engage in small group activities where they will share with fellow

colleagues what they have learned so far. The purpose of this activity is to encourage

collaboration amount teachers. Teachers will present digit games such as cool math, ABC

mouse, star fall, fun brain, brain pop, Moby ax, spelling city etc.

Day Two Activities:

The day will start with a briefing of the days activities. Special Education teachers will learn

how to use technology to integrate games components in social studies lesson to enhance

learning. Dr. Teague will model examples of a GBL activity and assessment lesson on the smart

board. Teachers will collaborate with other teachers by working in small groups of five. They

will learn how to create GBL lessons plans and assessments to enhance instructions. Lunch will

be served at 11:45 am and the session will resume at 12:30 pm. And at 12:40 pm, participants

will be given templates to create individual lessons plans by incorporating GBL activities to

enhance the lesson. Dr. Teague and Ms. Mbosi will observe participants assignments and will

provide immediate feedback. At the end of the activity, participants will share their experiences,

concerns, and contributions.

Day Three Activities:

The day will start with a briefing of the days activities. Ms. Zimmerman will begin the day by

review the information learned the previous day. Participants will be given the opportunity to ask

questions. The focus of the third-day workshop is to teach teachers how to induce creative

14
divergent thinking amongst students by using GBL. Participants will engage in content-based

activities that can be used to enhance student learning and to improve understanding. Dr.Teague

will teach how to use office 365. Lunch will be served at 11:45 am and the session will resume at

12:30 pm. And at 12:40 pm, participants will use office 365 to create activities based on SS6H2:

Describe the influence of African slavery on the development of the Americas. Participants will

discuss activities and games that are effective to use and which aligned with this standard. Then

the whole group will convene and discusses their activities and games with the entire group.

Participants will be introduced to a social studies website, for example, National Geographic

Kids games. Participants will explore games and activities that could be used in the classroom to

enhance students learning. The day will end with whole group discussions, questions,

contributions and closing remarks. The first three days cover the first goals and objectives.

Day Four activities: The fourth day will begin with a review of the previous lessons. Questions

and other concerns will be addressed by Dr.Teague and Ms. Mbosi. Ms. Mbosi will ask

participants to show the difference between GBL and gamification. Lunch will be served at

11:45 am and the session will resume at 12:30 pm. And at 12:40 pm, participants will learn how

to integrate technology in the classroom to promote knowledge retention and increase student

engagement by exploring different game based learning activities websites. Teachers will learn

how to incorporate Pixton, Prezi, Storybird and comic strips into the learning to enhance social

study skills.

Day Five Activities: The day will begin with a short briefing of activities, questions and answer

sessions. The first task of the day is to create a one-week lesson plan with GBL activities. These

are individual lesson plans based on standard provided. They are required to incorporate GBL

activities that will enhance the lesson and keep students motivated to learn. Lunch will be served

15
at 11:45 am and the session will resume at 12:30 pm. And at 12:40 pm, participants will share

five game-based activities they have learned and how they plan to use them in the

classroom. Participants will share their most favorite activities and provide reasons why they

chose the said activity. Participants will take a quiz as a ticket out of the door and also complete

an anonymous survey base on the workshop and final closing remarks and end of the session.

Follow-up meetings during the academic year

Day one follow-up session: This meeting is scheduled to hold on the 17th of November 2018.This

is t get teachers ready for the Student Learning Outcome assessments (SLO). All special

education participants will convey in the media center computer lab to about data and share how

they have been using GBL to improve student achievements. During this meeting, teachers will

share their frustrations and the good things that have to happen in their classroom. Each teacher

will share one game based instruction they have implemented and how it worked. It will be a

show and tell success story meeting.

Day two follow-up sessions: This meeting is scheduled to hold on January 26th, 2019 before the

teachers start preparing for the Mock Milestone and end of semester assessments. Teachers will

provide data that have been collected to determine the effectiveness of the workshop on student

performance. Participants will share what they think is working and what needs to change based

on the goals and objectives. Participants will work collaboratively to seek for a solution on issues

faced by colleagues. If time permits, the project director, and co-facilitator will work with

participants on a one on basis depending on their needs.

Day three: Final follow-up day: The final day of the follow-up is scheduled for April 13th. This

is getting teachers and students ready for the Milestone. During this session, trainers will work

with teachers by looking at individual data. This will help to determine the effectiveness of GBL

16
 based on student achievement. Students data will be shared determine how GBL has affected

their performance. Teachers will be asked to complete an anonymous survey based on their

experience and how to improve the programmed. Dr. Mwangi will evaluate the success of the

entire program and would provide feedback.

Table 4. Plan of operations-Schedule

Time Day one Day Two Day three Day four Day Five

8:00- The introduction of Dr. Teague will Mrs. Zimmerman Ms. Mbosi will start Ms. Mbosi will start with
8:30 team members and present a briefing on will start with a with a briefing on a briefing on the days
participants. the days activities briefing on the the days activities activities
days activities
8:35- Welcome package Dr. Teague will Participants will *Question and *Question and answer
9:35 and orientation model GML learn how to use answer session. session.
activities. office 365 in the
(Whole group) classroom *Participants will be *Participants will create
asked to one-week lesson plans
differentiate with GBL activities based
between GBL and on given standard.
gamification(Small
group)
9:40- Talk about the goals Participants will learn Participants will Dr. Teague will Participants will
10:40 and objectives of the how to create GBL use office 365 to present activities to incorporate GBL
workshop lessons plans actively take part in teach participants activities on a given topic
(Whole group) (Small group) creating activities the difference to enhance the lesson and
based on SS6H2: between GBL and keep students motivated
gamification. to learn.(Individual)
(Whole group)
10:45- Participants will talk Participants will be Participants will Participants will Participants will share
11:45 about analog games given templates to engage in content- complete and create five game-based learning
such as Bingo, create lessons plans based activities activities that activities they have to
around the world, by incorporating used to enhance enhance learn and how they plan
memory, hangman, GBL activities to student learning gamification and to use them in the
and Jeopardy enhance the lesson and to improve how to use it in the classroom.
(Small group) (Individual understanding classroom to
assignment) (small group) enhance (whole group)
instructions.
11:45- Lunch Lunch Lunch Lunch Lunch
12:30
12:35- Participants will Dr. Teague and Ms. Participants will be Participants will Participants will share
1:50 learn how to use Mbosi will observe introduced to a learn how to their most favorite
digit games such as participants social studies integrate technology activities and provide
cool math, ABC assignments & website, for in the classroom to

17
 mouse, star fall, fun provide immediate example, National promote knowledge reasons why they chose
brain, brain pop, feedback. Geographic retention and the activity.
Moby ax, spelling Kids Games increase student
city etc. to enhance engagement
social Study lessons.
(Small group)

1:55- Review of activities Participants will Participants will Participants will *Participants will
2:55 (Whole group) share their explore games and learn how to complete a short quiz as
experiences, activities that could incorporate Pixton, ticket out the door
concerns, and be used in the Prezi, Storybird and *Complete an anonymous
contributions. (Whole classroom to comic strips into the survey based on the
group) enhance social learning. workshop.
studies knowledge
in mapping skills.
3:00pm Closing Closing Closing Closing Closing

Table 5. Follow-up Sessions

November 2018 Fall, follow up session Internal mentors and Review data, research
experts

January 2019 Spring, follow up session Internal mentors and Review data, research
experts

April 2019 Spring,2019 follow up session External mentors and Teacher report
experts Train the trainer

Source: Planning for Technology (2003) Whitehead, B. et.al

18
 Table 6. Plan of operations-Timeline

Month /Year Time Activity

August, 2017 3:40-4:00pm Proposal submission for review

October 2017 4pm Submission of proposal

December, 2017 3:40-4:00pm Meet with principal

February 2018 4:00-4:30pm I will meet with Dr. Teague and Ms. Micko to discuss about

professional development and their duties. Ms. Micko will meet

with Ms. Zimmerman to confirm workshop dates.

May, 1st 2018 4:00-4:30pm Ms. Mbosi will finalize plan of operation for GBL

May, 8th 2018 4:00-4:30pm Ms. Mbosi will confirm lunch arrangements with Mrs. Griffith

May,5th 2018 4:00-4:30pm Ms. Mbosi finalizes plan with technology support technician

media specialist

May, 22nd 2018 4:00-4:30pm Ms. Mbosi finalizes plans with administrators, participants, and

personnel.

June 25th,2018 8am-3pm 1st day of workshop

June 26th,2018 8am-3pm 2nd day of workshop

June 27th,2018 8am-3pm 3rd day of workshop

June 28th,2018 8am-3pm 4th day of workshop

June 29th, 2018 8am-3pm 5th day of workshop

November 17th ,2019 9am-2pm 1st follow-up session

January 26th ,2019 9am-2pm 2nd follow-up session

April 13th,2019 9am-2pm 3rd follow-up session

19
 Evaluation Plan Overview

Data collection varies depending on the purpose and nature of a game in

question. According to the Georgia 6TH grade Social Studies standards, students will acquire

map and globe reading and information processing. Therefore the GBL project will focus more

on collecting data from the games implemented to uncover student trouble spots and attitudes,

and use this information to help shape in-class instruction (Guido, 2016). Garrett middle school

GBL project will utilize both internal and external evaluator from the Cobb county technology

department. There will be two phases of major data collection, protest, and post-test. The pre-

test will be a set of ten questions given to all the participants to gauge their understand and

knowledge level on the effective use of GBL. A post-test will be administered to see whether the

training has increase participants knowledge of the content

Evaluation plan-External Evaluator

The external evaluator for this project will be Dr. Mwangi. She is an instructional

technology specialist and the stem connection teacher at Floyd Middle school. She had applied

and received a good number of grants for her school. She will be involved at the end of the initial

and final implementation since students will be continuously evaluated throughout the process.

Dr. Mwangi will collect data that will be used to evaluate the entire program.

Evaluation plan-Data and Collection Strategies

GBL model in Garrett will be evaluated using the following instruments:

In-Game Reports: Some educational video games features in-game reports for teachers, which

record student performance (Guido, 2016). For example, Everfi Commons- have a pre-and post-

test embedded in each game and the report is downloadable as a pdf or excel file

20
 Self-Reports: Students can select a game reporter or can individually self-report their progress

(Guido, 2016). For example, 6th graders in Garrett will be introduced to Google Forms

spreadsheet so that they can each create one and share with their teachers in Office 365.

I respond pre-and post-test data remote or web app. These results are available on Cobb County

Teacher Learning System (TLS) platform.

Class Discussions provide qualitative data that provides detail- rich data about students

experience. This can be done through anecdotal notes as the teacher moves around from one

team to the other or through whole class discussion.

Surveys will be used to rate the participant's overall experience.

Evaluation is the final step of incorporating game-based learning and it will provide the much

information needed to adjust lessons and activities, addressing trouble spots and building on new

knowledge (Guido, 2016).

Evaluation plan-Process versus outcome

The process of learning should be fun-filled, engaging and authentic. Students need to be

who they are in school. This is stuffed down by the lesson designed that does not accommodate

fun. The GBL project model will assist teachers in letting go of the outcome and let students

learning process be authentic. Therefore, teachers will take the position of a facilitator to guide

students through their learning.

21
 Figure 3.Process and Outcome Concept Map

Goal: Understand the difference Goal: Learn how to integrate

between gamification and game-based games components in social
learning. studies lesson to enhance learning.

Objective: Teachers
will understand when
to incorporate games to
improve learning and
how to use games to
motive students in the
classroom.
Outcome: Teachers
will form game rules
and goals based on the
activity at hand.
Objective: Create social
studies game based
activities that address the
content
Outcome: The outcome
is to meet the needs of
students at every level
based on the learning
styles and preferences.

Goal: Teachers will be able to use

different learning styles to meet
students needs.

Objective: Teachers should be Outcome: Meet the students

able to use GBL experience that
are Age and developmental
appropriate for every student in
the classroom. Adopt games that
align with the content and needs
of students.
where they are and take them up
to the next level after see
improvement on their
performance. Students learn at
different paces.

Goal: Teachers will use technology Goal: Teachers will learn how to use
effectively in the classroom
Partnerships games to incorporate critical thinking
and problem solving.

Objective: Teachers Outcome: when used
will understand how correctly, it helps prepare
students for their future
to integrate
careers and keeps them
technology in the
engaged throughout the
classroom.
learning process.
Objective: Teachers will
understand how to select
effective game-based
activities based on the
content that promotes
22
critical thinking.
Outcome: To enable
students reach their
potential. Students will
think outside the box by
applying what they have
learned in different
activities.
 Partnerships

Partners role is vital in the implementation of the GBL project model framework. A

project director cant accomplish her goal without the help of team partners. A good leader

should be dynamic, thoughtful, works with teams members, tries new ideas and methods, and

encourages collaboration in the school environment (Levin& Schrum, 2012, p.82). For this

project, Ms. Mbosi the project director will have partners from within the system will be walking

with the project director and staff closely than external partners. External partners provide the

needed knowledge and skills for successful implementation of the GBL project.

Figure 4.Partnership recruitment model

Project
Partnership
team

In the system
Outside the system
Social studies special
school
eduction teachers
Non-profit
School curriculum
organization
coach
For profit organization

Partners in education and their role

Partners with the System

23
 Mentor from the school district

Instructional technology specialist (zoned)

Partner from non-profit organization

Garrett PTSA

Partner from for profit organization

General Electric (GE): Will sends engineers and fundingassist in simulation and animations

Lockheed: Will sends engineers for in-school field trip

GA Power: Will sends engineers and fundingassist in simulation and animations and virtual

reality

Chick -fil-A: Will assist with Funding and fundraisers

Kroger: Will assist in Funding

State Farm: Will assist in Fundraiser and recognition

Project Team

Staffing

Principal

Academic/Curriculum Coach

Instructional technology specialist

6th -grade special education social studies teachers

Facility

Professional development lab (Garrett Middle School Media center computer lab).

Resources

County funded Blackboard

County funded teacher blogs

24
Figure 5.Project Team

Project director

Academic/Curriculum Special education

coach teachers

Insturctional
School technician
technology specialist

Business partner
PTSA representative

Participant Recruitment:

The goal of this professional development workshop is to train Special education teachers on

how to use games-based learning in the classroom during instructions. I will be collaborating

with Ms. Jackson my principal, the special education lead teacher at Garrett, Floyd, Copper,

Smitha, and Lindley 6 Middle Schools. The strategy that I will use will be to meet and invite

participants and also send out flyers with the detailed program with activities included. The goals

and objectives for the PD program will be presented. The plan on how this meeting will be

implemented and intended outcome will also be made available to all the special education

25
leaders and their teachers. I chose these surrounding schools because they are all Title 1 schools

with the same performance results, same demographic and learning needs. These schools also

have a good number of experienced technology specialist that have developed games and other

programs good in supporting learning. I will official send out emails to invite all the 6th-grade

special education teachers. But each school will be eligible to only send two participating

teachers for the program. Since I will be working with some members of the school already, such

as the media specialist, technology support technician, academic coach, special education lead

etc, it will be easier for me to let them know of my intentions and how important it is for me to

have them on my team during the workshop. As an incentive to boost teacher participation, lunch

and snacks will be provided and most active members will receive a small stipend at the end of

the PD workshop.

Conclusion

The purpose of this grant proposal is to seek funds to provide a professional development

workshop to 6th-grade special education Social Study teachers from Garrett, Floyd, and Cooper,

Smitha, and Lindley 6 middle school. The main goal of this workshop is to train Social Study

special education teachers how to effectively use Game-Based Learning activities to enhance

instructions and improve student achievement. This workshop will take place at Garrett Middle

school in the summer of 2018 and it will run for an entire week with three follow-up sessions in

the Fall and Spring semester. The professional development experience will involve planning,

designing, implementing and evaluating GBL. Staff will not only experience new knowledge

and skills but will also experience networking with teachers from all over Georgia in a

conference. The GBL 2 phase implementation is deemed to be able to improve students social

studies knowledge and skills in map and globe and information process.

26
 References

Abdullah, S. H. (2015) Beyond Training - The Practitioners' Perspective. Kuala Lumpuz,

Performance Enrichments.

Alaswad, Z., & Nadolny, L. (2015). Designing for game-based learning: The effective integration

of technology to support learning. Journal of Educational Technology Systems, 43(4), 389-

402. DOI:10.1177/0047239515588164.

Business Credit (2005, September) Best Practices: Software Evaluation for Mid-Sized.

http://www.harrisdata.com/documents/business_credit.pdf

Cicchino, M. I. (2013). Using game-based learning to foster critical thinking in student discourse.

Rutgers The State University of New Jersey-New Brunswick.

Davidson-Shivers, G., Rasmussen, K.L. (2006) Web-based learning: Designing,

Implementation and evaluation. Upper-Saddle River: Pearson

Denham, A. R., Mayben, R., & Boman, T. (2016). Integrating Game-Based Learning Initiative:

Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through

Professional Learning Groups. TechTrends, 60(1), 70-76.

Foreman, J. (2004). Game-Based Learning: How to Delight and Instruct in the 21st

Century. 39(5), 50-66.

Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015).

Teaching and learning with mobile computing devices: a Case study in K-12

classrooms. TechTrends, 59(4), 32-45.

Guido, M. (2016) 5 Steps to Implementing Game-Based Learning in the Classroom.

https://www.prodigygame.com/blog/implementing-game-based-learning-in-the-classroom-

examples/

27
Liu, E. Z. F., & Chen, P. K. (2013). The Effect of Game-Based Learning on Students Learning

Performance in Science LearningA Case of Conveyance Go. Procedia-Social and

Behavioral Sciences, 103, 1044-1051.

McGonigal, Jane. 2011. Reality Is Broken: Why Games Make Us Better and How They Can

Change the World. Random House.

Mubaslat, M.M.(2012).The effect of using educational games on the students achievement in

English language for the primary stage. Online submission

Romero, M., Ott, M., De Freitas, S. (2015) Learning through playing for or against each other?

Promoting collaborative learning in digital game-based learning

Tomel, L. (2007, September). The Technology Facade. American School Board Journal, 194(9),

44-49. Retrieved September 20, 2009, from Academic Search Complete database.

Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are

restless. EDUCAUSE review, 41(2), 16.

Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003). Planning for technology: A guide for

school administrators, technology coordinators, and curriculum leaders. Thousand Oaks,

Corwin Press, Inc.

28
 Appendix A: Budget Summary

IMPROVING TEACHER QUALITY PROGRAM

PROPOSED BUDGET SUMMARY
Total from Itemized Budget

Institution: Garrett Middle School

Address of School: 5235 Austell Powder Springs Rd, Austell, GA, 30106, United States

Budget Office Address:

Contact Person in budget office:
Project Title: Game-Based Learning (GBL) for 6th Grade Special Education Social Studies Teachers:
Professional Development Grant Proposal for Garrett Middle School
TEACHER QUALITY CATEGORIES TO BE USED ON ALL INVOICES Requested TQ Funds

Personnel $14,800

Project Director Evodia Mbosi = $5,000

Project Facilitator Dr. Teague = $300/day x 8 days = $2,400

Project Consultant Ms. Micko $300/day x 8 days = $2,400

Project Facilitator Mrs. Zimmerman =$300/day x 1 days = $1,500

One external Evaluator Dr. Mwangi=3,500

Fringe $0.00

Participant cost $50 per participant (50X8=$400 (8/session)

$8,000
This workshop will host a maximum total of 20 participants

Support personnel (Salaried) $0.00

Travel $0.00

Additional costs per person $9.00X26 $1,872

29
 Evaluation Costs (at least 3%) (already included in personnel) $0.00

Materials and supplies (School supplied) $0.00

Total lines A-H $24,672

Indirect Cost 8% of the grand total 24,672 $1,973.76
Grand Total (A&J) $26,645.76
Appendix B: Budget Narrative
The financial implication of the implementation of GBL project in Garrett cannot be handled by
the special education social studies budget alone and therefore the need of external funding. The
tables above indicate a budget summary and itemized outlook of the expenditure. With the
above needs met the project will experience fluidity in introduction and implementation of the
GBL project.

A. Personnel: The requested amount for the personnel is $13,600. Ms. Mbosi will be the project
director and main professional development workshop, planner. She will be in charge of
planning activities, recruiting participants, making sure that the entire program is successful. Ms.
Mbosi will receive $5, 000 for the entire process. Ms. Mbosi is going to be working alongside
Dr. Teague the instructional technology specialist as the co-planner and facilitator and mentor
during the workshop. She will help to recruit participants, collect and share data with project
direct observe how things are moving and provide feedbacks. Dr. Teague will be paid the sum of
$2,400. Ms. Micko the academic and curriculum consultant will be paid $2,400.She will
collaborate with the program director to oversee that the entire program runs smoothly, evaluates
participants participation, co-facilitator of the program by teaching teacher how to create games
based content, plan lessons, and assessments by integrating game-based activities.
Mrs. Zimmerman the media specialist and technology support technicians will receive $1,500 for
five days. She will make sure that all the technologies, hard and software are properly installed
and ready for use, standby support in case of any technology technical emergencies and will
make sure that the computer lab is ready for use every morning. Finally, Dr. Mwangi will serve
as the external evaluator. Dr. Mwangi is an instructional technology specialist and the connection
teacher at Floyd Middle school. She will be involved at the end of the initial and final
implementation since students will be continuously evaluated throughout the process. Dr.
Mwangi will collect data that will be used to evaluate the entire program. Dr. Mwangi the
external evaluator will be paid the sum of $3,500. The amounts list above cover the cost of the
five-day workshop plus the follow-up sessions.
B. Fringe: No budget is allocated for fringe.
C. Participant cost: The total amount allocated for 20 participants will for five days workshop
and three follow-up days is $8,000. Each participant will be given a small stipend of $50 per day.
At the end of the workshop, each participant will earn $50x8 = $400 per participant for eight
sessions. To be eligible for this stipend, participants must be present at the PD workshop 90% of
the time.

30
D. Personal: No cost was allocated for personal expenses. Participants will earn a small stipend
at the end of the workshop. Each participant will earn $50 during each session a total of $400 for
8 sessions with at least a 90% attendance.
E. Travel: No cost was allocated for travel expenses. Participants will earn a small stipend at the
end of the workshop.
F. Additional Costs: A total amount of $1872 was budgeted to cover the cost of lunch. Lunch
was per person $9.00 X 26=$1,872 participants. Since the workshop has so much to cover within
a limited time, the organizers deem it necessary to provide lunch to participants in other to gain
more instructional and collaboration time. Lunch was served to the twenty participants in
addition to the six personnels on site during the workshop.
G. Evaluation Cost: Dr. Mwangi will serve as the evaluator for this project. The cost is already
included in the personnel portion of the budget.
H. Materials and Supplies: No cost was allocated for supplies. The principal of Garrett Middle
school and Cobb County school district will provide computers, smart board and paper and
copier for the workshop.
I. Indirect Cost: The indirect cost of this project will be used to provide lunch to all twenty-six
participants attending the professional development workshop for eight sessions. The indirect
cost is calculated as 8% of the total cost. The total cost is calculated to be $26,645.76, and 8% of
this total amount is equal to $1,973.76.

Appendix C. Capacity
To successful introduce and implement the GBL model, social studies teachers will need
support from a team comprising of individuals in the system and out of the system who will
mentor and sponsor the instructional professional. The team will be invited by the project
director and the school principal and others recruited by the school PTSA body.
The Game-Based Learning evaluation team will comprise of administrators, community leaders,
district leaders for teacher association, district technology technicians, interest groups (like
teachers and counselors) (Whitehead, 2003). All teachers in the team should be subject experts
in their field so that they can be able to evaluate the adaptability and compatibility of the GBL
content to Social Studies. Below is a list of my qualified team members. They are experts in their
field and great team players.
Evodia Mbosi
Evodia Mbosi will be the project director for the program. She is currently a special education
teacher at Garrett Middle school. She is an interrelated, and an adaptive small group teacher. She
teaches multiple subjects including math, science, social studies, and ELA. She holds a Masters
of Arts in teaching at the University West Georgia and I currently pursuing a specialist degree in
instructional technology and plans to complete her degree in the fall of 2017.
Dr. Teague Courtney:
Dr. Teague is originally from Alabama and she is a seasoned digital and learning media
technologist with over ten years of experience with thorough knowledge of instructional
technology design, social media, adult learning theories, and instructions. She is currently the
instructional technology specialist in Cobb County and serves Garrett Middle school and
McEachern High school. Before serving Cobb County as an instructional technologist, she used
to work as an adaptive curriculum special education teacher with Haven. Dr. Teague is in charge
of planning and training teachers on how to effectively use technology in the classroom to

31
enhance instruction and promote student knowledge retention. She is a team player and an
amazing person to work with.
Ms. Micko, M.

Ms. Micko is currently the academic coach at Garrett Middle school. She joined the team

last school year and has tremendous professional skills. Ms. Micko is in charge of

planning, scheduling school activities and helping new teachers settled. She holds a

Masters in education and she used to be a middle school ELA teachers. My Micko will be

one of the workshop facilitators. She has experience in creating lesson plans and

providing support to teachers. I need her on my team because of her experience and team

spirit skills.

Dr. Mwangi, M.

Dr. Mwangi is originally from Kenta, lives in the greater Atlanta area. Has a PhD in

biotechnology from the University of Kenyatta. She is a 6-12 engineering, technology

instructor, instructional designer, educational technology trainer and robotic coach. She is

a curriculum planner instructional assessment strategies and a stem connection teacher at

Floyd. She also teaches middle school science and coaches Lego Robotic. I believe Dr.

Mwangi will be an amazing member of my team because of her vast knowledge in the

use of technology in the classroom. She has written and received funding for a good

number of stem programs and I count on her to make this dream come true.

Facilities

The professional development workshop will take place at 5235 Austell Powder Spring Road,
Austell, Ga, 30106. It will take place at Garrett Middle school by the end of June. I choose this
time slot because the school usually offers optional planning/training sessions for interested
content area teachers. The workshop will take place at the schools Media Center. The workshop
will accommodate twenty teachers from Garrett, Cooper, Smitha, Lindley 6, and Floyd Middle
schools. The computer lab can hold up to forty teachers in one session but Ms. Jackson the
school principal is willing to let the workshop take place on the school ground at no cost and

32
most of the equipments and resources that will be used during the training will be provided by
Cobb County.

Technology Tools required

LCD overhead projector

Computers (desktop/laptop/tablet/cellphone)

Screen

Printers

Appendix D: Data Collection Instrument

Everfi Commons video example: https://everfi.com/k-12/commons/

Prodigy in build students activities: https://www.prodigygame.com/blog/feature-update-

new-teacher-dashboard/

33
Discussion anecdotal notes

Group Anecdotal Notes

Group Games Comments

34
Students Self-report using Microsoft Excel

35
 Post Workshop Survey

Read the information below and rate your entire experience during the five days and three
follow-up sessions in the professional development workshop with 1 being the lowest score and
5 being the highest. All answers are anonymous.
Participant Survey

36
Date: _________________________________________Location:_______________________
Facilitator(s):__________________________________________________________________

The professional development activities meet the academic standards of my school population.
1 2 3 4 5

The facilitators were prepared to host the workshop.

1 2 3 4 5

The facilitators asked debriefing questions at the end of each activity.

1 2 3 4 5

The facilitator effectively demonstrated how to conduct each activity.

1 2 3 4 5

The facilitator used technology based instructional strategies to support my learning.

1 2 3 4 5

I feel confident using technology and GBL activities in my classroom.

1 2 3 4 5

I feel comfortable creating GBL lesson plans in Social Studies.

1 2 3 4 5

I understand the difference between GBL and gamification and can use each effectively.
1 2 3 4 5

37