Fantasy Footy in the Classroom

What I’ve Been Reading:

This Week’s Question:

  • Write a blog post reflecting on your understanding of reverse instruction, game-based learning, or play and how how it applies to your curricular area, grade level, and own theory on technology in the classroom.

When I first thought of the idea, it made me have a little chuckle. Fantasy football in the classroom? You’ve got to be dreaming, Jamie.┬áIndeed, I thought the idea was that chuckle-worthy that I slipped it into a few of the conversations I’ve had of recent with fellow COETAILers and teachers from my school.

But, in all seriousness, is there a place for fantasy football (or fantasy footy as we Australians like to call it) in the classroom? In particular, the math classroom?

Red Football - The 365 Toy Project

Let’s take a look at some of the knowledge/skills that one reenforces by being a member of the fantasy football community. (This is by no means an exhaustive list.)

Interpreting Statistics
I wouldn’t say statistics are at the centre of fantasy football, because the real game is. Statistics are that layer that wraps around the centre. That doesn’t sound right. What I’m trying to say is, statistics are central to fantasy football. They are what drive it. To master fantasy football, you need to first master the statistics. Point averages, point projections, break evens, estimated price fluctuations, trades remaining, cash in bank, you name it.

Weighing Up Options
Understanding what these statistics mean is the easy part. Things get tough when one of your players gets sidelined for six weeks with an injury forcing you to trade him out and bring in someone new. Do you upgrade? That is, do you use some of the cash you have safely stored away to upgrade to an even better player? Or do you downgrade to a lesser player and in the process generate a little bit of cash?

Reflection
Was that the right move or wasn’t it? Should have I used two trades or just one? (You’re only given 24 trades to burn over the 19 week competition.) Should have I gone with that player or not? Should have I upgraded or downgraded? These and many more are the questions each fantasy football coach asks themselves in the days succeeding a weekend of footy.

So, fantasy football in the classroom. What do you think?

Image Credits:

PBL and CBL – What’s the Difference?

What I’ve Been Reading:

This Week’s Question:

  • Write a blog post reflecting on your understanding of project and challenge based learning and how how it applies to your curricular area, grade level, and own theory on technology in the classroom.

Below, is my attempt at identifying both the common and distinguishing features of project-based learning and challenge-based learning.

In the mutual (overlapping) part of the diagram, I tried to avoid including obvious features. For example, problem solving was left out as I think most people know that problem solving is a component of project-based and challenge-based learning.

The purpose of this diagram is more to identify the distinguishing features of the two types of learning than it is to identify the common ones.

If you have any additions you’d like to make, please click on the image. Anyone can edit it.

CBL Ideas
Below are a few ideas I’ve come up with for challenge-based learning projects. I had my grade 9 and grade 10 ICT classes in mind when I was thinking about the projects. The essential question is first, followed by the big idea in brackets.

  • Do we learn from computer games? (Education)
  • How effective are computer games as an educational tool? (Education)
  • Does the Internet make us smarter? (Education)
  • Does the Internet really make us less sociable?