Play to Learn
By incorporating movement into ESL lesson plans there is an opportunity to enhance group activities and provide experiential learning.
A portable base with projectors that emit an interactive floor where teachers engage students in motion-based language lessons.
Point in Question : How do students and teachers establish a relationship when they cannot communicate verbally?
Opportunity : Humans can communicate and connect through motion/play/movement, combating verbal limitations. By incorporating movement into ESL lesson plans there is an opportunity to enhance group activities and provide more space for experiential learning in an ESL classroom.
Why it works : Responsive classrooms in the past five years have been incorporated into public schools. By adopting this new curriculum it encourages motion-based learning, social, and emotional engagement between students and teachers.
My Role : Experiential Design, 3D Modeling, Prototype, UI interactions for Games, UX Research, UX Design
Team : Elise Sokolowski Experience Design ‘19, Anna Kim Strategist ‘19 , Meredith Makhoul Strategist ‘19
Project Timeline : 4 Weeks
How do you help ESL students in the silent period build the foundation to build strong communication and comprehension skills?
The What : Play to learn brings the technology from Lumo Interactive and the curriculum from Reading A-Z together. For this partnership a collapsible frame on wheels uses two projectors from Lumo play to engage students and teachers in games that reflect lessons from Reading A-Z on the ground or mat if placed on floor.
The How : By mirroring the screen of the student and teacher, we created a visual way to communicate for both users. The big idea is that if the teacher can show the student where to step next, the student can follow along and begin to learn how to play the games, all while learning the content. We hope that students can advance not only through lesson plans, but also challenge the teachers or timers.
The Why : Public schools have adopted a new curriculum that encourages motion-based learning, social, and emotional engagement between students and teachers. But to establish a relationship of trust, the teacher must be able to communicate with their students. We games encourage motion-based learning so that those students in the silent period will feel empowered to participate, breaking the barrier of any kind of intimidation verbal communication can have on them.