Teacher's Guide
 

Introduction | Content Areas | Standards | Implementation | Evaluation | Conclusion

Introduction

Educated Guess puts current events in a new light. Instead of just reviewing what has already occurred, students are challenged to determine what could occur in the near future based upon current and past events. Participation of teams from all over the world spark the competitive nature of students, and provides extra motivation.

While all teams will submit and compete through a series of online forms, it is up to the teacher to incorporate it into their classrooms. This document will outline ways to help successfully bring Educated Guess into your curriculum.

Content Area and Grade Level

This lesson brings current events into the middle school and high school classroom. While it fits easily into most social studies curriculums, it has a place in computer classes, English, journalism, and other programs that encourage reading and critical thinking.

Curriculum Standards

These standards are based upon the California History-Social Studies Framework (1988) and California History-Social Studies Standards (1998):

Social Studies Standards Addressed

• Students identify bias and prejudice when evaluating documents.
• Students compare the present with the recent past, evaluating consequences of events and decisions to determine cause and effect.
• Students relate current events to the physical and human characteristics of places and regions.
• Students examine unresolved problems of the modern world as they appear in current events.
• Students solve problems and draw conclusions.
• Students predict probable consequences of an event, series of events, or policy proposal.

This project also emphasizes critical thinking, problem solving, group work, inquiry, and cause and effect relations.

Implementation Overview

Please review the rules before continuing with this document. The basic implementation of the project involves four steps.

1. Introduction of Educated Guess, including the concept of examining resources and predicting events based upon what has already occurred; cause and effect.
   
   
2. Break into groups and assign questions to individuals or small groups (see directly below for more information)
   
   
3. Go to computer lab/stations to research questions using provided and other available resources.
   
   
4. The fourth step is completely optional and involves following the events until they occur (see rules for a description of the Follow Up Period).

There are several components that need to be addressed before you begin using Educated Guess into your class.

1. Groups - This is not an individual activity. Groups are definitely needed. The structure of the group depends upon the class, teacher, number of computers with Internet access available, and amount of time allotted. Groups can be as small as 5 (for extended computer access or time - more than 2 hours) and as large as an entire class (for limited computer access and time - 1 to 2 hours). Suggestions for dividing up questions include:
   • assign smaller groups (2 - 4 students) several questions. Require that they come up with a consensus on the answer.
   • assign specific questions to individuals.
   • have a group leader delegate questions to group members.
   • do a random drawing.

   Try and have groups and individuals responsible for questions in each of the three categories.
   
   

2. Computer access/knowledge - Internet access is mandatory for this project. While an lab of computers is ideal, it can be modified for smaller numbers of computers. You can put several students on a single machine, have other activities for students who are not using a computer, or simply give students a choice of assignments of equal worth. You should use the main EG page as a base of operations where links to the questions and resources can be found.
   
   Students must have a working knowledge of computers and the Internet. If necessary, explain the concept of the Internet and how it makes a project such as this possible. A demonstration of using links, the back button, etc. is probably needed if students have not used the Internet before.
   
   
3. Answers - Each group will submit their answers before the end of the Response Period via the Final Answer Submission Form (linked from the main EG page). It should be the responsibility of the teacher or group leader to submit answers. Please discourage students who are not taking this responsibility from using the form. Once the form has been submitted, teams cannot alter their responses.
   
   
4. Justification of answers - Educated Guess only wants the answers to the questions submitted. Educated Guess strongly encourages teachers to monitor their students participation and place a grade value appropriate to the class. A number of ideas have been compiled to assist the classroom teacher in coordinating this lessons.
   
   
   1. An answer sheet has been developed for students to fill out. An html version is available. Or if you have Adobe Reader a PDF file has been created. This sheet provides a guide for students to justify their answers and gives a uniform look to all of the answers for easy consolidation and submission.
      
      
   2. Have all students in each group come to a consensus on the answer, try to avoid having students each completing an answer without contributions from other group members.
      
      
   3. Have students in different groups compare answers and discuss the similarities and differences in findings.
      
      
   4. Have students present to the class their reasoning for the selected answers.
      
      
   5. Have students evaluate resources, examining where they come from and how that might affect the reliability or bias of the information.

Evaluation

Teachers will have to evaluate students based upon how exactly they incorporate Educated Guess into their classroom. Having students complete the answer sheet (PDF) would be one option. Presentation of answers, participation in groups, and evaluation of the resources are other ways for the teacher to assess student participation. It is important to hold students accountable for their answers, anyone can go an randomly fill out the form. In order for it to be an effective lesson, teachers need to closely monitor student progress.

Conclusion

This lesson/game offers students a chance to compete against students around the world in a way that has never been done before. Be excited about this game. It is exciting. Let your students know how cutting edge you are by incorporating this game into your class. EG is a new way to do current events using the latest technology. Enjoy! If you have any questions, suggestions, or comments please e-mail Dan McDowell at dmcdowel@grossmont.k12.ca.us