What to learn about? Determining our lingering questions

I wanted to identify exactly what direction I should go in to launch the learning stage of our social action project. At this point we had identified that video games was an exciting and relevant topic; I planned this lesson so I could hear from the students what they wanted to learn more about. I started by reading my student a group of facts about video games, see below.

Video Game Information

All that virtual boxing, bowling, and dancing along with video game systems might not be helping kids meet their daily exercise requirements.

The interactive entertainment industry uses violence over and over again, and most of the games on the market (being sold) are targeted to boys and men.

One third (1/3) males have said they are addicted to video games. One tenth (1/10) females say they are addicted.

The average child between 8 and 12 years old plays 13 hours of video games per week.

Japanese researchers found that playing computer games stunted (or stopped) the growth of the frontal lobe of the brain in teenagers. The frontal lobe is a part of impulse control, that means if you don’t have that developed as much you could be more impulsive, which means doing things before thinking.

Retailers are supportive of the video game ratings system and are playing a critical role in keeping mature-themed video games out of the wrong hands by enforcing age restrictions.

 First, I had students work in groups to discuss and summarize video game information we read together.

A group of students working to summarize the information in their own words.

Another group of students finishing up their summary.

One of my mentor teachers working with the students to craft their summary.

Next, students came up with lingering questions, questions they still had after summarizing the information.

A group working to complete their list of questions.

 Then, I had each group select one question they considered to be their burning question, by putting two stars next to it.

The questions one group came up with, note their burning question, "How do computer games stop the frontal lobe from  working [in] teenagers?"

This group's burning questions, "Why do some video games use violence? Do they think it will sell?"

A group working hard to select their burning question. 

They decided to pick, "Why can't Latin (or American) people make video games for Japanese?" and "How do video games help us?"

Finally, each group shared this question with the class. Here is the list of our eight burning questions:

·      How do video games help us? Why can’t Latin or American people make video games?

·      Why do some retailers sell video games to kids under age?

·      Why do some video games use violence? Do they think they will sell? How is the frontal lobe of the boys not being formed?

·      Should they still make violent games? Why is violence cool for boys?

·      Why are video games sold more to men and boys and not to women?

·      How do computer games stop teenagers’ frontal lobes from developing?

·      Why do boys like playing violent video games?

·      How do they get persuaded in video game commercials?