Museum of Me

“I think that games are important in learning as they allow someone to explore knowledge in a way that isn’t just reading from a textbook or watching a video. I find it very interesting to be able to learn interactively, in-fact I find that I absorb more knowledge in a game than in a textbook.”

- High School Senior, Museum of Me Pilot Class

Museum of Me is iThrive’s game-based social and emotional learning curricular unit for high school English Language Arts and media studies classes. Created in partnership with expert teachers Paul Darvasi of Royal St. George’s College in Toronto and Matthew Farber, an assistant professor at the University of Northern Colorado’s School of Teacher EducationMuseum of Me uses Giant Sparrow’s What Remains of Edith Finch as a launching pad for teens’ deep identity exploration and self-expression.

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Game-based learning

We embraced the rich interactive narrative of What Remains of Edith Finch as the ideal catalyst for a game-based learning (GBL) unit on identity exploration, a pillar of teen resilience and thriving.

learning objectives

The learning objectives of the unit align with critical standards in English Language Arts (ELA), media studies, and social and emotional learning (SEL)

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ANNOUNCEMENT

Read our announcement about the creation and purpose of Museum of Me, written by our executive director and chief scientist, Susan Rivers, Ph.D. 

goals

Students explore identity and character development, comparing and contrasting public and private self-expression and examining how possessions represent and even misrepresent aspects of identity.

contact

To learn more about teaching Museum of Me in your classroom or after-school program, contact us for an early release version.

more information

To learn more about game-based learning, check out Dr. Matt Farber’s recent books, Game-Based Learning In Action and Gamify Your Classroom, both published by Peter Lang, Inc.

 

Students use the narrative of What Remains of Edith Finch to explore key issues related to identity. 

Students work both collaboratively and independently throughout the unit. 

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