I Support Learning Video Game Design

1. I Support LearningVideo Game Design Presented By: Tiffany Salter Business and Computer Applications Teacher December 17, 2007

2. Rationale • 2008-2009 new Business course • Improve student learning • Problem-solving skills • Responsibility • Reading and writing skills • Technical reading • Leadership skills

3. Rigor, Relevance, and Relationships • Program promotes our district’s goals • Rigor • Engages students • Worksheets • Assessments • Relevance • Computer/technical skills • Video games are the fastest growing segment of the entertainment market

4. Rigor, Relevance, and Relationships • Relationships • Student and teacher • Student with “boss” and “co-workers” • Interpersonal students • Worksheets • Quizzes • End product

5. Student Learning • Supports state assessments and national standards • Life skills- interaction with boss, co-workers, and customers • Promotes skills in • Analyzing • Brainstorming • Creation of solutions • Oral presentations • Persuasive and informative processes

6. Purpose • Need to implement a new course • Attract students • Adapt and change to meet their technological needs • New curriculum will be implemented and designed

7. Multiple Intelligences • Must attract students of different learning levels and intelligences • Verbal/linguistic • Logical/mathematical • Visual/spatial • Bodily/Kinesthetic • Musical/Rhythmic • Naturalist • Interpersonal • Intrapersonal

8. Logical/Mathematical • PDA allows the students to stay on track in a logical organized sequence. • Student must make accurate math calculations and decisions once designing their video game. • Timing, organization, and calculations must be correct in order for the game to run smoothly.

9. Naturalist • Students can look at real careers and qualifications (based on their interest area- science and computers) that you could apply for with the learned knowledge from this course.

10. Intrapersonal • Simulation is completed individually. • Allows students to think about and design the video game based upon their interests and motivations. • Complete online quizzes, worksheets, and accompanying tasks by oneself at their own pace and readiness level.

11. Musical/Rhythmic • Interactive videos, and phone calls allow the students to be lead by voice narration. • Development of the video game allows music to be selected that will be incorporated into the video game. • Careful selection of music must be made by the student in order for the rhythm and timing to match up with the video game components.

12. Verbal/Linguistic • Read and interpret • Emails • Newsletter • Notes from boss • Technical manuals • Instructions • “Phases” of the internship process

13. Interpersonal • Opportunities to partner up and complete Internship Report worksheets with classmates at similar spots in the program. • Interact through software and online with employees, boss, and mentor of the company.

14. Visual/Spatial • Design and run the video game that they created. • View tutorials on just about any portion of the software program. • View samples and the library for visual interest.

15. Bodily/Kinesthetic • Develop and present oral presentation at the end of each project.

16. Click for link to Budget overview Budget

17. Staff Development • Only Business teachers need to learn program • 2 trade-in days 2008 summer • Collaboration through wikispaces • Department meeting time each month

18. Support from the Company • Live Chat • Phone • Email • Fax • Mailing address

19. Reevaluate • Reevaluate Summer 2009 • Student survey • Staff opinion and observations

20. Thank you • Any questions? • 267-893-2938 • tsalter@cbsd.org