i support learning video game design
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I Support Learning Video Game Design. Presented By: Tiffany Salter Business and Computer Applications Teacher December 17, 2007. Rationale. 2008-2009 new Business course Improve student learning Problem-solving skills Responsibility Reading and writing skills Technical reading - PowerPoint PPT PresentationTRANSCRIPT
I Support LearningVideo Game Design
Presented By: Tiffany SalterBusiness and Computer Applications Teacher
December 17, 2007
Rationale
2008-2009 new Business course Improve student learning
– Problem-solving skills– Responsibility– Reading and writing skills– Technical reading– Leadership skills
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
Rigor, Relevance, and Relationships
Relationships– Student and teacher– Student with “boss” and “co-workers”– Interpersonal students
• Worksheets• Quizzes• End product
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
Student Learning
Purpose
Need to implement a new course– Attract students– Adapt and change to meet their
technological needs
New curriculum will be implemented and designed
Multiple Intelligences Must attract students of different learning
levels and intelligences– Verbal/linguistic– Logical/mathematical– Visual/spatial– Bodily/Kinesthetic– Musical/Rhythmic– Naturalist– Interpersonal– Intrapersonal
Logical/MathematicalPDA 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.
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.
IntrapersonalSimulation 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.
Musical/RhythmicInteractive 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.
Verbal/LinguisticRead and interpret
oEmailsoNewsletteroNotes from bossoTechnical manualsoInstructionso“Phases” of the internship process
InterpersonalOpportunities 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.
Visual/SpatialDesign 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.
Bodily/Kinesthetic
Develop and present oral presentation at the end of each project.
Budget
Click for link to Budget overview
Staff Development
Only Business teachers need to learn program– 2 trade-in days 2008 summer– Collaboration through wikispaces– Department meeting time each month
Support from the Company
• Live Chat
• Phone
• Fax
• Mailing address
Reevaluate
Reevaluate Summer 2009 Student survey Staff opinion and observations
Thank youAny questions?
–267-893-2938– [email protected]