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

• Email

• Fax

• Mailing address

Reevaluate

Reevaluate Summer 2009 Student survey Staff opinion and observations

Thank youAny questions?

–267-893-2938– tsalter@cbsd.org