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Teaching Through Video Game Development By Paul Ackerman Edgewater High School Orlando, Florida Session Outcome Goals What should YOU be able to do after you leave this break-out session? – Have a better understanding of Video Game Development as a tool for teaching Florida Sunshine State Standards. – Be able to find the FL SSS on the web. – Correlate FL SSS standards to activities performed in your classroom. – Understand how VGD can help raise FCAT scores. – Laugh a little Introduction Greetings My teaching situation – Magnet Program – Classes taught Short Biography – Teaching Experience – Disney Teacherrific Award – Plans for the future Edgewater High School EST Magnet Program Students from entire Orange County may apply and attend. (Transportation not provided.) College preparatory curriculum, heavy in technology, computer applications, and engineering. Selection criteria: – Application process through OCPS. – 3.0 GPA – Passing FCAT Reading and Math (Level 3 minimum) – Essay Classes Taught Video Game Development (Fresh. EST) – Learning Basic Computer Language – 12 weeks total Video Game Development (Open to all students, all grades, not just EST students) – Semester-Long Class – Has grown from 14 to 26 students this school year. Students are being shut out because of computer station limits. Pre-AP Computer Science (Soph. EST) – Beginning Java class – 12 weeks total AP Computer Science (Jrs. And Srs.) – In Java Computer Language – Year-long course Teaching Experience Escambia County, Pensacola, Florida (Three Years) – Woodham High School – Escambia High School – Taught Earth Science, Biology, Physical Science, Marine Biology Orange County, Orlando, Florida (Twenty Years) – Dr. Phillips High School – Edgewater High School – Taught Earth Science, C++, Java, AP Comp Sci, UCF/EHS Engineering, Video Game Development. Disney Teacherrific Submitted class curriculum and results as a project to Disney: “Having Fun and Learning with Video Game Development” November 11, 2006 Award Ceremony EHS Received a “Top Program” award for Video Game Development class project. Will submit again next year with new project and additional data. Plans for Future Continue at Edgewater High School Continue with Video Game Development Continue research on test score results More Introductory Info The Need: – Pique student interest in technology classes. – Reinforce “21st Century Skills” – Appeal to “real life” situations. – Give students hands-on experience. – Reduce discipline problems. – And the ones you came to hear about: Fulfill administrative requirements for aligning class activities with FL SSS. Raise test scores! 21st Century Basic Knowledge/Skills English Language (spoken) Reading Comprehension (in English) Writing in English (grammar, spelling, etc.) Mathematics Science Government/Economics Humanities/Arts Foreign Languages History/Geography 21st Century Applied Skills Critical Thinking/Problem Solving Oral Communications Written Communications Teamwork/Collaboration Diversity Information Technology Application Leadership Creativity/Innovation Lifelong Learning/Self Direction Professionalism/Work Ethic Ethics/Social Responsibility Some Statistics from FCAT Last Year’s (2005-2006) Study Group: – 9th and 10th grade students in Magnet Program. Most are reading at level 3 or better. Most are at level 3 or better in math. – 81% Maintained FCAT level or improved. – 19% digressed in either Math, Reading or both. Curious group! Cold Stats In 2005-2006 School year: 178 Students exposed to VGD curriculum – 105 Sophomores – 73 Freshmen Students with no score from previous year were thrown out of statistical data. – 24 freshmen, 1 sophomore Learning gains were defined as a student maintaining or improving upon their previous year FCAT Criterion Referenced Test Level. Freshmen Gains 39 out of 49 (80%) showed Reading gains 44 out of 49 (90%) showed Math gains Sophomore Gains 73 of 104 (70%) showed Reading gains 90 of 104 (87%) showed Math gains Warm Stats and Student Reactions Student enthusiasm is UP! Students arrive early. Students have to be encouraged to leave! Smiles. Some students buy the software and work on developing games at home. Students helping students. How Did We Do It? Video Game Development Software from I Support Learning. – Steve Waddell, CEO – Olathe, Kansas – Minimal Training Supportive Administration – Mr. Robert Anderson, principal EHS. – Mr. Howard Hepburn, admin in charge of EST – Dr. Alice Joossens, admin in charge of curriculum How Did We Do It? Outstanding Technology Coordinators – Paula Nowell – John Sudik Some Prep Work! Organization! Patience! Video Game Development Recently Updated Computer Lab Dell Optiplex GX 260 Mini-towers Advanced Radeon 7500 Video Cards 1.8 MHz Processors 256 MB RAM Video Game Development… Video Game Development… The Curriculum Video Game Development… The Projects Video Game Development… Dark Basic Video Game Development CarbonAde Project: Game Arena Standards Alignment Phase One- Certification I Activity Animation- Chocolate Milk Introductory Opening Video Program Video- Changing Paragraphs from Boss Nikki Simulator the Cubes Size Certification Worksheet / Internship Report LA.B.1.4 Student uses LA.A.1.4 Student uses the LA.A.2.4 Student LA.C.1.4: MA.A.5.4 LA.B.1.4 LA.B.1.4 Student MA.A.3.4 Student writing processes reading process constructs meaning Student uses Student Student uses uses writing understands the effects effectively:.2(writing effectively:1(previewing, from wide range of listening understands writing processes of operations on that is focused and anticipate content), texts:.1(determines strategies theories related numbers, selects processes effectively:.1(writes purposeful) .2(Make and confirm main effectively .1 to numbers effectively:..3 text, notes, outlines, appropriate operations inferences, interpreting idea),.2(determines Selects .1(applies for problem writes fluently comments, and diagrams),.3(Refines authors strategies for number for a variety of observations that solving.1(understands vocabulary for technical purpose),.4(analyzes solving relationships effects of add, subtract, occasions, demonstrate meanings),.4(Applies written information for problems, such as audiences, and comprehension and multip. and division. response strategies: real-world evaluating sequences and purposes, sythesis of content, summarizing relating what tasks),.5(identifies intent of a series to real- making processes, and is read to experiences) devices of persuasion presentation world appropriate experiences from a and methods of problems) choices variety of media appeal),.7(analyzes regarding style, reliability of primary tone, level of source of information) detail, and organization Phase Two- Certification II Standards Alignment Activity Criteria and Constraints "Open Visit the Lab Equations in Video Game Story Code- Video Document" email Demonstration link LA. C. 1.4. .3(listening LA. B. 2.4. 2S tudent actively and Writes to MA.A.1. 4 reflectively, connecting communicate ideas LA. A. 2.4 Student Student to and building on the and inf ormation constructs meaning understands ideas of a previous f efectively from wide range of the different speaker) ways texts:. 1(determines main numbers are idea), . 2(determines represented authors and used in purpose), .4(analyzes . 2 Organizes the real written inf ormation for information world: real-world using . 3 Writes numbers),, tasks), .5(identifies appropriate f or luently f a devices of persuasion systems variety of and methods of audiences and appeal), .7(analyzes purposes, reliability of primary making source of information) appropriate choices regarding . 1(associates . 2(understands style, detail, the relative size . 3(understands verbal and and of integers, concrete and written names organization rational symbolic with standard numbers, representations numerals with irrational of real and integers, numbers and complex rational real numbers) numbers in real- numbers, and world situations) real Phase T hree- Standards Alignment i t Certf ca i on III Act ivi ty i at Certi f c ion i at Certi f c ion W orkshee - t W atch Video W orkshee t h "Mat c the Camera in as "Objects" Load cert X, Y, Z axis Game Vi deo/ 3_2-demo wi th the Load ' cube s surf ace i at Certi f c ion 3_4 MA.C .1. 4 St ude nt describes, draws, MA.B .1. 4 St ude nt i dent ifies, and measures quanti ti e s l s ana yze two- and i n t he real world a nd t hree -dim ensi ona l use the m ea s sures t o MA.C .2. 4 St ude nt sha pes MA.C .3. 4 St ude nt uses solve problems: . 1 visuali ze as nd il lust rates ways i n whi ch sha pes coordi nat e geometry t o Uses conc rete and ca be combi ne n d, l ocate objects i n bot h t wo graphi c models f or subdi vided, and changed and t hree di mensi ons and i f nding pe rim eter, . 2(Analyzes and appli es ct t o describe obj e s area of t wo and geometric relat ionships al algebrai c ly .2 Using a t hree -dim ensi ona l r ross- i nvol ving plana c ct ngul a coordi nate re a r sha pes se ions (the int e ct rse ion ct syst em, appli es and of a pl ane and a three - s properti e of t wo a nd l dim ensi ona figure ). t hree l -dim ensi ona figure s. Phase Four- Standards Alignment Certification IV Activity Visit the Lab Video Story Help 4_2 Collisions ISL Prototype Worksheet, Code Write 2 Modification paragraph game story LA.B. S tudent Writes to MA.C Geometry and SC.H Nature of communicate Spatial Sense Science 2.4.1 Writes SC.H.3.4 Student LA.C Listening, Viewing: text, notes, MA.C.1.4.1 Student understands that 1.4.1(Selects listening strategies outlines, describes, draws, identifies, science, tech, and according to the intended purpose, comments that and analyzes two- and three- society are interwoven such as solving problems. demonstrate dimensional shapes and interdependent 1.4.3(listening actively and comprehension MA.C.2.4 Student SC.H.3.4.1 Knows that reflectively, connecting to and and synthesis of visualizes and illustrates performance testing is building on the ideas of a previous content. ways in which shapes can often conducted using speaker) 2.4.2 Organizes be comb ined, subdivided, small-scale models, information and changed computer simulations, using 2.4.1: Understands geometric to reduce the chance of appropriate concepts such as flips, slides, system failure. systems. turn, enlargements, rotations. Charles Schultz The following is the philosophy of Charles Schultz, the creator of the "Peanuts" comic strip. You don't have to actually answer the questions. Just read straight through and you'll get the point. Charles Schultz Name the five wealthiest people in the world. Name the last five Heisman trophy winners. Name the last five winners of the Miss America. Name ten people who have won the Nobel or Pulitzer Prize. Pause to Ponder CS-Philosophy How did you do? The point is, none of us remember the headliners of yesterday. These are no second-rate achievers, and they are the best in their fields. But applause dies, awards tarnish, achievements are forgotten, and accolades and certificates are buried with their owners. CS-Philosophy Here's another quiz. See how you do on this one: – List a few teachers who aided your journey through school. – Name three friends who have helped you through a difficult time. – Name five people who have taught you something worthwhile. CS-Philosophy Easier? CS-Philosophy The lesson: The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care. Teachers who care make a difference in students lives! Pass this on to those people who have made a difference in your life. Important Links To the FL DOE To the Sunshine State Standards To the 9-12 Science Standards To the 9-12 Math Standards To the 9-12 Language Arts Standards To I Support Learning Farewell and Adieu Thank you for attending. Thank you for your attention. Feel free to email me if you have any questions or comments. More Important Links Edgewater High School – http://www.ehs.ocps.net/ Paul Ackerman Teacher Web Page – http://teachers.ocps.net/ackermp/ Paul Ackerman Email – email@example.com Questions?
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