503- Ronen- ID Project- Final

7/30/2019 503- Ronen- ID Project- Final

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Ronen CohenEdTech 503

Instructional Design ProjectSpring 2013

Dr. Yu-Hui Ching

Designing Child Labor ThemedBoard Games


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EdTech 503: Instructional Design ProjectRonen Cohen

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Table of Contents

Part 1. Topic ........................................................................................................................................... 41a. Learning goal ............................................................................................................................................. 41b. Description of the audience ................................................................................................................ 41c. Rationale ...................................................................................................................................................... 4

Part 2. Analysis Report ...................................................................................................................... 62a. Description of the needs ....................................................................................................................... 6

2a1: Needs assessment survey ........................................................................................................................... 62a2: Needs assessment data report .................................................................................................................. 6

2b. Description of the learning context.................................................................................................. 72b1: Learning context ................................................................................................................................................ 7

2b2: Transfer context ................................................................................................................................................. 72c. Description of the learners................................................................................................................... 72d. Task analysis flow charts ..................................................................................................................... 8

Part 3. Planning................................................................................................................................... 103a. Learning Objectives ............................................................................................................................. 103b. Objectives and assessment matrix table .................................................................................... 113c. ARCS Table .............................................................................................................................................. 12

Part 4. Instructor Guide ................................................................................................................... 15

Part 5. Learner Content ................................................................................................................... 215a. Learning materials ................................................................................................................................ 215b. Assessment materials......................................................................................................................... 225c. Technology tool justification ........................................................................................................... 22

Part 6. Evaluation ............................................................................................................................... 246a. Expert Review plan ............................................................................................................................... 246b. One-to-One evaluation plan.............................................................................................................. 246c. Small Group evaluation plan ............................................................................................................ 256d. Field Trial evaluation plan ................................................................................................................. 26

Part 7. Formative Evaluation Report.......................................................................................... 277a. Evaluation survey or rubric .............................................................................................................. 277b. Report the results of the expert review ....................................................................................... 287c. Comments on change ......................................................................................................................... 29

Part 8. AECT Standards Grid ........................................................................................................ 31

Appendix A- Elements of Board Game Presentation .............................................................. 37

1 2 .......................................................................................................................................................... 37

3 4 .......................................................................................................................................................... 37

5 6 ........................................................................................................................................................... 38


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Appendix B- Game Theme Chart .................................................................................................... 39

Appendix C- Board Game Making Planner- Teacher Example ............................................ 40

Appendix D- Incorporating Game Content into Board Games- Teacher Example........ 42

Appendix E- Board Game- Teacher Example ............................................................................. 43Appendix F- Cards for Game- Teacher Example ....................................................................... 44

Appendix G- Board Game Making Planner ................................................................................. 46

Appendix H- Incorporating Game Content in Board Games- Monopoly .......................... 48

Appendix I- Incorporating Game Content into Board Games .............................................. 49


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Part 1. Topic

1a. Learning goal

Learners will design a child labor-themed linear movement (race) type board game.

1b. Description of the audience

The target audience consists of 5th

grade students who completed a 6-week unit onhuman rights.

1c. Rationale

The reason I chose this topic is due to a reflection session a colleague and I held afterwe analyzed last years summative task for the Human Rights unit. The assessmentmethod we used was a pen-and-paper test. We felt that the answers students providedwere too simplistic, and although they showed general understanding of different humanrights themes, students did not demonstrate deep understanding on any of the themeswe discussed (child labor, displacement and refugees, human trafficking, etc.)

By adjusting the course of study and creating an engaging cumulative task that allowsstudents to demonstrate their understanding of one topic (child labor), they will haveopportunities to dig deep into this phenomenon both in their learning and in theirsummative project. The bulk of the assessment about the complexities of child laborwould be assessed formatively throughout the unit, which allows for students to engageand enjoy their summative task with less pressure.

Both the instruction that takes place prior to this task, and the task itself are ofgenerative nature. We use an inquiry-based approach to our teaching and learning, andthroughout the unit of study students are the ones stirring the direction of their learning,as the unit develops based on their group choices along the path.

This cumulative task is revealed and discussed at the beginning of the unit of study,which allows students to gather ideas as they go. This way, by the time their summativetask begins, they should have notes and ideas for all the content they would need fortheir task. This decreases anxiety and increases motivation.

Throughout the unit students are reminded of the task, so that at the end of the unit theycan begin creating an individual/group story using the content they accumulated as well


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as their creative story ideas. Students then explore different board games. Through theirprior experiences, exploration, and discussions, they are guided to derive different rulesabout board games and board game making. These rules turn into both the gamecreation and game evaluation guidelines for the class. Upon completion of their boardgames, students get to use their guidelines to evaluate their own and their peers

games.

The major instructional strategy my goal is classified as Problem Solving Instruction. Inthis strategy, students apply their knowledge to solve problems. In order to besuccessful, students are required to have knowledge of content (child labor) as well asof a process (board game design). They must give simultaneous consideration toprinciples and procedures, to carefully select what is applicable, and to apply it in asequenced way.

Problem solving requires learners to possess and apply three types of knowledge-principles, declarative knowledge, and cognitive strategies (Smith & Ragan, 2005).

Students should have declarative knowledge about human rights and child labor, aswell as about elements of game board design. Using cognitive strategies they thenincorporate their knowledge of child labor into a board game, applying principles ofdesign to create a finished product.


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Part 2. Analysis Report

2a. Description of the needs2a1: Needs assessment survey

The followingNeeds Assessment(Google Docs) survey was given to 20 current 5 thgrade students in order to collect data for the Needs analysis.

Report information:

This link tographs and summary response(Google Docs) provides a detailed responsesummary including graphs of the Needs Assessment survey.

2a2: Needs assessment data report

The Needs Assessment survey indicate that students are excited about, and like to playwith board games. There are many different board games, so a variety of favoriteswas expected. Students seem to prefer to play linear-movement type games, whichmay have to do with their age (these are less complicated than non-linear movementgames). It is important to take into consideration students lack of, or little, experience inbuilding board games and some students expression of lack of confidence completingsuch task. Students will need continuous guidance, support, and re-assurance in orderto make sure their levels of confidence and enthusiasm increase and stay high.Students grouping preferences indicate one aspect of differing learning styles. Lettingstudents choose their grouping might be the best way to approach grouping for thisactivity.Students reported some lack of confidence in what they believe Internet and differentapplications could offer in this area. It will be interesting to see how they feel once theyare introduced to the surprisingly developed online world of Board Games. There aremany pre-made templates to choose from, and even more ideas for game design. It isalso interesting that students reported that handwriting looks neater than computer text,despite all the variety of fonts and colors available. A follow-up might be needed in orderto clarify this point.
https://docs.google.com/file/d/0B-ehNQLgxQlNNmo5Y0JrMlZPNUU/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNNmo5Y0JrMlZPNUU/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNNmo5Y0JrMlZPNUU/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNRHJSbmQ0QXZmT2c/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNRHJSbmQ0QXZmT2c/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNRHJSbmQ0QXZmT2c/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNRHJSbmQ0QXZmT2c/edit?usp=sharinghttps://docs.google.com/file/d/0B-ehNQLgxQlNNmo5Y0JrMlZPNUU/edit?usp=sharing


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2b. Description of the learning context

2b1: Learning context

The assessment tool my school has been using in the past to assess studentsunderstanding of human rights issues does not seem adequate to me. Althoughstudents could list some existing human rights issues, they could offer only genericsolutions, which were usually an oversimplification of problems. I would like my studentsto show their in-depth understanding of human rights and the complexity of such issuesin a fun and engaging way. I would also like to have them create a product that can beused again and again as a fun and engaging learning tool for others.

2b2: Transfer context

According to some students reports in the Needs Assessment, they have been buildingboard games on their own- for enjoyment or for passing the time with family members.Designing and building games is a leisure activity. However, students continue to learnhow to design and build things throughout their lives. The process they will go throughwill serve them well due to the planning of the board game as well as the ability toincorporate their research and understanding of a theme into a board game.

2c. Description of the learners

After conducting the Needs assessment survey, the following were determined:

Entry Behaviors/ Knowledge:Learners are 10-11 year olds who will be completing a 6-week unit of study abouthuman rights. Some learners have experience creating board games albeit limited. Inaddition, a few learners indicated they have had negative experiences building boardgames. Learners also predicted they would not have problems locating informationabout how to build board games from a variety of sources.

Prior knowledge of topic area:More than half of the learners indicated they have experience building a board game inthe last two years. This means they will need support and guidance along the way.

Attitude toward content and potential delivery system:Learners reported positive attitude toward building a board game, especially a race/linear-movement type game (such as MonopolyorSnake and Ladders). They would like


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to work in a variety of group settings, and to make the games without the help ofcomputers.Since the learners did not yet take part in the human rights unit, the survey did notinclude such questions.

Motivation to learn:Learners reported they enjoy playing board games and most would like to build one.Their motivation may be greater depending on grouping choices (they prefer thefreedom to choose their own grouping) and the method of building (by hand). Somestudents indicated they have negative experiences building board games, and soproviding continuous support and encouragement along the way would be necessary.

2d. Task analysis flow charts

1.Describe yourgame theme

Linearmovement-

Thematic story

Beginning

Setting Plot

Middle

Complications

Ending

Success Failure

1.Describe

your gametheme

2.Incorporateyour story'scontent intoyour board

game

3.

Evaluateyour game

4."Publish"

your game


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2.

Game Content

Movementthrough Space

Paths in a racegame

Shortcuts

Jumping alongpaths

Goals

Getting cardsor tokens

Choice andDecisions

Strageties foraccumulation

Random orUncontrolled

Events

Dice, spinners,or chance

cards


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Part 3. Planning

3a. Learning Objectives

1. After a presentation about game content, the learners will describe the gamessetting, plot, at least 10 complications and the consequences for each, andsuggest at least one possible name for their board game.

1.1- After a presentation about game content, the learners will describe theirgames setting.

1.2- After a presentation about game content, the learners will describe theirgames plot.

1.3- After a presentation about game content, the learners will describe at least 10complications and consequences for each they would like to use in their

board game.1.4- After a presentation about game content, the learners will suggest at least

one name for their board game.2. After a brainstorm session about the complexity of the issue of child labor, the

learners will include at least one complex issue in their game.3. After a presentation about game content, the learners will explain how each of the

elements is used in a linear movement type board game (Monopoly).4. After a presentation about game content, the learners will explain how each of the

elements would be used in their game.4.1- After a presentation about game content, the learners will explain how piecesmove through space in their game.

4.2- After a presentation about game content, the learners will explain how shortcutstake place in their game.4.3- After a presentation about game content, the learners will explain the playersgoal in their game.4.4- After a presentation about game content, the learners will explain what choicesand decisions are available in their game.4.5- After a presentation about game content, the learners will explain what randomor uncontrolled events take place in their game.


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3b. Objectives and assessment matrix table

Learning Objectives(a)

Blooms

TaxonomyClassification

(b)

Format ofAssessment

(c)

Descriptionof test form

(d)Sample items (e)

1.1-Describe the boardgames setting.

Analysis WrittenConstructed

answer

Fill out the Board Game MakingPlanner sheet by giving details

about each of the elements.

1.2-Describe the boardgames plot.


answer



1.3-List at least 10complications and theconsequences for each.


answer



1.4-Suggest at least one

name for their boardgame.


answer



2-Include at least onecomplex issue.


answer



3-Explain how each of theelements is used inMonopoly.

Application WrittenConstructed

answer

Fill out the Incorporating GameContent in Board Games

Homework sheet by explaininghow you incorporated each of theelements into your board game.

4.1-Explain how piecesmove through space. Application Written

Constructedanswer


worksheet by explaining how you

incorporated each of theelements into your board game.

4.2-Explain how shortcutstake place. Application Written

Constructedanswer


worksheet by explaining how youincorporated each of the

elements into your board game.

4.3-Explain the playersgoal. Application Written

Constructedanswer




4.4-

Explain what choicesand decisions areavailable.


answer

Fill out the Incorporating Game

Content in Board Gamesworksheet by explaining how you

incorporated each of theelements into your board game.

4.5-Explain what random oruncontrolled eventstake place.


answer





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3c. ARCS Table

Attention

A1. Perceptual Arousal

Projection of the Its Game Time! page

A2. Inquiry Arousal

Use of Think-Pair-Share strategy to brainstorm what students have learnedabout Child Labor throughout their unit of study.Playing of board games prior to the task, and a sharing of why playing boardgames is fun.

Playing the example board game (teacher created; See appendices C and D)would raise inquiring thoughts among the students, such as Wow! I wonderhow my teacher created this cool board game).

A3. Variability

Students work in a variety of groupings- initially through the teachers directinstruction as a whole class, then discussing in a Think-Pair-Share setting, andthroughout the game making project they work in their chosen groups.

Relevance

R1. Goal Orientation

The instructor reminds students of the Needs Assessment they filled out, andespecially their interest in games and their desire to create games as a way toshow they knowledge and understanding.

The instructor reviews the units Central Idea, Lines of Inquiry, and SummativeTask to provide students with a clear connection between the unit and the boardgame making project.

R2. Motive Matching

Students choose the grouping they would like to work in when creating theirboard games.

Students choose if they would like to use a pre-made template or create theirown board game templates.


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Students are encouraged to work individually or with their partner/s, thus theymust take responsibility for their work.

Students create their own games; hence they can take ownership over theprocess and product.

Throughout the project, the instructor uses positive examples of student work toencourage students to work with more focus and more creatively.

R3. Familiarity

In the Needs Assessment, students indicated they would like to make boardgames, and some students reported they make games on their own time.

Applying their knowledge and understanding of Child Labor issues would allowstudents to better understand what they see around them (living in India).

Confidence

C1. Learning Requirements

Students are provided with several different examples of work done by theirteacher on the specific theme of child labor.

C2. Learning Activities

Students receive frequent teacher feedback for their work- both on their groupand individual assignments.

Students receive peer feedback several times prior to publishing their games.

The instructor ensures students follow their plans (which they received feedbackfor).

C3. Success Attributions

The finished product will clearly show students diverse efforts, creativity, andabilities.

Satisfaction

S1. Self-Reinforcement

Having fun working with/around peers on a hands-on project rather than thetraditional learning setting.


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When done, a sense of pride of students accomplishments due to hard work anda creative product.

S2. Extrinsic Rewards

Sharing of students process and product with peers and other students allowsthem to take pride in their efforts.Positive comments on students report cards.

S3. Equity

Assessment is based on a student-created rubric (which comes late on in theproject).


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Part 4. Instructor Guide

Introduction (Approx. 45 minutes)Active Attention or Gain Attention

Tell the students that in the past, the summative task for this unit was a paper-and-pencil test. Ask them if they can think of more interesting and fun ways toshow their understanding of human rights concepts. Solicit responses.

Tell the students that their ideas are great, and that the team will consider themfor next year, but this year you already planned a fun way to check theirunderstanding.

Project thePowerPoint Presentation(Appendix A) with a variety of game boardson the board and the title Its Game Time! (Slide #1).

Establish Purpose or Inform Learners of Purpose

Go over the units Transdiciplinary Theme and Central Idea, and remind studentsthat this unit has to do with human rights, what they mean, and how they areobserved (or not).

Explain the task to the students: In this project students will be using what theylearned about human rights and child labor to create a fun, engaging, andeducational board game to help others to better understand child labor and howcomplex and difficult the situation can be sometimes.

Arouse Interest and Motivation or Stimulate LearnersAttention/Motivation

Tell the students they will have about 10 minutes to play the games you set up inthe back of the room. They will then discuss why playing board games is somuch fun, and how board games are built, so they will be able to plan their ownboard games better.

Show them the teacher-created board game (AppendicesEandF) and tell themthat their board games can eventually look similar to this one.

Allow the students to play.

Solicit responses as to why playing games is so much fun. Tell them that in a fewminutes you will explain to them how board games are built.

Tell students you will begin by thinking about child labor, to make sure everyonehas some ideas as to what they would like to include in their games.

Use the Think-Pair-Share strategy to brainstorm what students have learnedabout Child Labor throughout their unit of study. They can use notes from theirnotebooks. Make sure to record the information on a large poster board.
http://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentation


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Ask the question, Why is the issue of Child Labor around the worldcomplicated? Make sure they touch upon the important reasons, such as:

o Poverty often forces families to use all the labor force they have in order tobring in money for food.

o Everyone agrees there should be laws to protect children, but noteveryone agreed what these limits should be.

o Often there are laws in place, but people dont follow them and the countrydoes not do enough to stop it (they want to stop it, but also want tocontinue supporting the business industry).

o If child laborers no longer provide money for their poor families, thenincome must be supplemented somehow in order for the family to breakout of the cycle of poverty

Record students ideas on a separate sheet of paper, and make sure to display itaround the classroom.

Tell the students that today they will choose how they would like to work to createtheir board game. They can work alone, with a partner, or in a small group of 3students.

Have students choose partners (if they wish). Group students according to theirchoices.

Preview the Learning Activity or Provide Overview

Explain that today they will learn about different board game elements through aPowerPoint presentation, and then decide on the content they would like toinclude in their game. By the end of the lesson each student/group would need tohave a pretty good idea of what their game is going to include.

Body (Approx. 120 minutes)

Recall relevant prior knowledge or Stimulate recall of prior knowledge

Return to theIts Game Time! slideyou projected earlier and ask students ifthey are familiar with the games displayed (snakes and ladders, Monopoly, etc.).

Ask what the game is about (procedures, rules, goals, etc.)

Process information and examples or Present information andexamples

Tell students that these types of games are called Linear Movement gamesbecause there is only one path players can use. They are also classified asrace games because the goal is to get to a place or accumulate things beforeyour opponent.


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Focus Attention or Gain & Direct Attention

Explain to students that there are different elements in board games that they

would need to consider when creating their own game, and that now you will goover them.

Employ Learning Strategies or Guide or Prompt Use of LearningStrategies

Go through theslides:o Slide 1: Its Game Time!!!o Slide 2: Title.

o Slide 3: Game Content Chart. Tell students that these are the elements you will discuss.

o Slide 4: Movement through Space: Meaning: How game pieces advance on the board. This relates to how they design their board. Explain that in Monopoly players go around the board, while in

Snakes and Ladders the path goes in curves, covering the wholeboard.

o Slide 5: Shortcuts: Meaning: Ways players can advance faster. This relates to the Complications they created.

Shortcuts can be placed on the board (such as in Snakes andLadders), through the use of dice, or through chance cards (will bediscussed later), such as in Monopoly.

o Slide 6: Goals: Meaning: What does winning mean? What is the goal o f the

game? The goal you create can be about reaching a certain point (like in

Snakes and Ladders), getting the most cards or tokens (such as inMonopoly), stopping another player from achieving something orreaching somewhere, and more.

o Slide 7: Choices and Decisions:

Meaning: Some games allow the players to make choices andmake decisions. Relates to your board design and the game pieces (such as cards)

you choose to include. Example: In Monopoly you can choose if you want to buy property.

o Slide 8: Random or Uncontrolled Events Meaning: Some events can take place regardless of the players

choice.


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Using the board, dice, spinners, or change cards you can createunpredicted events and make the game more exciting.

Examples: Go to Jail cards or board squares, different diceoutcomes, or cards that force the players to exchange somethingwith another player.

o Slide 9: ARE YOU READY? Ask if there are any questions, and answer accordingly.

Practice or Provide for and Guide Practice

Explain to students that in order to create an educational board game that is funand engaging, a lot of planning needs to take place. The first thing to do is tomake up a story about Child Labor.

Display the chart titled Game Theme Chart(Appendix B).

Discuss what setting, plot, complications, and success and failure are.

Tell students that now they will work on elements of a story in bullet points aboutChild Labor.

Hand out theBoard Game Making Plannersheet (Appendix C).

Remind the students of the reasons the issue of child labor around the world iscomplicated. Tell them that when they design their board game they must makesure they include information that will teach the players about the complexity ofthe issue.

Show students theteacher-made example for the planner(Appendix D) and goover it with them.

Students will need to decide on the goal, create a Setting and Plot (where, when,how, why, etc.), and make up at least 10 complications (bad and good things

that can happen in the game, and explain what happens if you win or lose- whatsuccess and failure look like), and at least one possible name for their game.

Circulate around the room and help students complete this part of the task. Paycareful attention to struggling groups (socially or academically), as they mayhave difficulties to make up complications and consequences.

Once all groups are done, have them all gather in front of the screen.

Go tohttp://www.only2clicks.com/pages/stonehillp8/624876

Together, show students the first four links about types of board games withsome examples. Browse through the template links. Remind them they will havea choice between printing a template and creating their own.

Now let students explore the website and links on their own, adding/changinginformation in their planners as needed.

Once done, have students go back to their seats, and turn in their planners, soyou can check them.

While you are checking the planners, students should be working on theIncorporating Game Content in Board Games- Monopolysheet (Appendix H) forthem to work on.
http://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.only2clicks.com/pages/stonehillp8/624876http://www.only2clicks.com/pages/stonehillp8/624876http://www.only2clicks.com/pages/stonehillp8/624876http://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.only2clicks.com/pages/stonehillp8/624876http://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-example


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Explain, You will be using the game Monopolyto explain how each of theelements we discussed earlier is used in the game, and record the information inthe Incorporating Game Content into Board Games- Monopoly worksheet.

While students are filling in the worksheet, go over their planners and providefeedback for their work. Pay a careful attention to the complications andconsequences they came up with, as a variety of consequences is important.Feel free to suggest an additional complications/consequences to help them withtheir thinking.

When done, explain to students that they will now be using theIncorporatingGame Content in Board Gamessheet (Appendix I) to record the contentelements they would like to include in their own board game.

Show students and discuss the teacher example (Appendix D). Make surestudents understand how the information from the worksheet was translatedinto the actual game. Ask if there are any questions as to how to fill in the sheet.If not, have students begin working.

Evaluate Feedback or Provide Feedback

While students are filling in the worksheet, use your notes from their planners tosupport and provide feedback forstudents work.

Conclusion (Approx. 10 minutes)

Summarize and review or Provide summary and review

Discuss what students have learned today. Solicit answers for what each gamecontent element means (Movement through Space, Shortcuts, Goals, etc.)

Solicit student examples for Complications and provide feedback. Make sure topraise students for creative Complication ideas.

Transfer learning or Enhance transfer

Remind students of todays work.

Tell students that their board games will serve as an excellent educational toolfor other students as they learn about this important issue.

Re-motivate and Close or Provide Remediation and Closure
http://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-game


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Praise students for their work today, and for sharing creative ideas with theirpeers.

Ask if any student has any question about todays work.

Assess Learning or Conduct Assessment Evaluate

Learning is assessed based on students work in groups or individually, theirplanners, and their application of game content in Monopoly.

Feedback and Seek Remediation or Provide Feedback andRemediation

Students planners are checked and comments/ suggestions are provided.

Feedback on the assignment of explaining game content in Monopoly isprovided.


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Part 5. Learner Content

5a. Learning materials

In order for students to have a better idea of what a child labor themed board gamecould look like, I created an example for them. Appendices A, B, C, and D are theprocess I went through as I created the board game and the accompanying gamecards. Appendices A and B are the planning tools students will be using. They will beused as students plan their board game. Appendices C and D are the actual board andcards I created. These tools can be used throughout instruction, but will be explicitlyused at the beginning of the unit, when students try out various board games, as well asduring the discussion of how different elements can be incorporated board games.

* Please note: All highlighted items below are downloadable through Scribd.

Material Name Purpose Location

Elements of BoardGame

Presentation

This PowerPoint presentation includes informationabout different board game elements. It explains tothe students what the different elements are, andhow they are incorporated into different games.

AppendixA

Game ThemeChart (image)

This chart outlines the different story elements thatlearners will need to create for their board games

AppendixB

Only2Clicks Page(website)

This page includes different links I found and storedfor students to use in this project. They include boardtemplates so students can choose if they would liketo use them or to create their own design of boards.

---------

Board GameMaking Planner-

Teacher Example

This teacher-created example gives students an ideaof how the Board Game Making Plannershould be

filled out.

AppendixC

IncorporatingGame Content into

Board Games-

Teacher Example

This teacher-created example gives students an ideaof how the Incorporating Game Content into Board

Games worksheet should be filled out.

AppendixD

Board Game-Teacher Example

(image)

This is a board game created by the teacher. Itserves as an example for students as they design

their own boards.

AppendixE

Cards for Game-Teacher Example

These cards are game pieces for the board gamecreated by the teacher.

AppendixF
http://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139752484/Appendix-F-Cards-for-Ronen-s-Board-Gamehttp://www.scribd.com/doc/139752484/Appendix-F-Cards-for-Ronen-s-Board-Gamehttp://www.scribd.com/doc/139752484/Appendix-F-Cards-for-Ronen-s-Board-Gamehttp://www.scribd.com/doc/139752484/Appendix-F-Cards-for-Ronen-s-Board-Gamehttp://www.scribd.com/doc/139752484/Appendix-F-Cards-for-Ronen-s-Board-Gamehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139754353/appendix-d-incorporating-game-content-in-board-games-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.scribd.com/doc/139752349/appendix-c-board-game-making-planner-teacher-examplehttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentationhttp://www.slideshare.net/roneninio/appendix-a-elements-of-board-game-presentation


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5b. Assessment materials

In order to assist students to meet the objectives, several tools have been created, and

will serve as formative assessments of students designs. The following is the list of thematerials created for this project, the rationale for their use, and the objectives theyrelate to. The actual materials are attached at the end of this project, as Appendices.

MaterialName

Rationale for Use Objective(s) Location

Board GameMakingPlanner

This planner allows students to record theirideas about how and which story elementsthey would like to include in their boardgame.

1.1; 1.2; 1.3.1.4; 2

AppendixG

IncorporatingGame Content

in BoardGames-

Monopoly

This worksheet allows students todemonstrate their understanding of howgame content elements are used in boardgames by explaining how they are appliedin the game Monopoly.

3Appendix

H

IncorporatingGame Content

into BoardGames

This worksheet allows students todemonstrate their understanding of howgame content elements are incorporatedinto games by explaining how they will beused in their own board game.

4.1; 4.2; 4.3;4.4; 4.5

Appendix I

5c. Technology tool justification

TechnologyTool

Rationale for Use

Computerand

Projector

To project the PowerPoint presentation and student worksheets. It ismore convenient to discuss notes and lecture from a centralized location

rather than each student browsing separately.

PowerPointPresentation

This presentation includes most of the information (content and images)students would need in order to understand what game content are andhow each is incorporated into different games.

StudentComputers

In order for groups to make a decision about their boards design, eachwould need a computer so they have their space to browse and discussdifferent templates.
http://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754418/appendix-i-incorporating-game-content-in-board-games-student-gamehttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754403/appendix-h-incorporating-game-content-in-board-games-monopolyhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-plannerhttp://www.scribd.com/doc/139754381/appendix-g-board-game-making-planner


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Only2ClicksPage

This page contains different website I located and gathered. These siteswould help students get a better understanding of what boards look like,and how they can design their own boards. Below are the differentwebpages I included:

#1.Blank Board

Games

http://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_DownloadsAn excellent list of boards to choose and print, divided by shapes andtypes.

#2.Pinterest-Ideas for

BoardGames

http://pinterest.com/cdaughertyhill/game-board-templates/ This Pinterest page has lots of different pins related to board gamedesign. Students can get ideas for both board design and game pieces.

Another reason to use this website is that Pinterest is a website we usethroughout the year.

#3.Homemade

BoardGames

http://heartofthematteronline.com/homemade-board-games/ This website offers few yet excellent links to board templates as well as

to some ideas for interesting dice and spinner design.

#4.Game BoardTemplates

http://donnayoung.org/homeschooling/games/game-boards.htm This website offers several templates for game boards and dice. Thesimple interface would be appealing especially to ESL students.
http://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_Downloadshttp://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_Downloadshttp://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_Downloadshttp://pinterest.com/cdaughertyhill/game-board-templates/http://pinterest.com/cdaughertyhill/game-board-templates/http://heartofthematteronline.com/homemade-board-games/http://heartofthematteronline.com/homemade-board-games/http://donnayoung.org/homeschooling/games/game-boards.htmhttp://donnayoung.org/homeschooling/games/game-boards.htmhttp://donnayoung.org/homeschooling/games/game-boards.htmhttp://heartofthematteronline.com/homemade-board-games/http://pinterest.com/cdaughertyhill/game-board-templates/http://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_Downloadshttp://boardgames.lovetoknow.com/Free_Kids_Board_Games_Printable_Downloads


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Part 6. Evaluation

6a. Expert Review plan

In order to arrange for an Expert Review Evaluation, I would ask two colleagues ofmine, Dr. Andrew Crouse and Ms. Niki Doran, to assist me with this task. I will besending them the Guide in the next couple of days, and would ask them to return it bythe end of next week (around May 5). Here is why I chose these two colleagues as myexperts:

Dr. Andrew Crouse:

Although Dr. Crouse has little formal knowledge of board game building, he did put

together some of his own games (mostly online), and was a Personal Project supervisorfor a 10th grade student who chose to create and present his own board game. Inaddition, Dr. Crouses reasoning and communication skills, attention to detail, andexcellent pedagogical skills are also reasons for my choice of him for this Expert ReviewEvaluation.

Ms. Niki Doran:

Ms. Niki is a fantastic colleague of mine, and the main reason for asking her opinions isbecause she has experience teaching this unit and that she is familiar with curriculumwriting and instruction of 5

thgraders.

6b. One-to-One evaluation plan

In order to conduct a one-to-one evaluation, I would e-mail three of my students andtheir parents and ask them if they would like to help me with my course (I talk aboutmy studies with them all the time) and participate in a lesson about creating boardgames with Child Labor themes, which would be the Human Rights units SummativeTask (They already know about this task).

I would be choosing three students of different academic levels (high, mid, andlow), as well as a combination of boys/girls. The instruction will take place duringstudents ECAs (Extra CurricularActivities) after school.

Once confirmed, I would meet with them and go over the goals of this exercise, whichare for me to check if:


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they understand instruction; instruction and examples make sense, are detailed enough, and are not too

long; they know what to do at each stage; they understand the charts used; and,

they can give me any other feedback which would help me to design a betterlesson.

I would begin instruction and provide students with all the materials they need, similarto the way the real lesson would take place.

I would make sure to stop and ask if students understand the instructions, tasks, etc.frequently.

I would make sure to have a paper copy of the entire lesson so I can take notes asthe lesson progresses.

After instruction, I would use the suggested graphic organizer (the table on page 331)to chart data and create a plan of action for each comment.

6c. Small Group evaluation plan

The purpose of the small group evaluation is for me to check how well my revisionsfrom the one-to-on evaluation are, as well as to get feedback from more students, andfrom a more varied group of students.

In order to conduct this evaluation, I would gather a group of 8-10 students andexplain to them what they would be doing today.

I will make sure to keep the following evaluative questions in mind:

Did my students have sufficient prior knowledge about Child Labor? What was the difference in outcomes between those who did have adequate

prior knowledge and those who didnt? How long did the lesson take? Was there any part that took too long for students to stay focused?

How did the student feel about the way the lesson went? (The instruction, task,grouping, etc.)

What else should I change in order to design a more engaging and clearlesson?

Did my written instructions make sense as I read through them? Are ALL of the materials used the best they can be (in terms of instruction,

design, etc.)? Are the objectives applicable to their level of knowledge, skills, and work?


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During instruction, I will make sure to conduct instruction exactly as I wrote it, makingsure to help only when serious problems arise (observing how students solve theirown problems and answer their own questions). Needless to say, I will be takingnotes of interactions, attitudes, interest level, problems, questions, etc.

I would also consider videotaping the lesson and view it later on.

6d. Field Trial evaluation plan

The purpose of conductive a Field Trial evaluation is to determine the effectiveness ofpast revisions, to make sure no problems arise during administration in real situation,and to validate the instruction with a large enough of the target audience.

In order to conduct a field trial for my unit, I would gather a group of about 10-15students (less than the recommended number, but realistically, these are the numbers Ican work with in a small school). I would have someone else be the instructor so I canobserve. The instructor would explain to the students the goals of this evaluation, and Iwould have the instructor conduct the lesson exactly as it would be taught in the realenvironment- in terms of materials, instructors role, and assessments, using all thematerials provided.

Ideally, I would also try the lesson with slightly older and younger students, just forcomparison reasons.

I would hope that the following questions would be answered:

Can instruction be implemented as it is at the moment (after the revisions weremade)?

Did the instructor encounter any problems with administering the lesson? Was students prior knowledge (and entry level skills) appropriate? Is the level of work appropriate? (steps, objectives, goals, etc.) Is the estimated completion time appropriate? Were the revisions effective? How similar and different was the actual administration from the way it was

designed to be delivered? What other changes are needed?

Once instruction is completed I would analyze students work, interview the instructorabout the administration of the lesson, his/her thoughts, feelings, and experiencesconducting the lesson. I could use an adapted version of the questionnaire from page339). I would also meet with a few students to discuss their perspective in terms ofengagement, interest, attitudes, difficulty of task, level of instruction, etc.)


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Part 7. Formative Evaluation Report

7a. Evaluation survey or rubric

Since both my experts are colleagues, I decided to hand them the information in a packet, which includedall the relevant materials. In the envelope I also attached the following letters:

Dear Andrew,

Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be ofgreat value to me as I continue to revise the guide for this project.

In this packet you will find several documents that would assist you as you go through the instructional guide Icreated:

An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, andthe actual instructors guide).

A stapled packet with all the appendices I created for the project.

The documentation of my project-in-progress, which, again- you do not necessarily need to go through, butmay prove useful in case you have questions about background/other information (rationale, needsassessment, etc.)

As you go through the information, I would appreciate it if you could provide me with feedback in regards to thefollowing areas:

Progression of instruction

Sufficient guidance provided by the examples and support materials (so they understand what eachelements means, and able to apply these elements into their own board game) Board game elements- Are they explained accurately? Should I include others in my guide?

Inquiry- Are there enough elements of inquiry in this unit? Where else could I include more opportunities forinquiry?

Again, thank you for your assistance and support throughout this project!

Please let me know if you have any questions.

Take care,

Ronen


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Dear Niki,

Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be ofgreat value to me as I continue to revise the guide for this project.

In this packet you will find several documents that would assist you as you go through the instructional guide Icreated:

An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, andthe actual instructors guide).

A stapled packet with all the appendices I created for the project.

The documentation of my project-in-progress, which, again- you do not necessarily need to go through, butmay prove useful in case you have questions about background/other information (rationale, needsassessment, etc.)

As you go through the information, I would appreciate it if you could provide me with feedback in regards to thefollowing areas:

Progression of instruction

Support- Do you think the appendices and instruction provide sufficient guidance to students?

Motivation- Are there any other ways to increase motivation in students?

Inquiry-Are there enough elements of inquiry in this unit? Where else could I include more opportunities forinquiry?

Summative Objectives- Do you think this summative task allows students to demonstrate theirunderstanding of the complexity of the issue of Child Labor?

Length- Do you think 2.5 hours would suffice as the instruction component of this project?

Again, thank you for your assistance and support throughout this project!

Please let me know if you have any questions.

Take care,

Ronen

7b. Report the results of the expert review

Dr. Crouse:

Dr. Crouse was very meticulous in his review of my materials. He has gone through theentire packet, and left notes in regards to not only my questions, but also other areas he

noticed questionable content. Here is a summary of his comments: Concerns about grouping- if students choose their own grouping then there is no

assurance for balance.

Weak rationale- not enough data cited to support the assessment modification(there could have been problems with instruction rather than with theassessment).

Complications- Ten complications are too many.


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Game Elements- The elements chosen to include are simple enough for 11 yearolds to understand and be able to apply. The explanation together with theexamples, teacher support, and their experience playing games should beenough for them to understand.

Extrinsic Rewards- Some students may not be satisfied with their board games

Ms. Niki:

Unfortunately Ms. Niki had personal circumstances that did not allow her to adequatelycomplete her expert form. Through a conversation we had she mentioned the need tohave more examples for how complex child labor may be, as well as that 90 minutesmay not be enough for the amount of work they are required to do in the Body section.

7c. Comments on change

Throughout the paper, Dr. Crouse has left comments in regards to details. He feltthat not enough detail is provided for the anonymous instructor. I went throughhis comments and tried to add information an examples to better illustrate myexplanations.

Dr. Crouse commented that ten complications are too many for 11 year olds tocome up with. When I created my own game I found this to be true. It was noteasy to make up a variety of complications. However, I believe that a gamewithout theme-related complications would not work. Instead of reducing therequired number, I decided to provide students with more guidance as they workto invent complications and consequences.

Grouping- I decided to not restrict students choice of grouping. The results of the

groups work would reflect its members performance. Through observations theinstructor would be able to assist struggling groups as well as discern the level ofinvolvement and contribution.

Weak Rationale- I discussed the rationale with another educator, and we endedup agreeing that assessment of students understanding of child labor conceptsis done not only through this summative task. It will be done mostly throughoutthe unit, as formative assessment. This task is an assessment of the ability toapply their understanding of the complexities of child labor. I decided to add a bitabout the formative assessment that should be done throughout the unit.

Rewards- It is true that not all students are always satisfied with every project.However, since students work in groups they are more likely to be successful. In

addition, this is only one of the extrinsic rewards I suggested. Nikis comment on complications- I added a complication, which is basically that

if child laborers no longer provide money for their poor families, then incomemust be supplemented somehow in order for the family to break out of the cycleof poverty.


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Time- I increased the Body part from 90 to 120 minutes. Just to be on the safeside Allowing more time is always better than ending up with unfinishedproducts and stressed students and teachers


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Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology(AECT), and used in the accreditation process established by the National Council for Accreditation ofTeacher Education (NCATE), are addressed to some degree in this course. The numbers of thestandards correspond to the numbers next to the course tasks show on the list of assignments. Not allstandards are addressed explicitly through student work.

Standards Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Project

1.1.1 Analyzing X ID Project; ID Case Analysis

1.1.2 Designing X ID Project1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Project

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization

X ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project


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5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVESThe overall goal for the course is for each student to consider and use the systematicprocess of instructional design to create an instructional product. To achieve this goal,students will engage in activities that promote reflective practice, emphasize realisticcontexts, and employ a number of communications technologies. Following the course,students will be able to:

1. Discuss the historical development of the practice of instructional design withregard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according totheir use

4. Compare and contrast the major elements of three theories of learning as theyrelate to instructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of instructionaldesign

8. Relate the design of instruction to the term educational (or instructional)technology

9. Describe the major components of the instructional design process and thefunctions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative

knowledge, conceptual, declarative, principle, problem-solving, cognitive,attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of thesystematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner,context, goal, and task analyses


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i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matterthat are contextually relevant

b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performanceobjectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional designdecisions

d. Describe the rationale and processes associated with the formativeevaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with

diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructionalproducts

14. Meet selected professional standards developed by the Association forEducational Communications and Technology

15. Use various technological tools for instructional and professional communication


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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, aninterdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development ofinteractive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application,video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs of all

learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning andinstruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice andcontextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and

learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualizedapplication within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by thelearning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learningsituation.


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1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for theirparticular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection ofinstructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technologyresources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional andprofessional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for thedevelopment of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriatetechnological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness ofinstructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional andprofessional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productionsfor inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementarymaterials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situationsspecified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS)resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learningcontexts.

3.3.3 Identify strategies to maintain use after initial adoption.


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4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments,identify and define problems, identify constraints, identify resources, definelearner characteristics, define goals and objectives in instructional systemsdesign, media development and utilization, program management, andevaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMETcontexts.

SMET = School Media & Educational Technologies


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Appendix A- Elements of Board Game Presentation

1 2

3 4


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5 6

7 8

9


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Appendix B- Game Theme Chart


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Appendix C- Board Game Making Planner- Teacher Example

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Appendix D- Incorporating Game Content into Board Games- Teacher

Example


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Appendix E- Board Game- Teacher Example


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Appendix F- Cards for Game- Teacher Example


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Appendix G- Board Game Making Planner


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Appendix H- Incorporating Game Content in Board Games- Monopoly


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Appendix I- Incorporating Game Content into Board Games

Date post:	14-Apr-2018
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