While this school isn't yet possible... Once it is, I know there will be no students asking what the meme below is:
Thursday, July 25, 2013
Welcome to Academia: What Starts with School ends with Success
Captivated by Rory's idea about structuring an academic year as a video game, I created the following brochure as a pitch for students interested in attending a school structured in this way:
While this school isn't yet possible... Once it is, I know there will be no students asking what the meme below is:
While this school isn't yet possible... Once it is, I know there will be no students asking what the meme below is:
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DeleteWow, Ms. Stilman! At first blush, this is amazing! First of all, the layout is attractive and inviting, though not distracting. I love the idea based on what knowledge I do have of video games. And, I like the initial pitch.
ReplyDeleteQuestion: Does "Mii" stand for "me"?
The idea that students can pick their track(s) is one that is appealing, especially based on the Noddings readings that we did in EDUC 649 and our study circle discussions centered around them. But, I wonder about the logistics of the lesson tracking.
2nd Question: How many lesson tracks can a student choose in a given day, week, term, or year? Is there a limit per year? How do you work out the logistics of the share in a given time period (day, week, etc) if the amount of students for different lesson tracks are skewed? Is there a limit (maximum/minimum) to lesson track size population in the physical confines of the school? Would meetings be virtual, face-to-face via media, or in person?
I like the idea that a student--at least it seems this way--could go at his or her pace and would face new and unexpected challenges that is supposed to use procedural knowledge. But, if students go at different paces for the same multi-player game, it would seem that there is a chance that one student could, theoretically, lag behind the rest in pacing. I do like the idea that students can share about different levels, but I wonder if there would be an incidental possibility for exclusion for some.
Third Question: When might he or she be able to join a multi-player game if no one else is at that level? Accelerated to that level? Or lagging at that level?
Last, it would seem that there is an element of performance-based assessment. So, if students and parents have questions about long-term goals and assessments, I wonder what your answer(s) might be. After all, the beginning of your brochure/bulletin reads, "What Starts with School Ends with Success"?
Last set of questions: Are there end-of-the-year assessments? Are they applicable to mastering factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge? What grade levels (or mastery levels) are there at your school? Is this a new school? Is it established? Are there testimonials? What does success look like to you? Do subjects, rather lesson tracks, account for traditional LSA, vocational studies, etc? What if a student wants a hands-on, tactile, tangible response other than a virtual scenario or game experience that involves more than just a handset and headset?
My general thoughts for now ... but love the visual and the makings of what seems like fun learning!
Thanks Mr. G! I was hoping to have some fun with this post!
DeleteQuestion: Does "Mii" stand for "me"? Answer: Mii is actually a character that looks like the woman on my little poster. They are what the people on "wii" system games are called. Whenever you get a "Wii," (it is a gaming system like playstation or xbox) before you play any games, you customize your player which is called a "mii." You chose the hair and eye color, dress, and skills about the player. It is kind of like making a Sim if you have ever played "the sims." They end up looking like this
https://upload.wikimedia.org/wikipedia/en/5/5b/Mii_channel.jpg
or this
I'm glad you thought the idea of student choosing their own track but I agree with you that not all of the logistics are figured out. I had to go into this post being okay with the idea of not having it all figured out. After all, I think it is nearly impossible to design an entire course around technology within 48 hours of being enlightened of the idea.
2nd Question: As far as how many lessons a student can take in a given period of time, I don't have an exact answer for that. My plan is for a student to start a lesson, and not go to another until the initial lesson chosen is finished. If this is a short lesson and takes them a day, so be it. If it is a difficult lesson and takes them a month, so be it. I really wanted the students to learn about what they want to learn about. Now from your question, I think I would put "maximum time allotments" for each lesson. This way, students couldn't just remain on level 1 of one lesson for an entire year. The share would earn the students extra points. It can only be completed once a lesson is completed. If there is no one that Friday to present, there is noone. If there is 1 person, that's fine too. If the entire class is ready to present, I'm okay with that. Students that chose the same lesson and maybe worked on it together could also present together. I'm confused about what this question means "Is there a limit (maximum/minimum) to lesson track size population in the physical confines of the school? Would meetings be virtual, face-to-face via media, or in person? "
My idea is this: students go at their own pace and perhaps are on the same level. They do not know, however, that another student is there until they have reached the "boss" level. If another student had finished and is ready to take on the boss, they can do it together. If this expanded to the size that I hope it could, it would theoretically always be at least two people completed on the boss level at the same time. Potentially, a student could get to the boss level and wait for others to arrive there. They can begin working on what they will "share" and if they complete their "share" and there is still no one at the boss level, they will attempt it alone. I know that is not ideal but that is my idea for now.
Reply part 2 (It wouldn't all fit in one reply so I am counting this as 2 comments Jeff and Rory!)
DeleteLong term goals.... hmm. That is interesting. I guess I should have given more thought to that given that we have been learning about Backwards Design. I think that the maximum time limit on a track would be 2-3 weeks. Given that, a student could fit a minimum of 5 lessons in over a 15-week semester. Maybe the objective would be for a student to have mastered and shared their knowledge on 5 aspects of the course topic "French culture" over the course of the semester. Does this make sense?
Last set of questions: I think the assessment would be tailored to the student and the levels they chose. They would be applying all of the knowledge domains. I can ask them factual, conceptual, procedural, and metacognitive questions. Factual and conceptual knowledge would refer to what the lesson covered. Procedural knowledge would be teaching someone (recorded on video or interacting with an avatar perhaps) how to navigate through the lessons and use of technology. Metacognitive knowledge would be writing an essay about their experience, what they have learned about the content and the material, and if they preferred it in comparison to a traditional course and why. I think the tactile, tangible response comes from the "share" part of the lesson. Given that this is for a technology based course/school, if the student is not interested in this it seems to be that they would choose to go to a "traditional" school. I can not answer all of your questions because I have not come that far in the planning process.
I really appreciate you commenting and making me think deeply about the more pressing and interwoven ideas presented in my blog. I realized it was somewhat surface level when I wrote it, because my brain couldn't process more than that, but I think I have a deeper understanding now, thanks to you. I hope I answered most of your questions to your satisfaction. Thanks for being an active commenter and questioner!
So wait a minute. You "created" that brochure? Awesome! If so, I have an idea for "teaching with technology." Perhaps we could have a lesson modeled around us, rather than our students. Some of the "issues" I have with using technology in the classroom, stems from the fact that all I really use the internet for is to check email, log in to CTools, and upload some files into M+Box! Perhaps we could have a class or two in which you, and some of the other more technologically advanced interns, showed us digitally illiterate what skills you have. How, in other words, am I expected to use technology to connect with my students if I don't know the A, B, C's of digital literacy? It's like asking a child to write a dissertation when ze (notice my use of the gender neutral pronoun) is still hooked on phonics.
ReplyDeletehaha Yes Mr. Cotter! I did "create" that brochure using a template on Microsoft word. It was easier than you would expect! I think that lesson plan you have may be extremely beneficial, especially for people in your unique situation! I would love to model some of the "tricks" i can do on the computer and show you how to do it! Maybe we can suggest this to Jeff and Rory for next term if we have time. Maybe in response, those who do not feel "literate" enough to make a presentation can do a presentation the following week about what they learned and created after hearing our presentations? This may sound basic, but I think a presentation specifically on shortcuts on a Mac and on a PC would be extremely helpful. At least with a Mac, there are keyboard shortcuts that I use constantly which make my life so much easier. In fact, I know that are some PC people in our class that would really benefit from this lesson and by learning how to rotate a document -- I have seen some people turning their head or computer sideways in order to read a PDF. Thanks for your comment!
DeleteIt may not be perfect to your vision but there do exist schools whose whole curriculum is video game structured.
ReplyDeletehttp://q2l.org/about
It's opened up in NYC and I think one in Chicago as well. I'm doing research for 695 on it!
This is terrific. I think, with enough planning and organization, this could work. I especially like the idea of the teacher as the "boss," but I'd like to find a way to be the boss as well as the "coach." I'm sure that's possible. Honestly, now that I threw down the gauntlet for you all to help me with this dilemma, you're making me feel obligated to do it this year!
ReplyDeleteAlso, the brochure is a really nice touch. You might consider doing something like that in your placement when you start to take over in the second semester.