Here we go: "your goal as a good game designer is to provide a rich game world that includes something for everyone" AHHHGGGGHHH I don't think I can. Ha- He felt me jumping off the ship :) Start small right? I keep feeling like I should try an RPG so this lingo makes more sense... I am thinking an entry into this might be to gamify the independent reading I require anyway. points earned for books read--quests or points for publishing a review, points or something else earned for reading and discussing book in some form with someone else... see the seed has germinated roots are forming... i love how he gives examples of possible names, categories and the like. It somehow makes it feel more possible or at least fertilizes the soil in which the seed is beginning to root. He is so right about the changing of guilds; the real world does not have us change groups for every project. Often the first project is when we just get to know the way the others function. I also like the idea of randomizing the groups. The frank discussion with them about maximizing each other's strengths seems somehow to have more umph when he talks about it in terms of a team's salary than when I encourage them to "consider each other's strengths" and continue on with the agenda for the day. Somehow the idea of being stuck with the same group for a while may be motivation to really get to know one another's strengths. Type out a resume tehn erase name and put it out there--LOVE it.
I'm sort of thinking I need to call in a group of former students to get ideas from them. I continue to feel shaky about really understanding the things that make gamers tick. Will definitely tap into my boys' brains for ideas.
This gamification thing is so so much more than just badges. Whoah, seriously, items. How intimidating for a non-creative, non-gamer! Sounds like something for round two attempt. Ok starting to skim the mechanics. It is overwhelming and when I actually design the game for my room I will come back to it. I like the ideas, I also recognize I will only incorporate a few especially at the beginning.
I am worried that keeping track of all the mechanics may be clunky, but alas there IS Google.
I love the idea of independent reading as a place to begin. Do you think that quests could be directly related to the grammar that you don't have time to fit in, but want to or Vocabulary?
I too like the idea of independent reading as a place to begin. I also loved the impromptu Trivia Night using Celly and how it took learning from the classroom to the dinner table. What a great connection!
It is daunting to imagine this whole process. I had to put this book down for a bit because I felt like it would consume me.
I am not a gamer either so I am not sure how this would go.
I agree with Angie. I really enjoyed the last section learning about the different players involved and could think about how former students fit descriptions. This section had me overwhelmed. I am not a gamer in anyway, so the best I could do what relate some of the information to a mini game that Kass does in her 8th grade math class - bootcamp. She involves levels, badges (when you move up a level) and a leader board. This is a pretty big undertaking in her classroom with just those. She does it as a stand alone event, not integrated over the entire year like Matera suggests. Since this section seemed so daunting, I decided to really focus in on one part that I could easily identify with; Guilds. So it's funny that Angie picked that part out too (but did you dog ear the page like I did to remember?).
I thought that he did a nice job explaining how guilds could be effective in the game aspect and really over any long project. So often students dislike working in groups because of the group grade or individual grade; not to mention the one kid who does all the work. I liked his suggestions for making the grouping. His idea of using cards so that students know that he didn't hand pick them and not letting them pick themselves either. He had some great language about how to work with students that were unhappy with their grouping as well.
I'm hoping that the next part makes it a bit more doable and puts it into the classroom. It seems like just making all the levels, badges, power-ups would take the entire summer to work out before you even thought about the curriculum associated with it!
What about instead of badges they get lego pieces and then in the end they have to create something with them as part of the final grade? On page 121 Matera talks about Lego building and video voice overs. That seems doable to start.
I loved Angie's idea of gamifying independent reading. In the past it has been a challenge to get the students really excited about putting post-it notes in their books and journalling. I can clearly imagine, however, how much more fun it would be to turn the entire year of independent reading into a giant competition, maybe even class (home) against class. Quality has to matter too. What if the kids earned a "salary" based on their being able to convince their classmates to try a book that they had read? It could be pretty creative and fun.
We've used the Jeopardy, Kahoot It, and music video rap for various lessons, not to mention many other activities along these lines, it definitely livens the class, I could see how longer class periods could be helpful.
I'm still not super excited about using computer apps and games verses some more traditional methods, yet as I read this I am becoming more and more convinced. I told Kristen that we should gamify our health care system and see if we could come up with a solution. Perhaps that may be too lofty of an ambition just yet. This last section of reading did prompt me to think of the computer on my mother's hybrid car that shows a beautiful vine growing on the screen when she is getting great gas milage and not putting so much pollution into our atmosphere. I must say, she really enjoys that feature and is so proud when that vine grows!
I would also like to try that Celly sight that was mentioned on page 122, " a program that allows you to make a private social network, to have an online chat discussion. How great would it be if we could get the entire eighth grade together somehow to chat about their reading outside of school.
By the way, I hope you are all having a super fantastic summer, this has certainly been fun.
Hello Everyone! As soon as we returned I picked up the book and have worked to catch up. It sure has my mind racing. Thanks for picking this one out.
It is extremely overwhelming. Yet, I can see the value. Every page I read I see certain students jumping off the page that would have loved to be involved in these activites. I think I am interested in the whole deal. I know I need to make small steps, but I think Boot Camp has been part of that growth. Every time Boot Camp finishes both the kids and I miss it. The whole year cannot be Boot Camp, but that can be a highlight in the total game instead of an oasis in the dessert.
I am thinking of trying to connect Hidden Figures and Enders Game into a total game. Enders game uses Armies (Guilds) - Maybe Classes could be different Countries (or wealthy groups) trying to Inhabit Mars... Lots of thoughts. I was hoping to finish with the Rocket Launching. The beginning would be entry level tests - entering the army - then off to Bootcamp. I see the challenges working during the Exponents Chapter with Kahoot. Quests could be applicable problems/theme boards/experiments....
I like the idea of the curriculum driving everything and the game overlaying the structures already in place. Changing perspective and figuring out how grading must be impacted are my two biggest hurdles. I believe that over the past few years I have lost too much time with structure that my 8th graders don't see enough value in... trying to figure out how to teach this without forcing the structure is my goal. Maybe Cumulative Notes (What did we call them?) can be used on Review Day and each team can pick one set of notes to use. The set that is chosen wins a greater XP?
Overall I need it to be less cumbersome and more inviting....
The more I read the more I am convinced that converting any course into a full-on gaming on is so far beyond what I am prepared to do at this moment. Perhaps maybe I could think of a theme this year, like "The Monarchy", and interwoven within the daily grind, I could introduce quests (like weave a story and each quest will reveal more of the story, for example), micro challenges and mini-games. I think that going small might be more attractive and manageable for me.
I am glad Matera finally got more specific in this section. I like his examples of guilds and houses and other group names. I like his concept of Asset- Based Thinking (91), and I LOVE his idea of resumes and listing all students’ strengths on the board to identify their talents and interests. Bill and I let them pick their partners/groups for projects b/c of the many problems we have had in the past with students not getting along and one student doing all the work while others do none. I like the randomization of it and helping the students to work out their problems instead of just breaking up the group and letting them work on their own. This is more realistic.
Like many of you, I am feeling overwhelmed. I am not a gamer, and I feel like I have to start working now to get anything ready to try this year. That said, his Special Challenge (132) may be a small and simple place to start. I am still hoping Matera will give more examples, and if not, I am coming to your classes to watch your games!
Here we go: "your goal as a good game designer is to provide a rich game world that includes something for everyone" AHHHGGGGHHH I don't think I can. Ha- He felt me jumping off the ship :) Start small right?
ReplyDeleteI keep feeling like I should try an RPG so this lingo makes more sense...
I am thinking an entry into this might be to gamify the independent reading I require anyway. points earned for books read--quests or points for publishing a review, points or something else earned for reading and discussing book in some form with someone else... see the seed has germinated roots are forming...
i love how he gives examples of possible names, categories and the like. It somehow makes it feel more possible or at least fertilizes the soil in which the seed is beginning to root.
He is so right about the changing of guilds; the real world does not have us change groups for every project. Often the first project is when we just get to know the way the others function. I also like the idea of randomizing the groups. The frank discussion with them about maximizing each other's strengths seems somehow to have more umph when he talks about it in terms of a team's salary than when I encourage them to "consider each other's strengths" and continue on with the agenda for the day. Somehow the idea of being stuck with the same group for a while may be motivation to really get to know one another's strengths. Type out a resume tehn erase name and put it out there--LOVE it.
I'm sort of thinking I need to call in a group of former students to get ideas from them. I continue to feel shaky about really understanding the things that make gamers tick. Will definitely tap into my boys' brains for ideas.
This gamification thing is so so much more than just badges. Whoah, seriously, items. How intimidating for a non-creative, non-gamer! Sounds like something for round two attempt. Ok starting to skim the mechanics. It is overwhelming and when I actually design the game for my room I will come back to it. I like the ideas, I also recognize I will only incorporate a few especially at the beginning.
I am worried that keeping track of all the mechanics may be clunky, but alas there IS Google.
For someone who hates the constant pirate references, I love your "jumping off the ship reference".
DeleteI love the idea of independent reading as a place to begin. Do you think that quests could be directly related to the grammar that you don't have time to fit in, but want to or Vocabulary?
DeleteI too like the idea of independent reading as a place to begin. I also loved the impromptu Trivia Night using Celly and how it took learning from the classroom to the dinner table. What a great connection!
DeleteIt is daunting to imagine this whole process. I had to put this book down for a bit because I felt like it would consume me.
I am not a gamer either so I am not sure how this would go.
I agree with Angie. I really enjoyed the last section learning about the different players involved and could think about how former students fit descriptions. This section had me overwhelmed. I am not a gamer in anyway, so the best I could do what relate some of the information to a mini game that Kass does in her 8th grade math class - bootcamp. She involves levels, badges (when you move up a level) and a leader board. This is a pretty big undertaking in her classroom with just those. She does it as a stand alone event, not integrated over the entire year like Matera suggests. Since this section seemed so daunting, I decided to really focus in on one part that I could easily identify with; Guilds. So it's funny that Angie picked that part out too (but did you dog ear the page like I did to remember?).
ReplyDeleteI thought that he did a nice job explaining how guilds could be effective in the game aspect and really over any long project. So often students dislike working in groups because of the group grade or individual grade; not to mention the one kid who does all the work. I liked his suggestions for making the grouping. His idea of using cards so that students know that he didn't hand pick them and not letting them pick themselves either. He had some great language about how to work with students that were unhappy with their grouping as well.
I'm hoping that the next part makes it a bit more doable and puts it into the classroom. It seems like just making all the levels, badges, power-ups would take the entire summer to work out before you even thought about the curriculum associated with it!
I connected with the Guild Ideas as well!
DeleteI liked the part here too about voting after kids created their own resumes. I took the Bartle test and am most an Explorer and least an achiever.
DeleteWhat about instead of badges they get lego pieces and then in the end they have to create something with them as part of the final grade? On page 121 Matera talks about Lego building and video voice overs. That seems doable to start.
DeleteI loved Angie's idea of gamifying independent reading. In the past it has been a challenge to get the students really excited about putting post-it notes in their books and journalling. I can clearly imagine, however, how much more fun it would be to turn the entire year of independent reading into a giant competition, maybe even class (home) against class. Quality has to matter too. What if the kids earned a "salary" based on their being able to convince their classmates to try a book that they had read? It could be pretty creative and fun.
ReplyDeleteWe've used the Jeopardy, Kahoot It, and music video rap for various lessons, not to mention many other activities along these lines, it definitely livens the class, I could see how longer class periods could be helpful.
I'm still not super excited about using computer apps and games verses some more traditional methods, yet as I read this I am becoming more and more convinced. I told Kristen that we should gamify our health care system and see if we could come up with a solution. Perhaps that may be too lofty of an ambition just yet. This last section of reading did prompt me to think of the computer on my mother's hybrid car that shows a beautiful vine growing on the screen when she is getting great gas milage and not putting so much pollution into our atmosphere. I must say, she really enjoys that feature and is so proud when that vine grows!
I would also like to try that Celly sight that was mentioned on page 122, " a program that allows you to make a private social network, to have an online chat discussion. How great would it be if we could get the entire eighth grade together somehow to chat about their reading outside of school.
By the way, I hope you are all having a super fantastic summer, this has certainly been fun.
"Is our world too slow for our kids?"
Deletehttps://www.ted.com/talks/gabe_zichermann_how_games_make_kids_smarter#t-966973
Great TedTAlk and it mentions your mom's car!
Hello Everyone! As soon as we returned I picked up the book and have worked to catch up. It sure has my mind racing. Thanks for picking this one out.
ReplyDeleteIt is extremely overwhelming. Yet, I can see the value. Every page I read I see certain students jumping off the page that would have loved to be involved in these activites. I think I am interested in the whole deal. I know I need to make small steps, but I think Boot Camp has been part of that growth. Every time Boot Camp finishes both the kids and I miss it. The whole year cannot be Boot Camp, but that can be a highlight in the total game instead of an oasis in the dessert.
I am thinking of trying to connect Hidden Figures and Enders Game into a total game. Enders game uses Armies (Guilds) - Maybe Classes could be different Countries (or wealthy groups) trying to Inhabit Mars... Lots of thoughts. I was hoping to finish with the Rocket Launching. The beginning would be entry level tests - entering the army - then off to Bootcamp. I see the challenges working during the Exponents Chapter with Kahoot. Quests could be applicable problems/theme boards/experiments....
I like the idea of the curriculum driving everything and the game overlaying the structures already in place. Changing perspective and figuring out how grading must be impacted are my two biggest hurdles. I believe that over the past few years I have lost too much time with structure that my 8th graders don't see enough value in... trying to figure out how to teach this without forcing the structure is my goal. Maybe Cumulative Notes (What did we call them?) can be used on Review Day and each team can pick one set of notes to use. The set that is chosen wins a greater XP?
Overall I need it to be less cumbersome and more inviting....
Lots of thoughts above...
The more I read the more I am convinced that converting any course into a full-on gaming on is so far beyond what I am prepared to do at this moment. Perhaps maybe I could think of a theme this year, like "The Monarchy", and interwoven within the daily grind, I could introduce quests (like weave a story and each quest will reveal more of the story, for example), micro challenges and mini-games. I think that going small might be more attractive and manageable for me.
ReplyDeleteI am with you Jodi. Mini games and micro challenges might be the way to go.
DeleteI am glad Matera finally got more specific in this section. I like his examples of guilds and houses and other group names. I like his concept of Asset- Based Thinking (91), and I LOVE his idea of resumes and listing all students’ strengths on the board to identify their talents and interests. Bill and I let them pick their partners/groups for projects b/c of the many problems we have had in the past with students not getting along and one student doing all the work while others do none. I like the randomization of it and helping the students to work out their problems instead of just breaking up the group and letting them work on their own. This is more realistic.
ReplyDeleteLike many of you, I am feeling overwhelmed. I am not a gamer, and I feel like I have to start working now to get anything ready to try this year. That said, his Special Challenge (132) may be a small and simple place to start. I am still hoping Matera will give more examples, and if not, I am coming to your classes to watch your games!