GAME-MAKING SESSION REPORT

1. Check the guidelines for classroom observation practice (Section 10). 2. Read through this monitoring report before the class session to remind yourself what

we’re looking for. Add your own indicators if you wish. Have a copy of the report on hand at the session so you can refer to it.

3. Monitor the class sessions using your own log-sheet.4. After the session, use the data in your log to compile this report. Please use the file

rather than a pen&paper version. Reporting is best done immediately after the session when impressions are fresh in your mind and you recall things that you may not have managed to log.

5. Later on, read back through the report to see if your impressions have changed or if you’ve remembered anything you want to add.

6. Save your report on dropbox with a version number. If you want to change it sometime later, either generate a new file or add your changes in revision mode; in both cases attribute a new version number.

Monitor’s name___Jeff_________________________________________________________

Group ID _____CHIO ELENA_________________________________________________

Group’s profile (representativeness of whole class regarding abilities, aptitudes, attitudes, etc.)

________________________________________________________________________

Members_________________________________________________________________

Class_____________________________________________________________________

Location__________________________________________________________________

Date __19/3, 26/3, ________________________________________________________

1

1. Game idea

Were the students set a game-making task/goal? How did the main game idea emerge within the group?

1. developed through exploration (graphics first)

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

proposed by one student

negotiated jointly

developed through exploration

inspired by a model/example

copied from another group

other - ________

2

2. Collaboration

Did the children collaborate during the game making session?

no rarely moderately often v often

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

discussion

negotiation

working together

mutual support/encouragementseeking and/or accepting peer feedbackother ______________

Write any comment, event or situation supporting your observation

N/A

3

3. Engagement

Were the children engaged during the game making session?

no rarely moderately often v oftenX

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

individuals physically staying together with their group unit x

individuals actively participating xall group members actively participating (no inactive members) x

concentrating xreacting positively xother ________________________

Write any comment, event or situation supporting your observation

Followed directly by me and by tutor

4

4. Motivation

Were the children motivated?

no rarely moderately often v oftenX

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

Interest in continuing with game making in class X

Interest in continuing with game making out of class X

Interest in game ranks or awards XInterest in dissemination of games

other ________________________

Write any comment, event or situation supporting your observation

5

5. Problem solvingi

Were problem solving skills and strategies apparent in the session? These may regard processes, tools, products.

no rarely moderately often v often

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

discussionRecognise and define problem/sincluding constraints or obstacles encountered with processes, tools, products

Reflect on and develop solution strategye.g. forward planning, hypothesis forming, decision-making procedure, etc.

Gather and analyse ideas / data e.g. brainstorming, problem decomposition, analysis of overall game, seeking root cause, inference forming

Consider/try alternativese.g. adopt a previous solution, out-of-the-box thinking, transform into previously-solved problem, trial-and-error

Evaluation of implemented solutione.g. assess result, reconsider strategy, refine solution

other ________________________

Write any comment, event or situation supporting your observation

6

6. Creativityii

Was creativity apparent in the session? This may regard attitudes, processes and products.

no rarely moderately often v often

To help you verify this, look out for the following tentative indicators (these are suggestions and not intended as precise markers). Simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

Imagine and (seek to) integrate elements or properties to enhance game’s aesthetic appeal and potential to engagee.g. in/out pages, background, characters, animation, decoration, sound, interactivity

x

seek to put a personal stamp on individual elements, properties and processese.g. generate and integrate novel ideas, artefacts, approaches and solutions

make original / unforeseen connections between elements and processes at playe.g. integrate ideas, actions and artefacts from others to form new ones

deal with conditions, constraints & problems in unorthodox / imaginative mannere.g. seek/identify alternatives, make unforeseen links, brainstorm and cross-fertilize ideas

Propose or implement solution that goes beyond set taske.g. game scenario pushes boundaries of assigned theme, game includes more ambitious elements/mechanics

Other _______________________

Write any comment, event or situation supporting your observation

7

8

7. ICT Literacyiii

Were ICT literacy skills apparent in the session? These may regard attitudes, processes and products.

no rarely moderately often v often

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

Understand technological environment e.g. explore environment, explore & use functions, identify limits & constraints, draw on help appropriately

Use technology productivelye.g. select appropriate functions & features, appreciate and exploit affordances, deal with limits & constraints, produce playable game

Apply existing ICT knowledgee.g. make comparison with other applications & functions, display familiarity & confidence in environment

Apply versioning to game makinge.g. troubleshoot game on-the-fly, integrate feedback, refine intermediate versions

Demonstrate design thinkinge.g. assume player’s viewpoint in game design, evaluation and revision; consider, plan & reflect on global design/production process

other _______________________

Write any comment, event or situation supporting your observation

9

8. Practitioner interaction with pupil group

Was practitioner/pupil interaction fluid and fruitful?

no rarely moderately often v often

To help you verify this, look out for the following indicators; simply tick the ones that occur or mark the number of times they occur.

indicators no rarely moderately often v often

Group (member) proactively sought:… practitioner’s support for game making task

… practitioner’s help with the digital environment

… practitioner’s mediation in group collaboration or engagement

… practitioner’s encouragement, recognition, praise, etc.

… interaction at ‘peer’ level with practitioner input regarded critically

Teacher intervened:… to offer suggestions about game making task

… to help with using the digital environment

… to mediate group collaboration or engagement

… stimulate, encourage, offer recognition / praise, etc.

… more as a ‘peer’ than as an authority figure

other ________________________

Write any relevant comment, event or situation

Followed mostly by me and only partly by tutor

10

9. Further observations or notes (including comments on the monitoring process and report)

19/3 – played poorly constructed tutor matching game with typical word problems; attempted modification of some basic game parameters. Read texts and instructions with some difficulty. Totally guided through activity26/3 – played Jeff’s successful game repeatedly and with enthusiasm. Tried making a new game, starting from graphics only. (double session). Showed lack of working memory

11

10. Guidelines on classroom observation (some basic practices worth considering)

From - A Guide of Best Practice for Classroom Observation in Initial Teacher Training in the Learning and Skills Sector - The Research Centre, City College Norwich

The introduction of ‘observation’ to trainee teachers To set the scene for the trainee teacher and reduce the fear of being observed, explain:

• Purpose: to provide a supportive and constructively critical person who will help and encourage the development of teaching skills

• Value: observation is an important part of the learning process - it is a two way process,

which provides an equal forum for discussion, and an opportunity for the sharing of experience and expertise, and for questions or ideas to be worked on

• Outcome: Opportunity to put theory into practice in a non-threatening environment

The observation should be viewed by the tutor/mentor as:

• An opportunity to join another teacher in developing their skills and see improvements • To help the trainee teacher avoid the pitfalls and share experience.

During the pre-observation discussion, the observer and trainee teacher should:

• Agree which teaching session will be observed • Arrange a time for feedback and discussion (i.e. 30-45 minutes) • Share group information to inform the observer of unique features of the learners,

possibly as a note attached to the lesson plan • Detail items to be given to the observer at/before the observation (e.g. lesson plan,

scheme of work etc.).

For the observation The observer should:

• Arrive at the agreed time • Be unobtrusive (seat choice by the teacher) unless otherwise agreed at the pre meeting • Make notes and record their observations • Observe what happens naturally in the session • Choose to talk with students at an appropriate time during the observation to establish

progress with learning • Observe all appropriate regulations at all times (e.g. Health and Safety)

12

13 • Leave (if not at the end of a session) at an appropriate point that avoids disruption • Be courteous and not intervene directly in the session or distract students • Show respect and maintain confidentiality for any information gained during the

observation • Show respect for students and staff and ensure avoidance of prejudice or discrimination

in all aspects of the observation scheme.

The trainee teacher should: • Explain the observer’s presence to the learners • Provide the observer with the lesson plan, scheme of work and any notes about the

learners • Provide the observer with a copy of the action points from the previous observation if it is

not the first observation.

For the feedback, the observer should:

• Stick to the feedback time agreed • Give feedback to the trainee teacher when arranged (give electronic feedback initially, if

there is a time lag) • Make sure the place is appropriate and has privacy • Allow the trainee to reflect and comment on their initial reaction to the session • Actively listen • Be supportive: begin with strengths/positive points and then move on to developmental

areas • Discuss the basis of the observation notes and comments • Discuss aspects of the notes and comments identifying areas for development, and

where points are disputed, provide a clear rationale for the developmental work required • Look at action points and discuss fully, providing a rationale, if necessary, for their

appearance in the notes and provide suggestions to achieve development and improvement

• Summarise the feedback providing both affective and cognitive comments • Give the trainee teacher a copy of the observation sheets completed for review and to

add any further comments.

Following up the action points

• Electronic communication between all interested parties. • Intranet/ or message board. • Workshop sessions on action points. • Action points to be referred to in reflective practice. • Copy of the action points to be given to the observer on the next observation occasion.

13

11. REFERENCES

A Practitioner’s Guide to Conducting Classroom Observations: What the Research Tells Us about Choosing and Using Observational Systems - Megan W. Stuhlman, Bridget K. Hamre, Jason T. Downer, & Robert C. Pianta, University of Virginia

A Guide of Best Practice for Classroom Observation in Initial Teacher Training in the Learning and Skills Sector - The Research Centre, City College Norwich

14

i problem-solving the ‘problem-solving cycle’ (Bransford & Stein, 1993); Frensch, P. A., & Funke, J. (Eds.). (1995). Complex problem solving: The European perspective. Hillsdale, NJ: Lawrence Erlbaum Associates; International Society For Technology In Education – National Educational Technology Standards (Nets)

Profiles For Technology (ICT) Literate Students Problem Solving for Tomorrow’s World - First Measures of Cross-Curricular Competencies from PISA

2003 (OECD)

ii Creativity

Cropley, Creativity in Education and Learning, London: Kogan Page, 2001 T. Amabile, Creativity in context: Update to the social psychology of creativity, Boulder, CO: Westview

Press, pp. 35-36, 1996. J.A. Plucker, R.A. Beghetto, Why creativity is domain general, why it looks domain specific, and why the

distinction doesn’t matter, Creativity: From potential to realization, ed. R. J. Sternberg, E. L. Grigorenko, and J. L. Singer, 153-68, Washington, DC: American Psychological Association, 2004.

E. Villalba, Computer-based Assessment and the Measurement of Creativity in Education. In The Transition to Computer-Based Assessment. New Approaches to Skills Assessment and Implications for Large-scale Testing Friedrich Scheuermann & Julius Björnsson (Eds.) European Communities, 2009.

NACCCE, All Our Futures: Creativity, Culture and Education , Report to the Secretary of State for Education and Employment the Secretary of State for Culture, Media and Sport, UK, 1999.

F. Frossard, M. Barajas, S. Alcaraz-DomÌnguez, A. Trifonova and J. Quintana (2011). GBL Design for Enhancing Creativity in the Classroom. In Games and Creativity in Education and Training. Barajas, Trifonova, Delli Veneri, Frossard, Mellini (Eds.). Fridericiana Editrice Universitaria. ISBN: 978-88-8338-117-1

iii ICT literacy

Ferrari, A. (2012). Digital Competence in practice: An analysis of frameworks. Seville: JRC-IPTS; International Society For Technology In Education – National Educational Technology Standards (Nets) Profiles For Technology (ICT) Literate Students