Today began with a quick review of the concepts discussed on the first day, with students talking once again about concepts like game mechanics and dynamics. Terrence was right up front, quickly explaining what dynamics were. Next, we talked about the games they played last time, and what was fun and what wasn't. Jasmine had played Rock Band, and had a lot more fun than she had initially expected, rockin' out to the music with the best of them.
The review complete, the first exercise was to find a game review online and read it closely, paying attention to how the reviewers talked about the game and how it fit in with the topics we had discussed. Each student took notes on the review and then stood before the class in turn, presenting their review and talking about what they liked and what confused them. Some good points were raised, including the role of the ESRB and how it fits into the gaming industry.
Finally, the students downloaded Scratch onto their computers and checked out the games available at MIT's website. RocketMan was very popular, and they were able to download it and take a look at how it's setup in Scratch. Hopefully, it'll give them some insight into making games with Scratch, which they'll be doing next session!
Saturday, September 25, 2010
Saturday, September 11, 2010
Video games in Scratch, 1st Day
Today was the first day back at ITA, and we jumped in with both feet with the Video Games in Scratch class, taking the students over to the video game lab in the Teacher Education building so they could get the full experience. Ryan started them off with a short lecture about concepts behind video game design, starting with Game Mechanics, Dynamics, and Aesthetics. The students were a little uncertain about talking about video games in such terms, but it wasn't long before they started to get into the discussion. Jacob raised some good points about why some games were more appealing than others, citing things like storyline and challenge, and Saige told everyone about her challenges playing Super Mario Kart against her brother.
Next, Ryan showed them the game Braid, and everyone had a great time playing that on the projector so the others could watch. Terrence did a great job navigating the difficult terrain. Way to go, Terrence!
Finally, the students were split up so they could play whatever game they chose form the lab's wide-ranging stock, with the intent that they pay attention to the things we had discussed. With things like mechanics and dynamics in mind, they played Rock Band, Call of Duty, and the Orange Box, enjoying themselves immensely, while learning something at the same time.
All in all, a great day for ITA!!!
Next, Ryan showed them the game Braid, and everyone had a great time playing that on the projector so the others could watch. Terrence did a great job navigating the difficult terrain. Way to go, Terrence!
Finally, the students were split up so they could play whatever game they chose form the lab's wide-ranging stock, with the intent that they pay attention to the things we had discussed. With things like mechanics and dynamics in mind, they played Rock Band, Call of Duty, and the Orange Box, enjoying themselves immensely, while learning something at the same time.
All in all, a great day for ITA!!!
Monday, March 8, 2010
The Current Structure
Since implementing the new structure for the 3-period setup, I think things have been running a lot smoother. I don't know if it's because it flows more naturally for me or for the students, but so far I've been enjoying it. Having the quizzes after lecture gives me a chance to broaden the scope of the questions, and also helps to give the students a chance to get settled in after lunch. Also, giving them the blog question during the first period and telling them the specific plan helps to prevent surprises and makes everything just that much easier to accomplish.
So, so far, no complaints!
So, so far, no complaints!
Wednesday, February 10, 2010
Reflections
So it's been a while since I've blogged here, but that's not to say that I haven't been busy at the ITA. In the past six months or so I've learned a lot about the ITA, having worked directly in it as Unit Support and a Coordinator. I'd say that my initial understanding of the program was mostly accurate, that this is a very special program that teaches valuable lessons to a great group of kids. But, some of the specifics are a little different than I thought. For one thing, I realize now how much effort goes into a single ITA session, and how much planning is involved. The kids are great, but now I see that they require a good deal of attention on even the smallest detail, since they come from so many different backgrounds and have so many different ideas about what they should be doing with their Saturday. It's an uphill struggle in some ways, but it's all the more rewarding for its difficulty. It's when the students who are having the hardest time really get it, or really start to knuckle down and get to work, that I feel like I've accomplished something as a teacher.
It's difficult to talk of successes in a job like this, since such things can only be measured by the long-term effects of what you're doing, but also because there are so many varied little things that could be considered "successes" as to practically make the word irrelevant. Remembering student's names, or getting them comfortable with you to the point that they high-five you in the hallways, helping them pass their Permit Tests, or teaching them a lesson that they find both interesting and informative, these are all successes. If I could go back to last August I would make sure I understood that. I would tell myself to be prepared for a lot of different kinds of kids, and to be prepared for a number of little things that will both annoy and amuse me. Patience is the key word, and I plan to incorporate that into everything that I do at the ITA. I will both expand my knowledge of the curriculum as well as come up with new ways to get information through to the kids, and bring what I can to their education.
It's difficult to talk of successes in a job like this, since such things can only be measured by the long-term effects of what you're doing, but also because there are so many varied little things that could be considered "successes" as to practically make the word irrelevant. Remembering student's names, or getting them comfortable with you to the point that they high-five you in the hallways, helping them pass their Permit Tests, or teaching them a lesson that they find both interesting and informative, these are all successes. If I could go back to last August I would make sure I understood that. I would tell myself to be prepared for a lot of different kinds of kids, and to be prepared for a number of little things that will both annoy and amuse me. Patience is the key word, and I plan to incorporate that into everything that I do at the ITA. I will both expand my knowledge of the curriculum as well as come up with new ways to get information through to the kids, and bring what I can to their education.
Saturday, September 12, 2009
Fall - First Day
Today was the first day for the fall session, and I was support for the Photoshop unit as well as stepped in at the last minute to help with the profiles/Excel unit. The Profiles/Excel Unit was in the morning, and it was a bit hectic, since the students were largely on different pages as far as what they actually needed to do in regards to their individual profiles. Still, some of the students were really good at helping others, which took some of the stress off of Felipe and, to a lesser extent, me. I wish I knew a little more about Dreamweaver in order to answer some of the questions that were asked, but in general everything was kept under control. I was able to impress upon the students the importance of a clean and detailed resume, which is something that I have a good deal of experience with, and I think they really started to listen when we told them that their profiles would help in the future in regards to landing good-paying jobs and the like.
In the afternoon I helped Chris with the Photoshop lesson, and that went off very well. The sophomores are definitely in school mode now, which is a marked change from the summer. Everyone seemed really interested in using the software, and they were having fun with the Pac Man Fix and some of the other picture-editing assignments. Marleny and Jenny were really quick to pick up the clone stamp tool, which I was particularly happy about since it's a great little widget once you get the hang of it. There was a brief bit of confusion when we asked them to surf the net looking for website designs that they liked, but I think part of the issue came from the idea of content versus design, as well as the initial confusion of being asked to look at webpages, which I don't think is something that comes up for students very often. All in all, I think that a lot of good work was done.
In the afternoon I helped Chris with the Photoshop lesson, and that went off very well. The sophomores are definitely in school mode now, which is a marked change from the summer. Everyone seemed really interested in using the software, and they were having fun with the Pac Man Fix and some of the other picture-editing assignments. Marleny and Jenny were really quick to pick up the clone stamp tool, which I was particularly happy about since it's a great little widget once you get the hang of it. There was a brief bit of confusion when we asked them to surf the net looking for website designs that they liked, but I think part of the issue came from the idea of content versus design, as well as the initial confusion of being asked to look at webpages, which I don't think is something that comes up for students very often. All in all, I think that a lot of good work was done.
Friday, August 28, 2009
Okay
Wow, it was a lot easier to fall into "vacation mode" than I thought it would be after the Vegas Video camp finished up. Where have the last 2 weeks gone?
Anyhow, now for my last posting of the summer. As far as the positions of Unit Support/Unit Coordinator go, I feel that to get up to that all-powerful 100% rating (which I'm too much of a realist to ever believe is truly possible) requires a very solid grounding in just about every aspect of the program, from knowing every student's name and inherent strengths/weaknesses to complete understanding of all of the ins and outs of the computer-based paraphernalia (websites, software, hardware, etc.) On a more grounded level, I think the pursuit of these lofty goals is the most solid way to feel confident in the program. This can only come with experience, I think working firsthand with the students is the best way, because I can sit and play with Vegas Video or Illustrator or Photoshop all day but until I actually observe the students working with it, and listen to their questions and see what they get hung up on I can't learn what to expect. Their problems can be very unique, to say the least.
As far as being a Unit Coordinator, I think that's a question of just understanding the technical side (using the ITA website and generating lesson plans). Essentially it just requires a lot of thinking ahead, like any teaching. But since that's really part of the fun there shouldn't be any problems with that.
I think the 3 period system works well, for the most part. Nothing's every perfect, obviously, but the students are given enough time for each individual period so that they don't have to feel like they're being pulled away just as they're getting somewhere. The impetus is on the instructors to make sure they use the time wisely, which is a challenge in and of itself, but it's good to see that a lot of the students are mature enough to take it upon themselves to do it.
As a parting snapshot, the ITA program has a lot of heart, and I think that's a great thing to be a part of. The students are here to learn and the teachers are making sure they do. I'm looking forward to seeing how things work during the school year, as opposed to the frenetic pace of the summer camps.
Anyhow, now for my last posting of the summer. As far as the positions of Unit Support/Unit Coordinator go, I feel that to get up to that all-powerful 100% rating (which I'm too much of a realist to ever believe is truly possible) requires a very solid grounding in just about every aspect of the program, from knowing every student's name and inherent strengths/weaknesses to complete understanding of all of the ins and outs of the computer-based paraphernalia (websites, software, hardware, etc.) On a more grounded level, I think the pursuit of these lofty goals is the most solid way to feel confident in the program. This can only come with experience, I think working firsthand with the students is the best way, because I can sit and play with Vegas Video or Illustrator or Photoshop all day but until I actually observe the students working with it, and listen to their questions and see what they get hung up on I can't learn what to expect. Their problems can be very unique, to say the least.
As far as being a Unit Coordinator, I think that's a question of just understanding the technical side (using the ITA website and generating lesson plans). Essentially it just requires a lot of thinking ahead, like any teaching. But since that's really part of the fun there shouldn't be any problems with that.
I think the 3 period system works well, for the most part. Nothing's every perfect, obviously, but the students are given enough time for each individual period so that they don't have to feel like they're being pulled away just as they're getting somewhere. The impetus is on the instructors to make sure they use the time wisely, which is a challenge in and of itself, but it's good to see that a lot of the students are mature enough to take it upon themselves to do it.
As a parting snapshot, the ITA program has a lot of heart, and I think that's a great thing to be a part of. The students are here to learn and the teachers are making sure they do. I'm looking forward to seeing how things work during the school year, as opposed to the frenetic pace of the summer camps.
Friday, August 7, 2009
Video Blitz!!!
Today was the video blitz, my first time with the camp, software, and the whole thing. It was an entertaining and informative experience, really slamming the instructors and the students with Vegas Video software and the whole experience of planning, filming, and editing a short film. It's very much a "toss 'em in the water and watch 'em swim" sort of thing, which I think they need (so do the teachers.) I was very pleased with the variety of ideas and the work ethic that the students displayed. They really pulled themselves together and did some nice work.
On the whole, I think the experience taught the students a lot about the entire process of making a film. They learned some valuable lessons that will make their final projects that much better. They learned that there is a degree of complication to the whole thing, as well as the fact that the instructors are willing to go the extra mile to help them put their videos together. Now they've been through the crucible, and they're going to be better for it.
On the whole, I think the experience taught the students a lot about the entire process of making a film. They learned some valuable lessons that will make their final projects that much better. They learned that there is a degree of complication to the whole thing, as well as the fact that the instructors are willing to go the extra mile to help them put their videos together. Now they've been through the crucible, and they're going to be better for it.
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