A Look at our Student Video Game Showcase

We headed off into the holidays with style yesterday as all of my sixth graders showcased their video games with peers from other classes in a an effort to gather more peer review responses and … well … play video games before our holiday break. First, we set up tables in our cafeteria, and created “gaming stations” (ie, laptops), and while a game developer looked on, users came and played. Then, the player moved on to other games. Finally, they all switched roles, so that developers became players, etc.

Meanwhile, in another room, students were podcasting their Video Game Review projects with our iPod Touches. I’ve just started looking at the persuasive writing assignment and they seem pretty well done. I’m excited because not only do they get to demonstrate expertise in a video game, but we are doing this in conjunction with two other classes. We’re going to find a way to share the reviews out together. And the owner of a game review website — Gametrender — has generously offered to publish some of my students’ reviews on his space, giving them an authentic publishing experience.

Our principal and vice-principal both wandered into the Game Showcase, and both noticed just how incredibly engaged every single student was in the event. My principal, who is very supportive of technology as a tool for learning experiences, and I chatted about the writing components that were embedded in the game design project, and then he wandered off to watch some podcasting on the iPods in action. (I realized: I should have interviewed him with my video camera!)

Peace (in the world),


Video Game Design: Student Survey Results

As we move towards the end(?) of our game design unit with a Game Showcase today (which will mix up classes to play their games and do some podcasting activities), we continue to have our young designers reflect on the experience. They took an online reflective survey the other day as a way for us to gauge where they are with their project, and their impressions of using game design in the classroom. We also asked them to write out some advice for other teachers who might be considering the concept of gaming in the classroom. They were quite thoughtful, and most were supportive of the idea. A few said that time would be better spent outside in the fresh air than on a computer, and another asked if we could get back to creative writing (we will!!).

Check it out:


Peace (in the reflective stance),


Letting My Kids Decorate ‘My Head’

Our school’s Community Service Club held a Hat Day/Decorate Your Head Day event yesterday to raise money for our Senior Citizen Center (whose old furniture got moldy when put into storage). The event raised hundreds of dollars. To spark some fun, I put an image of myself up on the interactive board and told my students to decorate my head. They sure did. We had a lot of laughs with this quick activity.
Mr H head no art
mr h's head art

Peace (in my head),


My Troubles with Technology

I suppose any reader of this space knows that I can come across as a cheerleader for the ways that technology can be used to transform the possibilities of composition and publishing for young people. But not everything is all rosy all the time. I admit that I am lucky to work in a school where the administration understands the power of technology, and invests as much as it can in equipment, but we still run into all sorts of hurdles.

I regularly use the Dell PC Cart that is housed in my classroom (convenient!) and leave the MAC carts for other parts of the building, particularly for my colleagues in the younger grades. But the Dell Cart is now going on six years old. I remind my students that the computers they are using were brought into the school when they were in kindergarten. That opens up a few eyes. And softens the complaints of processing speed and error messages.

I do a lot to keep the cart running because I don’t want the technology to interfere with the learning. I am not always successful and if often feels like I spend some days in a wrestling match with technology, both of us determined to conquer the other. So far, I am winning. I think. But every day is a new battle, and I need to be light on my feet. It also makes clear, though, why so many teachers give up on technology when the glitches take place, or the computer won’t start, of whatever. It can be exhausting.

Here are just some of the problems that I regularly run into:

  • Six-year-old PC laptops. ‘Nuff said. This would not be as big an issue if they were Macs (says the former PC evangelist);
  • Wireless data flow. When 21 laptops are streaming a heavy-duty site (like Glogster, or Voicethread, or Gamestar Mechanic), the wireless system often gags, and loading of webpages slows to a crawl;
  • The batteries on our laptops are deteriorating … I can barely make it through one hour-long class, and I have four hour-long classes each day. I do a lot of juggling at the end of class and at the start of class to leave a window open for recharging. It does give me time for mini-lessons, but sometimes I am just dancing around in the front of the room, praying for more time;
  • Updates clog up the system, too. Between Windows XP updates, Firefox updates, anti-virus updates, the flow of data coming through the air and into the laptops makes me wonder we don’t see the bits and bytes flying before our eyes. And since that happens in the background, the laptops can crawl at times, and then suddenly, the students are confronted with a shut-down/update;
  • Our Internet service is pretty stable but the other day, we lost it for about four hours, and that impacted an entire day of game design.

I should point out that the students roll with it. While they expect speed and instant connectivity with equipment these days, they mostly complain, ask for help and then wait out the fixes with patience. Maybe more patience that I show at times. But together, we use what we got, and we keep pushing the equipment to the edge of what it can do. We don’t give up. Well, at least most of the time.

Peace (in the gripe session),


What Peer Review of Student Video Games Looked Like

We spent part of our time yesterday allowing classmates an opportunity to play each other’s games, and then offering up a critique of the gameplay and game design for the developer. I provided a graphic organizer to keep their attention focused on the elements we have been discussing: story, science themes, gameplay, design, etc. As I wandered the room, I took a few notes of the conversations taking place. Most were very positive, and supportive.

Here is a bit of what I heard (as a former reporter, I often jot down notes when my class is doing something interesting):

“Who wants to try to my game? Anyone?”
“I do.”
“Me, too.”

“This is so hard. Why did you make it so hard?”
“It’s not hard. I can do it.”
“You made the game. Of course, you can do it.”
“Here, let me show you ..”

“I like that. How did you do that?”
“Do what?”
“Find that color for the background. It’s perfect for inside the volcano. I want that background, too.”
“It’s in the Quest. You need to earn it. It’s in the xxx level.”
“I’m not that far. Darn.”
“How far are you? I can help you get there. Come on.”

“That was … easy.”
“Too easy?”
“I thought it would a challenge. Why was it easy?”
“You just had to run fast. I ran fast.”
“Oh. Yeah.”

“I wonder if anyone on Gamestar will play my game.”
“Probably. Did you publish it yet?”
“No. But I will.”
“You should. You definitely should.”

In some ways, the casual conversations as the developer looked over the shoulder of the player was more valuable than the written feedback, but I am determined to keep writing at the center of this project. Here are two samples of student feedback forms, which pretty much capture the essence of many of the peer review ideas of the day.
Student Game Design Peer Review
Student Game Design Peer Review0002
Peace (in the feedback loop),


Student Voices: Game Development and Gamestar Mechanic

I continue to train my video on a few of my students as we move through the Science-based Game Design Unit. I am curious about what they think and what they are experiencing. The other day day, one student asked “Why are we making video games anyway?” and so I launched again into the rationale: the information and visual literacy, the connections to the writing process, the engagement with technology in a way that connects to what they often do outside of school, etc. I think they wanted a simpler answer (it’s cool!) but I was ready for it, mainly because if my principal or superintendent or a parent asks, I want to be ready for them, too.

In that regard, this reflective space on the blog has been helpful to me. And I appreciate the comments that some of you have been leaving. I am sure some of you are scratching you heads over this entire unit but it does have many solid connections to the science and language arts curriculum, particularly if you consider it in light of the Common Core (which our state has adopted). I am going to try to connect it more solidly to our state curriculum one of these days.

Anyway, here are two of my students, talking about the development of their video game project, their early prototypes of games, and their impressions of Gamestar Mechanic. (And should you think this is just cheerleading for Gamestar, I’ve had  a few students tell that they wish Gamestar were more advanced, and had more options, and they suggested we move into some programming language for, as one put it, “real game design.” Sorry, kid, that’s beyond me right now.)


Peace (in the games),


Connecting the “Make Movement” with Technical Writing

Check out this video documentary of some friends at the Prairie Lands Writing Project (in Missouri) as they use the concepts around the “Make Movement” (build it yourself) and technical writing to pursue connections to the curriculum (Common Core, in particular) around informational writing.

Two years ago, I took part in a National Writing Project session similar to this one (I demonstrated stopmotion animation) and it was a pretty interesting experience, but I have not yet been able to make that leap to the classroom. Documentaries like this one help keep the idea in mind — that our students have talents that we often don’t know about, that they can use that expertise to teach others, and that literacy connections abound in those ideas.

Thanks to the Prairie Lands folks for sharing out their project!

Peace (on the Make),


A Tour Around the Room (While Gaming Goes On)

I wandered around the other day, capturing some video of my students working on storyboards and creating video games.  This is part of a larger documentary project about using video game design in the classroom. They love to work in the dark and they love to use the Interactive Board to show off their games, and to build them with the pen on the large screen. (You can’t play it on the big screen because Gamestar Mechanic games are played with the keyboard arrows, not the mouse)

Peace (in the sharing),


Book Review: The Connected Educator


It says a lot about a book when the last line is “Choose to be powerful.”

So ends The Connected Learner: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall. Here is a book that explores the ways that teachers need to be connecting with other teachers outside of the physical confines of their buildings or school districts, and joining the movement to use online tools for professional development, professional inquiry and action projects. (Note of disclosure: the writers sent me a free copy to review but laid out no expectations of a positive review.)

While many trade books are emerging about ways to engage our students as learners on the global stage with technology as a tool for engagement, Nussbaum-Beach and Hall train their sights on the people who can really make a difference in the classroom: the teachers themselves. And, as they rightly note, as more teachers start using technology for constructing valuable learning spaces for themselves, they will then understand the power and potential of those concepts for their students. We need teachers to become models for our young people, and to make that engagement in the information world more transparent.

“Teachers must learn to model connectedness and enable students to develop personal learning networks, made up of people and resources from both their physical and virtual worlds — but first, teachers must become connected collaborators themselves.” (p. 4)

At my own school, we spend one period a week in what was first called a Professional Learning Community, and now has been relabeled as a Community of Practice. (So, I was interested to see the chart in this book that defines both of those ). Our aim, as set forth by our building principal, is to use data to drive changes in our curriculum, and to focus as a teaching team on an issue. Our principal has the right idea to structure collaboration among colleagues, but I wonder what it would be like to connect our small learning sphere to other ones emerging in other schools, and how shared action research projects and collaboration might unfold. I don’t think our school is ready for that. Most schools are not. But this book paves a path of rationale for why educators might consider a move in that direction.

I enjoyed the many anecdotes from teachers in this book as they talked about the ways that connections improved their teaching and students’ experiences. I also appreciated that they walked the walk here, too, setting up a variety of platform spaces for readers of the book to engage in the material. The chapters connect to a Voicethread, a Google Doc presentation, a Wallwisher, a hashtag on Twitter, and more. While there has not been much activity on those spaces (and I wonder, will there be? Perhaps as the two writers use the book as a jumping off place for workshops and seminars, those spaces will grow with new insights. One can hope), the fact that those elements are there in the online world shows how the experience of learning from books can be extended to reader engagement with virtual tools. Which is yet another model for our classroom, right?

The Connected Educator is enlightening in many ways, and if you are seeking for ways to move beyond your own professional learning circles, Nussbaum-Beach and Hall show you the way forward. Remember that last line of the book. Choose to be powerful. It matters.

Peace (in the connections),



Peer Review and Video Game Design

As we consider ways to connect the writing process to the game design process, I keep reminding my sixth graders of the iterative design of video game development (which my science colleague is also tying in nicely to the scientific engineering design process) and one of those phases is using “testers” to try to “break the game,” as I put it. This means having a third-party player sit down and play the game, and find its strengths and weaknesses from an objective position.

There is no doubt that they are building games for their peers with this project. If I had a dollar for every “come here, I want to show you this level of my game” that I hear during our classtime, I would have a nice bundle of cash. I wish I could sit and play more of their games under development, too, but I am often wandering the room, helping individuals with their work or finding some workarounds for any technology glitches that occur (and they do occur, but we mostly refuse to get ruffled by it).

Tomorrow, we’re going to work this into our class, and the model will be the peer review of writing model. I’ve come up with a graphic organizer to make it easier for the players to leave constructive feedback for the game developers, and we will be rotating around the room, playing and offering feedback. From there, the developers will need to consider the input and make revisions to strengthen the game.

The reviewers are look at the game through the multiple lenses of:

  • Overall Rating
  • Overall Difficulty
  • Gameplay
  • Story Narrative
  • Visuals
  • and notes for the developer

Here is my basic template (which I adapted from the way users can provide input on Gamestar Mechanic):
Peer Review of Video Games
Here is one that I did as an exemplar to show as a sample:
Peer Review of Video Games Exemplar
Peace (in the peer review process),