Create a Life – The Game

Story

“When you know your WHY your WHAT becomes more impactful because you’re walking towards or in your PURPOSE.”

– Michael Jr.

Students identify their WHY to give PURPOSE to their WHAT.

Students experience 21st Century skills through basic employment skills as minigames and powerups.

As students successfully complete minigames as jobs, skills will accumulate and help the student build an in-game resume. The student will apply for higher-level jobs through the interview process.  Students can increase the odds of successfully gaining employment of higher-level / salary jobs by participating in powerups that increase the odds of passing the interview. 

The ultimate goal is to build a career resume and create a fulfilling life.

Game Play

Players interact with a game through a resume screen and minigame play. The gameplay is represented though challenges to improve skills, improving skills improves chances of leveling up, overcoming the challenge of building a resume and passing job interviews, the player is trying to build a career and create a fulfilling life.

Flow Chart

Coming soon!

Mr. Le Duc’s Distance Learning Routine

leduc_cheesehead

Presentation Summary

Humans need rituals, patterns, stability, predictability, sustainability, and community. How do teachers create this for students? How do teachers manage distance learning effectively? Scott Le Duc highlights his process. Come check it out and add it to the conversation.

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

How?

1. Weekly: Email to Families and Students via Skyward

  • I send out a Skyward email with a link to the daily schedule and I highlight the work for the week.
  • I use Remind.com to share messages as well

2. Weekly: Daily/Weekly Schedule Updates

3. Weekly and As Needed: Screencasting Support

4. Weekly: Students Publish to Their Blogs

  • Students publish their work at Edublogs.org. It’s free and only for academic purposes.
    • Each student has a blog where they publish their work to establish a professional portfolio that can grow with them over the years.
    • We have been doing this for 10 years.  Students were cultured into the process before Covid-19
  • I subscribe to the student blogs with Feedly.com which allows me to track what ad when they publish.
  • Here is a student sample blog: https://rockbeatle.edublogs.org/.
  • Students and parents sign a Social Media Contract at the beginning of the year, http://capitalcomtech.info/2017/02/14/contract-information/
  • Students collect evidence of learning.
    • They can write, embed images, embed recording via their OSD YouTube account, embed sound from online sound/music learning sites, etc.

5. Daily: Remind.com Messages to Highlight Exceptional / Inspiration Work

  • I use Remind.com to send students and families (who signed on) a daily message that clarifies or inspires students with class-related material. I usually highlight student work that is well done, as an example for other students.
    • @chsibfilm
    • @chsgame
    • @chsrock
    • @nmrock

Case Study – 2020 Summer School

Start with Why: How Great Leaders Inspire Everyone to Take Action

by Simon Sinek Start with Why. Penguin Publishing Group.

Why do you do what you do?

Why are some people and organizations more innovative, more influential, and more profitable than others? Why do some command greater loyalty from customers and employees alike? Even among the successful, why are so few able to repeat their success over and over?

– Goodreads.com

Simon Sinek TED Talk

Know Your Why by Michael Jr.

“When you know your WHY your WHAT becomes more impactful because you’re walking towards or in your PURPOSE.” – Michael Jr.

After watching this and reading this book I am allowing the content to inspire me to connect to my own WHY and to help students find their own WHY and drive all learning back to their PURPOSE. This is what makes learning real, relevant for students.

Sections of the Book and My Notes

PART 1 A WORLD THAT DOESN’T START WITH WHY

1 ASSUME YOU KNOW

2 CARROTS AND STICKS

Manipulation vs. Inspiration (p. 16)

PART 2 AN ALTERNATIVE PERSPECTIVE

3 THE GOLDEN CIRCLE

4 THIS IS NOT OPINION, THIS IS BIOLOGY

5 CLARITY, DISCIPLINE AND CONSISTENCY

PART 3 LEADERS NEED A FOLLOWING

6 THE EMERGENCE OF TRUST

7 HOW A TIPPING POINT TIPS

PART 4 HOW TO RALLY THOSE WHO BELIEVE

8 START WITH WHY, BUT KNOW HOW

Energy Excites. Charisma Inspires. (p. 133)

This is important. It’s like the hot fire of romance at the beginning of a relationship that converts into warm embers of deeper love that becomes the basis of more mature love.

9 KNOW WHY. KNOW HOW. THEN WHAT?

10 COMMUNICATION IS NOT ABOUT SPEAKING, IT’S ABOUT LISTENING

PART 5 THE BIGGEST CHALLENGE IS SUCCESS

11 WHEN WHY GOES FUZZY

12 SPLIT HAPPENS

PART 6 DISCOVER WHY

13 THE ORIGINS OF A WHY

14 THE NEW COMPETITION