1. Tuesday, Feb 04, 2014 @ 8:00
in room 11AB
TCEA 2014 Convention & Exposition
February 3 - 7, 2014 | Austin, Texas | Austin Convention Center
Video Game Design
for New TEKS
D. Michael Ploor, MBA
National Board Certified Teacher
Hillsborough County, Florida

2. Who is this Character?

3. Character Elements

5. Why Change?
Insanity:
doing the same
thing over and over
again and
expecting different
results.
Attributed to:
Albert Einstein

6. CHANGE – Teacher response
New Challenges
– job security
– new training
 Teacher Responsibility
– observations
– documentation
– student apathy
 Budget Cuts
– doing more with less
– pay cuts and freezes
– class size (2 min/student)
 Digital Supplies
– online textbooks


7. CHANGE – Industry response
New Standards
– focus on innovation (i3 Grant)
– STEM
– career academies (reverse
engineering employment)
 Student Performance
– standardized tests
– industry certifications
– AP Exams
 Student technology
– Public speaking
– wireless devices
– social networking
– digital learners


8. http://techland.time.com/2013/12/09/president-obama-celebrities-come-out-to-promote-computer-

9. st
21
Inspire
Learning
Century
Engage students in activities that teach.
 Embed core subjects into these
activities.
 Let them invent.
 Let them create.
 Let them compete.


10. 2010-2011 NLC TOPICS
FUTURE BUSINESS LEADERS OF AMERICA
2011 NLC Orlando
COMPUTER GAME & SIMULATION PROGRAMMING
You will develop an entertaining simulation/game that will show traveling by highway starting
in Chicago, Illinois to the FBLA 2011 National Leadership Conference in Orlando, Florida.
Along the way, billboards will display multiple choice questions related to financial literacy.
The player must choose the correct lane with the right answer to get more fuel for the trip.
http://www.fbla-pbl.org/web/page/589/sectionid/587/pagelevel/2/fbla.asp

11. Video Game Design Participants (three teams per state) develop an E-rated game
that focuses on the subject of their choice. The game should be interesting, exciting,
visually appealing and intellectually challenging. The game should have high artistic,
educational, and social value. A working, interactive game will be submitted on a
DVD for evaluation.
Electronic Gaming Participants [one team (of at least two participants) per
chapter, one entry per team] develop an E-rated game that focuses on the subject
of their choice. The game should be interesting, exciting, visually appealing and
intellectually challenging. A working, interactive game is submitted for evaluation.
http://www.tsaweb.org/Competitions

12. 3-D Visualization and Animation
The world of 3D is rapidly expanding, and career opportunities exist in a wide range of
fields – including architecture, games, product and industrial design, civil engineering,
and film and television animation. This contest allows students to step into a real world
3D production environment where creative output must be accomplished within
specific timeframes, resources and design constraints. This is a two-person team
event and includes a preliminary written exam. Contestants must produce high quality
images and an animated short subject using 3D computerized images. Students are
evaluated on their technical knowledge, production skills and creative abilities –
including visual development and storyboarding. They will also have the opportunity to
interface with and get feedback from high-profile judges with successful careers in 3D
visualization and animation.
http://skillsusa.org/compete/contests.shtml

13. http://www.stemchallenge.org/Default.aspx

15. Math, Science, Social Science, Language Arts,
and Reading are in the Core classes.

16. Electives and CTE grow from the core and
provide the rich, sweet and flavored application of
the core.

17. Employers do not even see the core. They want
to take a bite out of the education that is flavored
with experience and
application.

18. We spend 80% of our time feeding our students
the core when employers just want the fruit.

19. Math
Other
STEM
Elective
Digital Design
Color, Contrast, Elements
of Art, Principles of Design
Social
Science
Environmental
Design, Cultural
Symbolism and Semiotics
Geometry, Trigonometry,
Probability, Fractions
and Graphing
English
Platform
Game Design
Character development,
symbolism, storyboards
Science
Gravity, Force, Friction,
Physics and Ballistics

20. STEM Career Academy
of Computer Game Design
Texas
Standards and
TEKS
Industry
Certification
Year
Video Game Courses
Grade 9
Game Programming
and Design
126.38
Microsoft Office Specialist
Word, PowerPoint, Excel
Grade 10
Web Game Development
or
Digital Art & Animation
126.48
or
126.42
Adobe Certified Associate
Flash, Dreamweaver,
Photoshop
Grade 11
3-D Modeling & Animation
126.43
Autodesk Certified User
for 3DS Max or Maya
Grade 12
Mobile App Development
AP Computer Science A or
AP Comp Science
Principles (2017)
126.39
126.32
MTA Mobile App Developer
MTA Game Developer
College Credit for AP Exam
credit awarded varies by college

21. www.g-w.com
Click [Products]
Select Video Game Design
Choose Video Game Design Foundations

22. Game Programming and Design
126.38 – Texas Adopted Textbook
Free Textbook Request
Meets 100% of the TEKS
TEKS
correlation
documents
www.g-w.com/video-game-design

23. TEKS by Page Number

24. Other Applications and NEW Products
2 Year
Video Game Design
Composition
Hands-on learning in
each game design item
Semester
Introduction to Video
Game Design
Freeware used to design
and program games
15 or 20 day Integration
Introduction to Video
Game Design
One game build
45 day Integration
Introduction to Video
Game Design
4 game projects and
Capstone build

25. Integrating Office Technology
•PowerPoint Games
(Quiz show and Maze)
•Microsoft Word Asset construction
(2D and 3D; Design Documents)
•Microsoft Excel Games
(Crossword ,Tic-Tac-Toe, Battleship)
•Microsoft Paint or Open Office Draw
•Microsoft Clip Art
•Microsoft Sound Editor or Audacity
•Create Presentations, Brochures, Letters,
Charts using Office products for marketing

44. Activity 3-4:Physical Dexterity Puzzle
Objective: Students will be able to construct a simple puzzle game. Students will
demonstrate hyperlink and mouse over game features. Students will use a
variety of tools to build games. Students will understand the benefits of a
physical dexterity training game.
Situation: The Really, Really Cool Game Company needs to create a few puzzle
games to teach users how to correctly use a stylus (digital pen) on a handheld
organizer. Your team will create a prototype sample puzzle to test the concept of a
hand-eye coordination training game.
Each team member will create a different maze concept.

45. Click START
to begin.
Follow the
maze to get
the cheese.
Avoid
touching the
red or the
cats.

47. Please Try Again

48. Winner !

49. More Examples
Battleship
Array Programming
Vector Drawing

50. Crop coin image to edge.
Change line color to match
coin.
Rotate to 3D.

51. The Games Factory 2
Multi-Media Fusion 2
•FREE to schools
•Object oriented programming
•Foundation for Visual Basic or C++
•Simple interface
•Builds as an executable file
•Builds to iPhone, iPad
and android devices
•www.clickteam.com

67. Animation Basics
•
•
•
•
Pivot Software
Free download
Active animation student example 1
3D Animation with Blender

68. Pivot Perspective Student Project

69. Blender
•Freeware
•New User Interface
•3D modeling and animation
•Built in Game Engine
•Python scripting language available
•www.blender.org

70. 3D Graphics Rendering
and Animation

71. 3D Graphics with Lip Sync

73. Engine 001
•Visual programming modules
•Easy to use
•Rapid design
•RPG
•Action Games
•Artificial Intelligence

77. Visual Basic Programming
•Freeware
•Easy to learn and use
•Use – Visual Pinball – to create game quickly

80. Use to recruit
students

81. Download and Play
games from your
school’s website

82. Insanity
• Insanity: doing the same thing over and
over again and expecting different results.
Read more:
http://www.brainyquote.com/quotes/quotes
/a/alberteins133991.html#ixzz1KgH3jq4T
•Do not dumb down.
•Make the learning process simpler and more effective
•Reverse engineer from desired outcome
•Scaffold learning to achieve objectives

84. Are we making students dependent?
Are we teaching the test?
Can students perform at a workforce ready level?
Challenge students
Do not make them dependent on your help!
Prepare them as life long learners
How do we do this?????

85. Integrated STEM

86. BEST Practices
Daily Bellwork to give students
daily reading review and
application of concepts/terms

87. Integrated Reading Strategies
Anticipation
Guides to
give Purpose
for Reading
Think
About It
Activities
to apply
reading

88. Pre-Test and Post-Test
Mobile Device or Online

89. CTSO Event Prep
and Portfolio Building

90. Scaffolded Learning and Directions

91. Integrated Cooperative Strategies
Directions
Understanding
Structure
Team
Roles

92. Learning Objective Defined

93. Educational Objectives with
“Real World” Situations
Free Help
Card
Real Job
Roles

94. Eliminate IDK.

95. Learning Enhanced with
“Error Inclusion” Directions
Unlike other curriculum,
I find value in errors.
Without putting errors in
the directions, students
never learn how to
problem solve for the
solutions. That is why
common errors are left
in place, tested and
then explained how to
fix. Next time the
students encounters a
similar error, they will
have tools to fix the
problem and not rely on
you to help.

97. 4G Flipped Classroom
4G is a new educational model to provide project based
learning models into frequent use. Develops work place
ready skills
•Goal
•Gather
•Go
•Glory

98. 4G Flipped Classroom
Goal
• Objectives
• End Product
• What you are
expected to be able
to do.
• Were will students
be when finished

99. 4G Flipped Classroom
Gather
• Required materials
• Skills
• Knowledge
• Training
(reading, modeling,
guided practice, etc.)

100. 4G Flipped Classroom
Go
• Get to work
• Creating the end product
• Manage and support the
process – not the people.
(independent practice,
team project, application
and synthesis level activity)

101. 4G Flipped Classroom
Glory
• Assessment
• Presentation
• Certification
(celebrate success,
track success,
establish self assessment skills,
inspire to outperform, etc.)

102. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
Goal

103. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
2. Display Goals
a. Make it visible
Goal

104. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
2. Display Goals
a. Make it visible
3. Measure it
a. Allow for change
Goal

105. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
2. Display Goals
a. Make it visible
3. Measure it
a. Allow for change
4. Make it personal
a. Have students sign it
b. Display certificates
Goal

106. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
2. Display Goals
a. Make it visible
3. Measure it
a. Allow for change
4. Make it personal
a. Have students sign it
b. Display certificates
5. Show VALUE (Inspire vs Require)
a. Not just a grade
b. TJ Maxx Employment Application
c. College Applications
d. Success stories
Goal

107. Successfully Motivating Classroom Audience
1. Set Goals
a. 80% of classroom total or more
2. Display Goals
a. Make it visible
3. Measure it
a. Allow for change
4. Make it personal
a. Have students sign it
b. Display certificates
5. Show VALUE
a. Not just a grade
b. TJ Maxx Employment Application
c. College Applications
d. Success stories
6. Reward
a. Hat Day
b. Mancakes!!!
c. Sundaes
d. Administration Support
Goal

109. Successfully Motivating Classroom Audience
Make it FUN
Teach Content – CORE Guides
Integrate Student Interest
Build from one success to another
Animations
Character Development
Drawing
Games
Creating - - not just doing!
Let the Bears forage on their own!
Student becomes unteachable - independent

110. Build a game
in less than 5 minutes

113. www.g-w.com/video-game-design