After "Going Further: Testing and Feedback" it was to time to document their own unique games.
Documenting Rules & Game Play.
Each group (4-5 students) got a big piece of blank paper so they could document the rules of their game and how it should be played. They did this through written rules and diagrams.
The students also made a 30-60 second movie explaining how the game is played. This was generally achieved with one person narrating whilst on camera with the rest of the group playing. This part was particularly important for their online blogs and digital portfolios.
Group Assessment.
After each game as a class we assessed the game on FUN, ORIGINALITY and LONGEVITY.
The students did this on their fingers on a scale of 1-5, 1 would be a low score and 5 would be the max, giving a total score of 15 over the three categories. All games scored between 9 - 14.
Note: It was important to keep reminding the students that they were assessing the game, not how certain students played or interpreted the rules... For the most part, if a student gave a particularly hard score it was always interesting to hear why they gave that score, and most of the time is was due to what happened to them in the game and not actually the game itself. This would lead to brilliant class discussions on possible rules changes etc.
Reflection.
As I often do I went with the visible thinking reflection of "I Used To Think/Now I Think".
I particularly like this reflection as I want the students to focus in on a part of their learning journey and to tell me about it.
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