Reflection: Problem-based Approaches Revision Day: Determining What Worked and What Didn't in Board Games - Section 2: Board Game Project: Opportunity for Revision


Students' reactions on the board game critique sheets varied widely, but for the most part the primary concern was the variety of questions, some were "too easy," some were "too hard." From my point of view, this is exactly what the game should consist of, a variety of questions for the students' ability levels. As a result, I have revised the directions to address a variety of questions, asking students to rank questions by difficulty, e.g. "easy", "medium", "hard". 

In the first sample critique I've attached, the first student, as the Chief Playtester, shows reflective practice on his game, and recognizes the feedback of students. The students made some revisions to their questions before turning this project in, but because were ran out of time, they were unable to assess if other groups would deem them "too easy."

In the second sample critique (see page 2 of attached), I wanted to point out a concern that will become one of my "bang-a-drum" issues this semester, writing conclusion statements. For some reasons, many of my students struggle to effectively conclude their paragraphs. 

The third and fourth sample critique (see pages 3 and 4 of attached) both address the same game. I wanted to point out the variety of feedback students received on their games; both of these critiques identify a need for more questions, and both say "good game," but the third critique focuses more on flow and pacing, and the fourth more on design and appeal. The writer of the fourth critique is one of my engineering- and design-oriented kids, so her reaction makes sense.

There we no concerns left behind by the substitute; the students' revisions were made in class, and the board games were turned in without a problem.  



  Problem-based Approaches: Revising Carry-Over: How to Reinforce the Connections
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Revision Day: Determining What Worked and What Didn't in Board Games

Unit 6: Collaborative Speaking & Listening: Designing Identity in "The Catcher in the Rye" Boardgame
Lesson 4 of 6

Objective: SWBAT develop and revise their writing by incorporating peer feedback into their "Catcher in the Rye" board game review.

Big Idea: Revision skills extend beyond essay writing; practice in other scenarios makes perfect!

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English / Language Arts, design process, Listening and Speaking, revising, peer feedback, final exams, collaborative learning, Catcher in the Rye
  50 minutes
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