The document discusses fostering academic competition through games. It suggests that having students design their own games is an effective learning strategy. It outlines different levels of involvement for students, from playing existing games to fully creating their own games. The document also provides guidance on the structure and components of PowerPoint-based games, including game fantasy, objects, goals, rules, directions and artwork. It discusses the benefits of games and assessments for student-created games.

1. Gail Braddock Briarcrest Christian School Memphis, TN [email_address] Fostering Academic Competition Through Games

2. All templates and this presentation Can be found at http://gailsgames.wikispaces.com Fostering Academic Competition Through Games

5. Prepping students for a constructionist experience Students play an existing PPT game As a class project, students modify an existing PPT game Students create their own PPT game in teams 1. 2. 3.

9. Assessment PowerPoint Game Rubric Comments: Total _____/100 ________/15 The game involves few or no strategic components that enhance thinking and decision-making skills. (0-7) The game involves some strategic component that enhance thinking and decision-making skills. (8-12) The game involves significant strategic components that enhance thinking and decision-making skills. (13-15) Thinking skills ________/20 Few of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Significant explanation is needed. (0-13) Some of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Some things are not clear. (14-17) All of the materials, the directions, the story and the objectives are accessible via the PowerPoint presentation. Everything is clear and easy to understand. (18-20) User-friendly ________/20 The game has little or no educational value in the classroom. (0-13) The game has moderate educational value in the classroom. (14-17) The game is valuable enough to devote classroom time to playing the game. (18-20) Educational Value ________/20 The game is not designed to specifically enhance the topic. (0-13) The game has the potential to enhance the specific topic.(14-17) The game greatly enhances the students’ understanding of the specific topic. (18-20) Enhances Education ________/15 Students in the targeted grade levels will be interested in few or no aspects of this game. (0-7) Students in the targeted grade levels will be interested in some of the aspects of this game. (8-12) Students in the targeted grade levels will be interested in all of the aspects of this game. (13-15) Student Appeal ________/10 On Time Total points Unsatisfactory Average Excellent