Teacher Roles
“If one teacher is helping the student learn or research information another teacher is the one that assigns points. So that first teacher (the one that is helping) has to either a) encourage kid to write out his story on paper, b) or write it out for him on paper (edit maybe be the best option for kids dependent on their age may not be able to fully write everything out easily – we should encourage them but not fully as this is a skill to learn)”
EXAMPLE: “Storyteller (Antoine) is leading the story, oliver explains that in the story he was mauled by the lion and that he shot the lion in the face…” NOW OLIVER WRITES OUT this on to a piece a paper and Antoine checks it and makes sure that Oliver has all the details on paper
Chief’s Evaluation: Now Oliver takes the paper to the Chief (Greg) and shows him, Greg gives him one experience point in terms of lion, also ask him questions
a) how did you kill the lion?
b) how does a lion sneak up on pray?
c) how does is the color of the lion the same or different than the savannah?
d) Is this a female or male lion, what would be difference in behavior?
Sage’s Evaluation: Sage (Cedric) can grant reputation points after reviewing the lion story…Did Oliver showed honor, bravery, conscientiousness as he killed the lion, it wasn’t for sport… he respects nature and did the appropriate rituals
Craftmanship points (given by Materials Teacher) is how well items are built, Build Knowledge (Given by Storyteller) points is the authenticity, Sustainability points (given by Sage) get assigned in how well kids efficiently used the materials and/or cleaned up right away.
Reputation Points (R) | Sustainability Points (S) | Building Knowledge Points (B) | Craftmsanship Points (C) | Domain Knowledge Points (D) | Experience Points (E) | Labor of the Day Revenue | Trades Made Items | Sells Materials | Assignes Goals | Brainstormswhat to make | |
Storyteller(Antoine) | Writes | Gives | Writes | Writes | Writes | ||||||
Sage (cedric) | Gives | Gives | |||||||||
Chief (greg) | Gives | Gives | |||||||||
Information/Wise Old Ones(Grace) | Writes | Writes | Gives | ||||||||
Material Teacher (Pam) | Writes | Gives* | Sells | ||||||||
Traveling Merchant (not always available) | Trades | ||||||||||
Robert will float when available | |||||||||||
Details
Storyteller/StoryLeader (Lead Teacher Allen)
1) provides story, sets up scenario
2) Brainstorms with kids of what things to build
3) Kids and Storyteller agree what things to build (get cards, the kids don’t have to exactly do what is on card,
but get more points if they follow this plan)
4) Figure out what is needed before going to the build center
5) Sends briefly to info (wise old ones) table (if they need more information), they will return to storyteller after their brief visit
6) writes up a small experience sheet for the kid to take on (this is needed for the chief to use for his assessment of experience points)
7) Only one that can give BUILD Knowledge for authenticity points
Sage/Scenario Assistant (Lead Teacher Cedric)
a) Only person that can give reputation points and sustainability points
b) creates new goals
c) promotes deep thinking
d) write up deep thinking
Building/Materials/Market(if two adults can have a senior market person) (Lead Teacher Pam)
1) Build/Construct items
2) send to information table if more Building Knowledge could be used, the kids will return to Building center after a brief visit to info table (wise old ones)
3) Senior merchant – has items to sell (if there are more than 2 teachers at this center one can function as the senior market person, otherwise can only buy materials, can trade for new items , but can trade with other kids)
4). Senior merchant -Can assess Craftsmanship points (uses the writeup from info table to assess the Build Knowledge Quality)
5) Send to Info table to get a write up on the authenticity and build quality of item
Suggested Rhythm (Timeline) – STILL WORKING ON IT
– Brief Intro (2 min) – Reminder of what’s been done before and what is expected of the kids (including a summary of this rhythm)
– The Day’s Story (5-10 min) – The story for today will be shared and the specific tasks will be described
– Center Work (20 min) – The work for the day should be accomplished in 20 minutes or so. This may require some planning among the kids ahead of time to ensure that they are successful
– Switch Centers (2 min) – This should be enough time to wind up the work they are doing and then prepare for the next station.
– Center Work (20 min)
– Snack time (20 min)
– Center Work (20 min)
– Recap (10 min) – During this time, the story results are discussed. Did we meet the challenge? What did we learn? What surprises did we find? What new stories do we have to tell based on the work that the kids did.
– Cleanup
Chief (Lead Teacher Greg)
1) Evaluates knowledge of Commerce
2) send to info table if the kids need more information (i.e. Domain Knowledge)
3) Assess goals/gives Experience and Domain knowledge points (i.e. things from Storyteller scenario experience and Domain knowledge from info table.
a) Can give Experience Points
b) Can give Domain Knowledge points (but requires write up from Info center)
Information Table (wise Old ones) (Lead Teacher Grace)
1) helps with info
2) writes out what kids learned about a domain of knowledge (this is needed for the chief to use for his assessment of domain knowledge points)
3) writes out what kids learned about building knowledge (this is needed for the Senior merchants to use for his assessment of building knowledge points)
4) Only group that is able to give Daily Revenue (1/4 of a day per visit) or by chance can get more or nothing especially with hunting game.
5) Encourages kids to write out their own information if possible.
6) also see: http://dwulab.com/akerannn/connecting/considerateuse/02_information-fluency/
Things that get you more points:
a) Understanding Overarching Ideas/Key Facts
b) Grounding your ideas in research (quote sources if possible, what is the authority)
c) Deeper level of association (deep thinking)
d) showing determination and attention to details.
* Kids should be able to snap a picture of items they made or ask Dee to do that, so they can reflect on those items.
A. Requirements
List to Audio below:
1. Materials Requirements – You should limitation what you can make in a day, and cost different based on what tribe you in.
Greg can you also have the responsibility to help keep track of books for the materials.
(in addition to being CHief and the badge giver for ECON),
items (and their possible representations):
tape (fasterners)
stapler (nails)
popsicle sticks (wood)
ribbon (colored cloth)
foam board (leather)
string (rope)
wire (stronger rope or metal/vine)
tin foil (metal sheet)
2. Storyteller Role – The kids seem to want more challenges
every 1 hr=1 day (15-20 minutes for morning (story) , 15-20 minutes for market,
15-20 minutes for afternoon and night (building))… if extra time send some kids to Wise Old Ones Table (for information gathering)
two to three timelines depending on if we have enough kids for the
3. Respecting Character Profession – Certain roles
4. PricingMaterials(Raw materials) – Describes how to obtain Raw materials, perhaps the costs are done in ‘stone points’, ‘wood points’, ‘metal points’, and ‘food points (vegetation/animal)’
Certain tribes may have more or less materials based on location, for example Mountain tribe, more metal and stone, but less wood and food points (scarcer),
Tree tribe have lots of wood, but less stone and metal but may have a moderate amount of food points
coastal – may have more food points and a moderate amount of wood and less stone but less access to metal
5. ExperienceKnowledge_ReputationPoints – Accruing points can give you new challenges, but also can make you better at getting/accruing things.
reputation points can come from experience as well and how well character played within story (creativity)
WiseOld Ones –
Chief – gives badges for economic experience,
merchants can have items for sale (especially some raw materials such as cloth or food outside of game)
4. Wise OLD ONES = OldMen/Women of the Village
*At this time, we will move the
*Also, knowhow points (can be used to gather more materials or be used in power in the game).
(that’s the old man – i.e. information center manned by Grace and Dee)
According to a kid: (which I think makes sense)
1) You should limitation what you can make in a day, and cost different based on what tribe you in.
Oliver volunteered to work on a sheet of prices
2) Greg can you also have the responsibility to help keep track of books for the materials.
(in addition to being CHief and the badge giver for ECON),
5. Village Dancer/spiritual leader – Whenever Cee-cee is around she could just play a character – has some mystery – can give medicines (I’m going to ask kids about this)
she can also teach about dances and plants.
B. POINT SYSTEM:
I. Points for Items
(sustainability is something the character gets to use either for reputation or to enhance the objects value)
a) sustainability points (Sustainability points) (assigned by materials teacher and senior merchant) – clever usage of tools, don’t make waste when you make the item… where it helps you in game this can be used to increase your prestige/reputation in the village. Sustainability can be also traded for craftsmanship points or used to bolster a characters reputation (the exchange rate maybe 1 to 2 – ask the kids?)
(below are object specific)
b) craftsmanship points (C points) – this also includes functional points(assigned by materials teacher), functionality (bonus can be assigned by any of the technical people in our group). Creativity can be assigned by any of the teachers (kinesthetic, material, science/engineer, Authenticity is especially well added by the storyteller.
c) Building Knowledge points (B points) – this also includes experience (assigned by storyteller), knowledge (assigned by Wise Old Ones)
A certain level of knowledge points + certain amount of materials may be required to make a certain quality of item/artifact in the game (such as a spear,drum)
II. Points within Characters
can get reputation points its a score that helps the storyteller make decisions on who gets what by maybe a little bit of chance ?
a) reputation points (Reputation Points) – this is universal, it includes citizenship/leadership, fair play, honor… being a creative team player that looks out for the group. (THE ABOVE POINTS ARE VERY SPECIAL THEY CAN BE USED)
(NOTE THAT BY BAD LUCK, this number goes down by dice role)
b experience points (E points) – this is isolated to a ‘trade’ or practice such as fishing cyclids (a type of african fish), or hunting buffalo.
c) Domain knowledge points (D points) – this is isolated to a domain of knowledge – for example where the rivers are in africa (this only helps you in that domain area)
A certain level of reputation may be needed to participate in a certain adventure
Things that show authentic learning
a) evidence of deeper levels of thinking (going beyond the first level)
b) learning/using new skills taught by teachers (applying them), like the the chart of differences made to tell the difference between white and black rhinos
c) being able to integrate with reference (like incoporaring the reference to a book/encyclopedia)
d) Demonstrating that understands overarching principle (key concepts/points/ideas/ thesis statements)
e)
C. Basic Workings
1 . Curriculum Goals:
a. The basic idea is to create a role playing/interactive game in which kids can fluidly learn about currency/commerce/economics and some historical ideas (see section 5) .
b. As the game unfolds, the world that the kids build/create becomes more involved. We plan to keep the historical content as “truthful” as possible, but retain fluidity by permitting the kids to learn and lead by “interest.”
c. To progress in the game, kids must be able to explain ideas about economics and money. (section 6). * We have Financial Domain Experts* (CPAs, Financial Experts, money managers/bankers) who can act as “test-givers.” In this way the teacher can focus on the story and the history part of the curriculum, while the monetary portion expertise is shared (in teaching) with the financial
2. Current Needs
LOOKING FOR MORE PEOPLE are in need of someone to keep us honest with the ‘truth’ of history. This could be a great opportunity for a local ‘history or classics’ student (we pay too!)… a chance for students (history students/english majors – good readers and communicators) to use their craft.
1) FIND MORE HISTORY PEOPLE – (it would be great if the lead-teacher has background/expertise in history). This way we can give history badges.
2) could have history rubrics… maybe history teachers can do that.
3. How it starts out and progresses:
1) Kids will start with a character role, either a historical figure or profession. Randomize role each time? Maybe return to the same character and you keep your same stuff?
2) For example, let’s say the kids have passed through bartering , did they explain that to mastery ? -i.e. exchanging goods or services because of needs.
4. Types of Character Settings:
a) Colonial America, before the revolution ( 7-8 year olds), I believe this is taught in schools in the early grades so the idea is resonant in the minds of kids. Also its our ‘story’ of america
b) Ancient Greece, a classical civilization (9-11 year olds)
c) Future World, a world of creative spaces (12-14 year olds)
d) African Kingdom (all ages) – we have african friends who may be interested in promoting this (Have friends from: Rwanda, Cameroon and Botswana for example).
e) Multinational west: (all ages)
5. Characters Roles
1) Artisan/Craftsman
2) Merchant/Trader
3) Soldier
4) Law maker/Historian/Scribe
5) Teacher
6) Oracle/Priest/Clergy
7) Blacksmith/Engineer/Animal Caretaker
8) Farmer/Planter/Food Engineer
D: CURRENT NEEDS!:
a) We could use more enthusiastic history student/teacher who is good with reading and details.
b) Games are based on challenges (how do we set this). Get students to write this Consider building scenarios. .. this can be done on the fly, but its better to have lots of these canned.
Something to look at:
http://www.nasaga.org