Developing an Instructional Game

40 points
Name (s): Bailey Sorrel

Now that you have researched and evaluated instructional games and determined what criteria
are most important, you will use that knowledge to develop a game.
Review: What criteria do you feel are most important when developing an instructional game?
1.
2.
3.
4.

Students
Students
Students
Students

investigate connections between topics

recall information to solve problems with a variety of complexity levels.
synthesize information from a variety of different topics
have concrete goals to achieve

Process: You will approach the development of the game as an instructional designer. You must
think of your objectives, correlating standards, TPACK, ASSURE, and more.
TRY to think OUTSIDE the BOX!
Game ideas: Digital camera, I spy, matching | QR code hunts, WebQuests, Photo hunt with
Google
Richard Byrne
QuestGarden
ClassTools Templates EdTech Dowloads
Google for more or use something you know.
Respond to each prompt. You will submit this document in BB.
1. On what content area and topic will you focus?
I will use this quiz game to review, reflect, and synthesize upon the various theatre
practitioners my students have studied throughout the semester. This game will serve as a
late in the semester activity that attempts to casually assess their memory of key
theorists while asking them to contextualize them with their influential points in history.
2. On which standards will you focus?
a. COLORADO DRAMA AND THEATRE ARTS STANDARDS (EXTENDED)
3.1 Critically Respond Contemporary and historical context of drama
3.2 Elements of drama, dramatic forms, performance styles, dramatic techniques, and
conventions.
3.3 Respect for theatre professions, cultural relationships, and legal responsibilities
3. Write an appropriate objective.
Students will contextualize influential theatre practitioners while reviewing their major
contributions to theatrical history.
Students will create a methodological ideology statement based off their experiences with
each practitioner throughout the semester.
4. Create an outline, story board, or summary of your game idea(s). What will you use to
create your game? What are the themes or concepts? What do you hope the final product
will look like?

Im planning on hosting the game on Kahoot. The main concepts are going to be focused
on the key points for each practitioner, and how these key points have overlaps
throughout the 20th century. Students will be asked to reflect on their own experience with
each practitioner throughout the game. In between each question on Kahoot the teacher
will ask discussion questions that asks students to engage with the content (and possibly
prepare them for the upcoming review questions).
Make your outline here:
PRIOR TO GAME: Explain to students who are unfamiliar with the interface how the game
functions. Each student connects to the game either through the app on their device or through
the website. To join this specific game, students enter in the code that will be displayed on the
screen, choosing a user name for which they will be identified. Points are calculated by how fast
students respond and whether they choose the correct answer.
BEGINNING: Go over who each of the practitioners and what their beliefs were.
Transition into questions asking about each practitioners relationship to history (ie. Where
they studied, what ism they supported, etc.)
Transition into questions regarding the overlap of their policies, drawing students attention to
these similiarities.
END: Which practitioner has had the biggest influence on you and how do you think you will
integrate their techniques into your methods as an actor?
KAHOOT SITE: https://play.kahoot.it/#/k/f71f1c35-ecd9-4cd8-8dfd-081186c7830b
THE QUESTIONS IN BETWEEN QUESTIONS:
1. Who is Meisner?
2. How do Meisners observation exercises help an actor connect to the scene?
3. What about Stanislavskis technique supports the depiction of realism?
4. Why is the MAT important to our understanding of theatre history and contexts?
5. Where does this fit into our understanding of the development of theatrical isms?
6. Why is the Group Theatre important to our understanding of theatre history and contexts?
7. Who is Hagen?
8. How does Suzukis movement help an actor connect to the scene and character?
9. How does this fit into our timeline of theatre practitioners?
10. Why was Stanislavski so influential?
11. What were the social circumstances surrounding each practitioners exile? What does this tell
us about art? What is epic theatre?
12. What is epic theatre?

13. Where do Meisner and Hagen derive their techniques?

14. Why did you select the practitioner you did? How might the others also depict real life?
15. Why did you select your practitioner? Would you combine different techniques? How do you
find these techniques to be personally beneficial to you?

Levels of Achievement

CRITERIA

Organization and Design

Layout &
Design

0 points

There are few or no graph

0 points
Navigation

Navigating the game is co

Instructional Design and Delivery

0 points
Objectives

Learning objectives are un

Different 0 points
Learning
Styles The game provides few au

0 points

Higher
The game provides limited
Level
Learning
Skills

Game-Based Learning

0 points
Rules or Instructions

Rules or instructions are n

0 points
Goals

Goals are vague or incomp

0 points
*Feedback

There are few or no oppor

0 points
Interaction

Student-to-device and stu

0 points
Subject

The subject or topic of the

Total Score

*Depending on the game structure, feedback may occur after students play the game.

Evaluation of Total Score:

Rating

Total Point Range

Number of Criteria
Rated at this Level

Exemplary (A)

40-50 points

Effective (B)

30-39 points

Baseline (C)

less than 30 points

Anything below a C will require revision until it meets the baseline requirements.

Your
Rating