Group 5: Celina, Mary Ellen, Shelby, Lee List ideas: - Identity Swap - dailyWweekly time to learn about partner and really consider life from their point of view - Point-system competition: rubric on content, writing style, and accuracy of perspective - Allocation of points not ‘win-loss," but valuated based on performance across a variety of qualities - Learning goals: Empathy building, perspective sharing, social-emotional skills, personal sharing, writing skills - Social cohesion of classroom - Potentially role playing? Guessing who others or who you are? - Adaptable: a) to different subjects (e.g. historical figures), b) to different populations (e.g. company retreat, bonding in the workplace, anti-discrimination initiatives at college)Group 5 ¢ Undercover Detectives - undercover as your partner; who is the best detective? Upper elementary © Goal: Become the highest level detective © Progress through levels by accumulating points © Goal of each level is to discover certain info wlo using specific words © Point allocation based on who is convinced by the writing Learning Principles: Well-ordered problems, Performance before Competence, Just-in-Time/On Demand * Learning Outcomes: Empathy, Writing Skills, Vocabulary, Creative Thinking, Social Cohesion, & Belongingness * Writing output; well-ordered problems/prompts - scaffolding © Levels at an individual level; challenge & consolidation © Each level with different prompts, increasing randomization e Rules: © restrictions/constraints on haw to obtain the infa - detective identity o Time Levels: accumulating points to reach the next levelGroup 5 Early Math Learners - Multiple Sport Option e Each student has a jersey w/ number on front and back e Learning principles: Well-ordered problems, Identity, Smart Tools and Distributed Knowledge, customization e Learning outcomes: Math skills, social skills, athletic skillsTeam members: Mary Ellen, Celina, Lee, Team name: Undercover Detectives Rachel, Shelby, Grace 4. Who: Who will be the players? Describe the demographic by selecting what is most relevant demographic information about your players? (E.g. Age graup, gender, social and/or job status geagraphic lacation) 2. Why: Why would the players value what the game has to offer? (List 3 or more distinct reasons) 3. What: When the player completes all levels of the game (beats the game), what will he or she have leamed? What can they show/do? (List 3 ar more concrete and specific learning outcomes. DO NOT use words like “understand,” or “become an expert” rather, describe what “understanding” something or being an “expert” will laok like or how the player can show what they've learned.) 4, Team Resources Who has what experience, skills, interest, and/or knowledge to bring to designing the game?