The reason I mentioned my class size was that when too many students take the short cuts or DON"T do the learning, I have too many students who need help, and I can't get to them all. Instead of sitting around waiting for the teacher, the solution is to do the learning. When more of us do that, there are more folks who can help other than just the teacher.
While I'm out this semester due to my accident, what it's also reinforced in me has been, we are really off track in education. It is so not about learning anymore. It's about short cuts, grades, and making things look like everything works or is OK, even when it's not. I really personally don't mind getting lost in the weeds, and learning along the way, even if the change I wind up making seems small and insignificant. If I learn something useful, and it prevents future headaches, no matter how big or small that is, it's worth the effort.
I have lost the ability to inspire that level of curiosity or dedication in my students. It doesn't help when my admin puts more students than I have computers in my classes and they won't remove any OR fund new computers. Before I left, I sent them an email saying which students I was giving an "I" for incomplete for marking period one, ends today, since I didn't have a computer for them to use. They did NOT like that email, but offered no solutions.
My reply email is my new favorite line, "Every upstream failure from teachers eventually falls on a teacher's shoulders to solve". I added that this solution is imperfect for sure but the best I could do with what resources they gave me.
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Owen Peery k12teacher
SAN FRANCISCO CA
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Original Message:
Sent: 09-27-2024 12:40
From: Owen Peery
Subject: Wednesday Discussion - Supplementary stuff
I do love this video GDQuest made about getting stuck in tutorial hell and ways to get out of it. I have large class sizes, my biggest class is 37 students. Some of my students think because they can follow tutorials well and even finish a game from a tutorial, they know what they are doing. When I give them a blank slate or a performance task, they really struggle. I tell them, I think they don't really understand what we are doing and overly rely on tutorials. It's fine, it's a step many go through, but to get out, you have to LEARN what we are doing.
Some people can make food only by following recipes, while others follow recipes until they cook on their own.
https://www.youtube.com/watch?v=yQZKXdwyh-Q
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Owen Peery k12teacher
SAN FRANCISCO CA
Original Message:
Sent: 09-26-2024 11:05
From: Brian Bautista
Subject: Wednesday Discussion - Supplementary stuff
It's been a while since we have talked about this, but what cool supplementary media (videos, articles, etc.) do you guys use?
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Twenty Years, Twenty Lessons Learned Mark Rosewater's 2016 GDC talk is always going to be part of my intro course. I currently cut it up into 5-8 minute chunks to use a prompts for quick writes.
The Blender Donut is and will always be the start of the 3d unit of my graphics course.
I use a lot of Adam Millard's Architect of Games, In particular his videos on Chance and decisions. Unfortunately they can get a little overkill on the violence in the footage used, so use with caution.
GMTK's Puzzle video is also great.
My favorite recent addition are these videos that People Make games made about Roblox, but they do come with some content warnings about the stuff that happens in the Roblox ecosystem.
They do some of the best investigative journalism in the space right now. I am in the process of editing a language safe version of their latest piece on Governments use of Wargaming to simulate conflict. I have no idea how I will use it, but it is just too good to not use.
I have also used Celia D'Anastasio's amazing piece on Sexual Harassment at Riot as an example of the problems women continue to face in industry. I am majority women in my advanced classes now and many want to go into industry. I want them to have their eyes open when they make the leap.
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Brian Bautista k12teacher
Citrus Heights CA
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