Custom Creations Mini-Course for School (Grades 9-12)

[1moreheroscaper]

Since 2005, I have been sharing the Heroscape gaming experience with my students through after gaming time--after Heroscape.net, but during the time of HeroscapeHQ.com. Over the last 6 years, I have been allowed to run two different game-day events per school year (a Winter game-day and a Spring game-day). Each game-day event has been filled with a variety of students (from document gang-members to foster youth, and regardless of the composition of the group, students have always been engaged and excited to play. We have even been allowed to make t-shirts each year, that have been given to each participating students (for both the Winter game-day, and the Spring game-day).

Last year, I was also fortunate enough to be nominated for two different Teacher of Year Awards--one I received, and the other I was in the top 5 finalists for the county I work in. So the point of mentioning all of the above is not meant to toot my own horn, instead it is meant to show the seriousness and sincerity of why I started this thread.

Over the last few years, I have also been blessed to be a member of a hand-full of different professional developments, grants, & research projects—ranging from improving writing across the curriculum, such as being a Teaching Consultant for the CSU Stanislaus based Great Valley Writing (GVWP), to helping create integrated courses with the University of California Office of the President (UCOP). All of these opportunites coupled with the reception of my hour long Teacher of the Year presentation (this past October) about after school programs (which featured a music mentor program, a school garden, and a Heroscape gaming club), has led to me draft a mini-course based on creating custom units for Heroscape.

During the planning and writing of my Teacher of the Year presentation, I was determined to demonstrate the benefits of exposing all students, especially students in alternative school programs, to a variety of afterschool activities. Early in the planning of my presentation, the music program and school garden seemed to be the easiest activities to present, especially since they are rooted in more well-known sentiments about student enrichment and hands-on learning—such as the Guitars Not Guns Music Program and California School Garden Network. On the other hand, an after school board game group seemed to be a little difficult to explain since most of the games played, especially Heroscape, didn’t really fall under the traditional examples of gaming clubs that are usually organized around classic games, such as Chess or Backgammon. Though the game Heroscape seemed non-conventional, I quickly realized—after listing the skills needed to play, as well as the skills that were practiced and developed through creating customized game pieces and rules—that compared to both of the other after school activities, the customizing of game pieces and rules actually led to a higher level of critical thinking, reading, organization, communication, and creativity for all participating students.

A month after my epiphany about the level of rigor and academic applications that are related to the after school board game group, I decided to find a way to integrate such a fun and engaging learning experience with my entire home-room class. After conducting an interest poll for my home-room class, and running a short-pitch across my administrator, I got to work on determining which California State Standards and Common Core State Standards would be addressed. I quickly discovered how I could create a variety of rigorous and relevant activities that can scaffold into a complicated end product, while also covering variety of academic skill-based standards that range from English Language Arts to Science.

n general, I suggest that the credits earned through the following mini-course be applied as elective credit, but this does have to be the exclusive destination. Depending on the modifications to the activities and the time dedicated to each activity, a teacher can easily use such a mini-course as a once per week enrichment activity for an English class. The school program in which I teach, allows for flexibility, especially when creating innovative and rigorous learning experiences, so my application of the follow mini-course is currently done as a preferred activity, time or PAT, for those familiar with Fred Jones and his book Tools for Teaching.

Prior to creating this mini-course idea, I have had extension assignments that were previously attached to the (Winter and Spring) game-day events:

-Story telling: Students retell a single game in a narrative with dialogue and description of the major events of the game/battle.

-Mock historical accounts: Two students write short (1 page per student) accounts from contrasting sides. After writing their own mock historical account, both students compare and analyze all biased viewpoints that shaped each written account.

-An essay*: About the benefits of team building—focusing on importance of developing and identifying common goals when working with people that you do not know that well. *This applies to games that included team-play.


I am using many of this site's resources as references for the key activities and assignments in the mini-course, such as the pdf files of the Heroscape rulebook, the Books for Official Units, and the C3V play testing reports, and the C3v fictional narrative/biography writing guidelines.



Now, for the reasons for creating this thread:
1. To have a space reserved, and to document the overall progress of the course--considering the strengths, weakness, and challenges of the Key Assignments and Activities.

2. To get feedback from the community--especially other educators.

3. To share this with other educators and after school programs that may be able to implement or offer such a mini-course.


This thread only the most recent mini-course outline, but over time it is expected to evolve in clarity, expectations, and implementation. Other future ambitions also include: videos, tutorials, and letters to Hasbro (to share the academic application). For now this will be expanded one step, and one success, at a time.


Heroscape Custom Game Piece & Card Mini-Course Outline

Second Draft

Spoiler Alert!

Customizing Games Mini-Course

Mini-Course Objectives:
This course is focused on students developing and demonstrating multiple skills and academic tasks that are also applicable across all subject areas and curriculum—from “a-g” rigor to Career Technical Education. In order to scaffold rigor into the final assessment of this mini-course, an immediate “buy-in” is established for students because they first perceive it as a course based on “playing games.” The true implementation of this course will require all students to do much more than just playing a game. The following are the general expectations of all students participating in this course:
1. Working towards being creative and having evidence of their creativity
2. Sharing their own creations with other students
3. Testing the creations of other students, and providing critical feedback
4. Striving to create a professional level product that will be evaluated by their peer
5. Participating in a whole group review and approval process that will determine which student creations will be allowed (to be used by any student) during any school-organized game tournaments.

Game System To Be Customized:
This specific course, will require students complete a variety of activities and projects that will scaffold into each student presenting a individually designed customized game piece that is compatible with all existing game products for Heroscape Game System, which was produced by Hasbro Toys and Games (and it subsidiary Wizards of the Coasts).


Target Standards (Current CA State Standards & release CA Common Core Standards):

English Language Arts
- CA Standards: Reading 9-12.2.0, Writing 9-12.1-2, Listening & Speaking 9-12.1-2
- CA Common Core State Standards: Writing Standards 9-12.1-8, Speaking & Listening Standards 9-12.1-4

Mathematics
- CA Standards: Probability & Statistics 9-12.1-8
- CA Common Core State Standards: Standards for Mathematical Practice 9-12.1-8

Science
- CA Standards: Investigation & Experimentation 9-12.a-d, and 9-12.j-k

Career Technical Education
- CA Standards: Media & Design Art Pathway A1.1, A1.2, A1.4, A1.5


Key Activities, Writing Assignments, Technology & Art Integration:
The following activities are important scaffolding aspects of the mini-course. Knowledge and reflections gained through these activities will directly relate to the following key writing assignments and key assessment projects.

- Key Activity #1: Reading and discussing official game rules and instruction booklet—including examples of officially expanded game rules and game pieces. During this activity, students are expected to read, comprehend, take summary notes, and to ask clarifying question related to the game rules. The reading of the rules should be conducted at three different levels—whole class reading, reading in small groups, and individual silent reading. Web links for the official rulebook—teacher may choose which edition to be used:
Main Page Link - http://www.heroscapers.com/community...hp?do=cat&id=9
FAQ Link: http://www.heroscapers.com/downloads...106%2013.4.pdf

Specific Rule Book PDF Links -
http://www.heroscapers.com/downloads...20Rulebook.pdf
http://www.heroscapers.com/downloads...ule%20book.pdf
http://www.heroscapers.com/downloads...ule%20book.pdf

- Key Activity #2: Applying game rules and instructions. Based on instructional time available, the teacher will have students demonstrate reading comprehension in the following ways:
1. Understanding and following the round and turn structure and sequences of the game

2. Understanding and demonstrating how the general rules apply to all game pieces and players.

3. Demonstrating the ability to comprehend and interpret special rules that apply to specific game pieces.

4. How to follow the instructions and rules from the game booklet, which provides directions and illustrations for building the game board.

*It is encouraged that for the first day of applying games rules and instructions that the teacher provides each student with pre-selected game pieces and game cards to use during this activity.

**It is also encouraged to reserve one additional class period that will allow students to choose which playing pieces and game cards that they would like to use. This is meant to get students more familiar with the game system rules, as well as developing and better understanding of the dynamics and designs of officially produced game pieces and game cards.

Web-link to all officially produced game cards: http://www.heroscapers.com/community...ead.php?t=8099
http://www.heroscapers.com/community...ead.php?t=9723

- Writing Assignment #1: Creating a rough draft of customized rules for a new game piece and game data for a game card. The customized game piece must work within the established game rules without rendering a significant number of official game pieces and game cards obsolete.
Teachers may use the following link to generate word sheets for student drafts: http://www.heroscapers.com/community...read.php?t=269

- Key Activity #3: Each student accesses the internet in order to research, locate, and ascertain a game piece that they will use for their customized game piece. When conducting this research students must consider the cost and availability of the game piece, and any physical modifications that may be needed, in order for the game piece to match their customized rules, and the fictional back-story will be writing. The mini-course teacher should determine what price range is appropriate for this project, and how the game pieces will be ordered and shipped to the school-site. Suggested websites for locating playing piece miniatures for this specific mini-course:
Playing Pieces/Figures -
http://www.miniaturemarket.com
http://www.coolstuffinc.com
http://auggiesgamesonline.3dcartstores.com
http://www.trollandtoad.com
http://www.nobleknight.com
http://www.tcgwarehouse.com
http://www.gamehollow.com/catalog/
Playing Piece/Figure Bases & Stickers -
http://www.impactminiatures.com/index.php?option=basing

- Key Activity #4: Conducting small group peer reviews of customized game piece(s) and rules created by each student. Students will be assigned to small groups of 3-4 students. In these groups, each student will share their customized game rules, their proposed game data for the game card, and general game piece idea(s). Each group member will provide constructive criticism and feedback about the general outline of the customized rules, the wording for the actual rules, and the game data related to the proposed game piece/game card. Students will also consult or refer to already existing game cards and special rules. Referring to the following links:
Special Game Rules For Official Game Pieces –
http://www.heroscapers.com/community...ead.php?t=5056
http://www.heroscapers.com/community...ead.php?t=2696
http://www.heroscapers.com/community...ead.php?t=9053
http://www.heroscapers.com/community...er=asc&start=0

- Writing Assignment #2: FIRST REVISION of Custom rules/game piece and game card data revision. Students revise their custom game rules, game piece idea, and game card data, and fictional narrative/biography based on the feedback provided in their small group peer review.

- Writing Assignment #3: Writing (rough draft) a fictional narrative or biography*. Students will write a fictional narrative, or biography, for their customized game piece and game card. The narrative, or biography, must show some connection between the finalized game card for the customized game piece, and it must also be related to some content covered in at least one of their academic courses during the current school year. Students are encouraged to be creative with their story, but in order to increase the realism of their fictional narrative, or biography, they must demonstrate content related knowledge in their writing.
Example 1: A student may be designing a game piece that lived in California during the mid-1800s. So the student must include some historically and culturally accurate information related to California during the 1800s, when establishing the setting for their fictional narrative, or biography. The side events and peripheral details in their writing should also reflect more supporting academic knowledge—such as history, economics, government, science, art, literature, etc.
Example 2: A student may be designing a futuristic, or science fiction, themed game piece. When writing, a student may use a literary work as their basis for the game piece’s narrative or biography. For example, a student may link their writing to a short story or novel written by Ray Bradbury—such as, a time traveler from “The Sound of Thunder,” or robotic creature like the mechanical hound in Fahrenheit 451.
*The style of writing for the narrative, or biography can be modified based on teacher approval. For example, a student may be allowed to create a poem that describes and explains their customized game piece and rules. Students may also choose to write a technical piece that is similar to the information and format of a product, or instructional, manual.

- Key Activity #5: Each student conducts playtests with their own customized game piece and game card data, and then writes completes a written unit review.
1. TESTING & REPORTING - Each student must first conduct two (2) play tests and reviews for their own customized game piece and game card data. Students will also complete a short writing review and analysis of their game piece and game card data.

2. ANALYSIS & REVISION - Students make any necessary revisions to their customized rules and game card, based on the results of their own playtests.

**It is encouraged that students choose which officially produced playing pieces and game cards that they would like to use with their own creation during their playtests. Each playtesting session should include only one customized “testing” game piece, in order to minimize the number of variables being tested.

Short Play-testing Link/Form:
http://www.heroscapers.com/community...5&postcount=22


- Writing Assignment #4: Written review and analysis for each game piece and game card data that they tested.
1. TESTING & REPORTING – Each student must conduct at least two (2) play tests and reviews for two other students—for a minimal total of four (4) play tests and reviews for other students. Rough draft version of a game piece’s narrative, or biography is also included in this review process—for each game piece and game card data. Each student will complete a long writing review and analysis for each game piece and game card data that they tested.

**It is encouraged that student testers choose which officially produced playing pieces and game cards that they would like to use when conducting their playtests. Each playtesting session should include only one customized “testing” game piece, in order to minimize the number of variables being tested.

Long Play-testing Link/Form:
http://www.heroscapers.com/community...00&postcount=2


- Writing Assignment #6: RESPONDING TO PEER REVIEW & REVISION –Students revise their custom game rules, game piece idea, game card data, and fictional narrative/biography based on play testing reports and reviews written by other students.

- Technology & Art Integration #1: Creating & editing a finalized digital file of the customized game card. Students will use a graphic editing, or presentation program, to create the professional grade customized game card—that blends with the established standards of the related game system.
1. The mini-course teacher will choose which computer programs best meets the needs of this assignment. Recommended programs are one or more of the following: Adobe Photoshop, GIMP, Corel Draw, Keynote, PowerPoint, or Microsoft Paint. When creating customized game cards, students may refer to the follow card templates:

http://www.heroscapers.com/community...read.php?t=269

2. Students must also adhere to any intellectual property rights, and copyright procedures when creating their finalized digital file. In regards to Heroscape custom game cards, the following must be considered and followed based on Hasbro’s official response to custom game pieces and game cards:

Question:
What are "Custom" Heroscape figures and terrain?

Answer:
HEROSCAPE has a large fan base that enjoys creating custom additions to the established universe.
Custom additions are figures and terrain that are not created or distributed by Hasbro. We do not support or suggest using custom figures on our official HEROSCAPE battlefields, and we never include them in official scenarios and battlefields. Custom additions may not be copied from genuine Hasbro HEROSCAPE product.
The HEROSCAPE name can only be used to refer to genuine Hasbro HEROSCAPE product, it must be clear that any custom additions are not created by, distributed, or endorsed by Hasbro, and the following credit line must appear: "HEROSCAPE and all related characters are trademarks of Hasbro. © 2006 Hasbro. All Rights Reserved."

Source: http://heroscapers.com/community/showthread.php?t=2435


- Technology & Art Integration #2: CREATING TABLES & CHARTS – Student will create graphic organizers to clear present information related to points cost, dice data, and any other probability related their customized game card.
1. Students must determine which table or chart type will best illustrate information related to the data and probability that directly impacted and helped determine a balanced point cost of their unit. These charts and tables may also included playtest performance tables for how a game piece and its game card did during the play-testing process, or how it is expected perform in variety of game situations.

*Probability Notes & Resource: http://www.heroscapers.com/community...o=file&id=1279


- Writing Assignment #7: FINAL WRITTEN NARRATIVE, OR BIOGRAPHY - Students must type a finalized version of the fictional narrative, or biography for their customized game piece.

- Technology & Art Integration #3: CREATING A DIGITAL OR MULTIMEDIA PRESENTATION – Each student creates a presentation for their customized game piece, game card, and fictional narrative/biography.
1. Students must create a 3-6 minute presentation that summarizes their customized piece, its narrative/biography, the game card and its data, and an analysis of how piece interacts with other game pieces and cards within the official game rules and system.

2. Students must also include at least two appropriate images related to their customized game piece—this may be any of the following: a photograph, a drawing, a graphic, and/or the actual finalized game card.

- Key Activity #6: FINAL ASSESSMENT - Class/School Use Approval Activity. After all students have done to final multimedia presentations, the class will conduct a secret ballot vote through which customized game pieces and cards will be either approved or not-approved to be used in school-site game tournament. Customized pieces and cards that are not-approved for school-site tournaments may still be used during after school game activities based on discretion of participating students.

- Extension Activity: Approved game pieces, cards, and biographies may posted on the official Heroscape fan web-site (http://www.heroscapers.com/community/blog.php?u=2), by the course teacher.
1. If this extension activity is implemented, the teacher will create a topic thread at the fan-site that will feature all class approved customs.

2. Posting student approved custom work will be done with the hope to gain the attention of the fan-site community that also approves customized game cards that can be used in fan-organized tournaments (that are influenced by the online fan-site community). 3. Students may create fan-site users accounts (with parents permission, or if students the are 18 years or age), in order to contribute to online discussion and analysis.


General Summary of Key Activities & Project Assessments:
The final assessment product requires each student to complete the following, in order to earn full credit in the Customizing Games Mini-Course:
-Creating customized rules for a new game piece, or multiple pieces. The rules for the game piece(s) must blend into the established rules set for the game system without causing and significant imbalance, or a “broken affect.” “Broken affect” is referring to making a significant amount of all official rules and games pieces obsolete when they are used in games with the new customized game piece and its customized rules.

- Create a customized playing card that aesthetically fits, or blends, in with other game cards for the established game product.

- Create a fictional narrative, or biography, for the customized game piece(s) and game card, that fits within the professional quality of such writings that have been released for other game cards and game pieces for the Heroscape Game System.

- Create a product presentation that will be done in front of the entire class. The product presentation must include a brief summary of the customized rule(s), the narrative of the customize game piece, the visual/digital version of the finalized customized game card, a synopsis of the play-testing reviews, an analysis conducted by the creator of the custom piece and card, and charts or tables that mathematically explain or illustrate the rational between the final points costs of the game piece and ant significant dice probabilities related to the customized game card.

- Conducting play tests and peer views. Each student must first conduct two (2) play tests and reviews for their own customized game piece and card. Then each student must conduct at least two (2) play tests and reviews for two other students—for a minimal total of four (4) play tests and reviews for other students. Rough draft version of a game piece’s narrative, or biography is also included in this review process—for each game piece and card.


General Summary of Key Activities & Project Assessments:
The final assessment product requires each student to complete the following, in order to earn full credit in the Customizing Games Mini-Course:
-Creating customized rules for a new game piece, or multiple pieces. The rules for the game piece(s) must blend into the established rules set for the game system without causing and significant imbalance, or a “broken affect.” “Broken affect” is referring to making a significant amount of all official rules and games pieces obsolete when they are used in games with the new customized game piece and its customized rules.

- Create a customized playing card that aesthetically fits, or blends, in with other game cards for the established game product.

- Create a fictional narrative, or biography, for the customized game piece(s) and game card, that fits within the professional quality of such writings that have been released for other game cards and game pieces for the Heroscape Game System.

- Create a product presentation that will be done in front of the entire class. The product presentation must include a brief summary of the customized rule(s), the narrative of the customize game piece, the visual/digital version of the finalized customized game card, a synopsis of the play-testing reviews, an analysis conducted by the creator of the custom piece and card, and charts or tables that mathematically explain or illustrate the rational between the final points costs of the game piece and ant significant dice probabilities related to the customized game card.

- Conducting play tests and peer views. Each student must first conduct two (2) play tests and reviews for their own customized game piece and card. Then each student must conduct at least two (2) play tests and reviews for two other students—for a minimal total of four (4) play tests and reviews for other students. Rough draft version of a game piece’s narrative, or biography is also included in this review process—for each game piece and card.


Current Considerations and General Pacing of Key Activities & Project Assessments:
Due to the level of complexity for analytical thinking, creative writing, organization, and working within an already well established rules system, it has become apparent that many students will better meet the expectations of each Key Activity and Assessment when the following strategies are part of the course implementation:
1. Initially grouping students in order to discuss and clarify the official rulebook.
2. It is important to continuously move forward in Key Assignments, but it is all important to still allowing access to all resources from previous activities and assessments--such as pdfs of the rulebook, online resources, and a copy of FAQs.
3. Remind students that it normal, and actually expected, that their custom creations will naturally evolve through each activity and assessment.
4. Remind student that each activity and assessment is meant to be a real world example of how products, ideas, and procedures are developed and improved upon.

How Activities From the Mini-Course Can Blend into Other Subject Areas
Though a reading of the following course outline will most likely cause a reader to see connections between the activities and the academic standards of varies subject areas, I feel it is beneficial to provide some specific examples and explanations.
English Language Arts: Students will be required to complete a variety of writing tasks.
1. Writing a creative story (fictional narratives or biographies).

2. Technical writing that is precise and specific (when writing customized rules).

3. Completing a written play-testing report that provides an analysis of their own testing results, as well as providing clear and concise feedback.

4. Writing multiple drafts (including a finalized typed copy) of both their customized game card and their fictional narrative (or biography).

Government, Economics, and History: Understanding how to understand and interpret an established system of laws and behaviors.
1. Students will understand the significance of specific terms or phrases and how they impact procedures and potential innovations.

2. Students are forced to work within an already established rules system, but they are able to create new rules if they do not directly imbalance other units in the already established game system.

3. Understanding supply and demand when researching miniature game pieces.

4. Understanding marketing and product testing—through the creation of their own unit presentation.

5. Copyrights, and intellectual property rights, when considering Hasbro’s statement on creating and distributing customized game pieces for the Heroscape Game System.

6. Demonstrating historical knowledge when writing a fictional narrative, or biography.

Science: Applications of the Scientific Method and Peer Review.
1. Students will understand the importance of keeping records when testing something.

2. Students will understand the importance of peer review and repeated tests, in order to check the accuracy of prior test results.

3. Students will understand the importance of trying to prove a hypothesis wrong, in order to avoid any many errors as possible—especially when designing tests with a confirmation bias.

Math: Probability, Percentages, Pre-Algebra, and Constructing Tables or Graphs
1. Students will need to understand how to calculate probability related to rolling multiple 6-sided dice at the same time.

2. Students will need to understand how percentages are directly related to a 20-sided die.

3. Students will need to be able to calculate averages.

4. Students will need to compute basic calculations on a regular basis, or they may also create equations that included 1-2 variables.

5. Students must understand how to develop a variety of graphic organizers or tables, and they must also determine which type(s) best summarizes the data related to their presentation.



My Current (Poor Quality) Google-site for the mini-course:
http://goo.gl/GI09l

Student Surveys & Reflections Forms:
http://goo.gl/jnwhr
http://goo.gl/i55tt
http://goo.gl/44xO6

[ZBeeblebrox]

Wow 1HS; that is so darn cool!

[ibechief]

Very impressive. This has potential to give kids a subject matter that will make them 'want' to learn and excel.

[1moreheroscaper]

Originally Posted by ZBeeblebrox

Wow 1HS; that is so darn cool!

Originally Posted by ibechief

Very impressive. This has potential to give kids a subject matter that will make them 'want' to learn and excel.

Thanks for the brief feedback so far.

Here is the article that my administrator sent out to our teachers, which inspired this brain child to really take shape:
http://www.huffingtonpost.com/elizab...b_2412120.html

I am also a curriculum writing mentor for our program's thematic curriculum--from social studies to science, so I am already familiar with a lot of the teaching strategies and standards (especially for California), so such an elective class seems very plausible to me. Also, the entire processes of the C3G & C3V, including the heavy peer review and analysis is very rigorous--academic in record keeping and writing--and it leads to a professional grade final product.
So in short, it seems to be a no-brainer.

[1moreheroscaper]

Got the thumbs up on starting the mini-course (held once a week).
This Friday is scheduled to be the first class: Guided game instructions and 1-2 mini-battles per student.
Classes 2-3 will be reading, clarifying rules, and learning from playing errors done during the first class, and then correctly following/applying the rules.

After the first three classes, the real creative work, writing, thinking, and collaboration will begin.

[Tiranx]

This is very cool. I have just introduced Heroscape to my 7th and 8th graders. They play Heroscape during their breaks in addition to Magic the Gathering.

Just had Parent Teacher Conferences last night and had a handful of parents express their gratitude for giving students the gaming opportunities.

I just think that it is awesome that your school let you create a class for this. If you have your students post their customs on here, I would be happy to help play test and critic them.

[1moreheroscaper]

Originally Posted by Tiranx

This is very cool. I have just introduced Heroscape to my 7th and 8th graders. They play Heroscape during their breaks in addition to Magic the Gathering.

Just had Parent Teacher Conferences last night and had a handful of parents express their gratitude for giving students the gaming opportunities.

I just think that it is awesome that your school let you create a class for this. If you have your students post their customs on here, I would be happy to help play test and critic them.

Tiranx, thanks for the sharing your experiences about student and the positive impact of Scape. Also, thank you for the offer of play testing the cards...maybe we can turn this in to an inter-school activity.

My director has suggested that I draft my mini-course into an article for an administrative journal, since it is an extension of the Afterschool activities presentation that I gave earlier in the school year. I am also trying to coordinate some filming of the key activities and assignments from the mini-course.

So far for week #1, every student has played their first game--after a brief demo, using preset armies. I also conducted a short student survey via google-forms.

For week #2, we will be reviewing the rule book, reflecting on last week, and the students will draft their own 450 point armies for week #3. One of the survey questions for week #1 was about the type of unit genres or themes that interests them most--so I can be prepared to gear them towards certain units for their army builds.

A very funny thing I have to share is this:
There were a fair amount of the junior and senior students that were skeptical of this "geeky" strategy board game with robots and vikings, but it changed once I started informing them about the army themes that I had predrafted for the day. It was along the lines of:
"Who would like a Roman and Redcoats army?" "Me!"
"Who would like a bunch of Dragons?" "I will!"
"I have a vampire and zombies army" "I'll take that one."

These cool teens, quickly found themselves something that match their own tastes.

[Drewman-chu]

I just found this thread and had to respond. I am a fellow educator from Ma and think you are on to something very cool. I have run after-school middle school game clubs that have included Heroscape but I think you are doing something that has great potential. I had the same idea of introducing customs to students but I work in a much different capacity then your position. I am a occupational therapist who works with grades K-12.
I think your outline for the course looks fantastic. All the critical thinking skills involved in playing the game and creating customs will make for a incredibly rewarding experience for your students.
I would be happy to offer you any support that can. I have been involved in making customs Marvel section for a couple of years and have really enjoyed the process that goes into creating a custom card. I have made 1 attempt at a classic Heroscape custom too. I also dabbled with some Star Wars customs. The possibilities are endless and there can almost always be something to suit the individual student. Again I think this is a awesome idea and please let me know if there is anything I could do to assist you.

[cwidje]

This makes me want to live there!

[1moreheroscaper]

Drewman-chu sent me a PM about the mini-course. I have been meaning to update this thread, but I have been slammed with other extra things at work recently.

Anyway, my director has definitely said that she wants me to add some more explanations and commentary to my course outline, so I can submit it as an article for an upcoming journal for administrators--so on that level it is good.

As for the students and the class, here is the current break down:

Class #1: Playing the game with minimal instructions (and armies I pre-drafted)--basics: order markers, turns, rounds, movement, attacking, and defending. Whole class instruction to get started. I also had some experience students playing, so I match them with new players.

Class #1 Post Class Reflection Survey: http://goo.gl/jnwhr
(Your welcome to look at all of the surveys to this point, but please don't submit any responses because I want to keep my spreadsheet with only my students responses)

Class #2: Reviewing the Rulebook, the anatomy of an Army Card, and how to draft an army. This first drafting by students was generally poorly chosen armies. I used the "BOOKS" as the drafting resource since they are so awesome.

Post Class Reflection Survey: http://goo.gl/i55tt


Class #3: Playing with poorly chosen armies.

Post Class Reflection: http://goo.gl/44xO6


Class #4: Exploration and beginning of custom design.
I haven't completed the survey for this one yet, they will take it after class #5.

UPCOMING - Class #5: Complete rough-drafts of customs and small peer review groups. I expect this to be rough, but I am hoping that about 20% of the students will have some decent ideas to work with for week #7 (first play-testing by unit creator)


I provided the short links for each of surveys/class reflections so far, so you can look at the questions if you are interested. I had to skip one week of class because we had some disappointment with classwork and student behavior when we had a substitute teacher for another class--not during the scheduled Heroscape day, but during the middle of the week. I laid out the weekly expectations before we started the mini-course, so the class did not earn the mini-course for that one week.

As for the participation and engagement of the students--they all participate, but the level of seriousness various just like all other subjects and activities. I estimate that about 20% are really sketching out some good ideas for customs, though they will need a lot of editing and testing. Then it seems that about 20% are really stumbling with ideas, concepts, and more specifically the game rules. The remaining 60% are truly in the middle--still a little confused, but they show the potential of having something that could be used for reasonable playtesting.

This week's class will give me a better idea. Next week will be miniature research, in order to find a miniature that matches their custom ideas and character storyline.


Drewman-chu, thank you again for getting to update this sooner rather than later.

[cstrocs]

This is by farone of the coolest ideas for a high school course EVER!

[cstrocs]

I need to take this course is there an online version??