The storyline of our academic game gives meaning to the students' presence in the game. It enhances the importance of the curriculum and gives students a goal to work toward. The theme our storyline is based around is a deserted island. In the game, students are elite plane crash survivors (PCSs) who must learn to live on the island after not being rescued. Throughout the levels, students are asked to build fire, build shelter, find food, filter water, and survive unexpected storms. By mastering each level, students complete the tasks and move onto the next scenario in the game.
Socrative is a Digital Assessment tool I use to conduct formative assessments. For example, during a recent activity I used socrative to assess students' misconceptions or misunderstandings about porosity and permeability when discussing groundwater. The students took the four question quiz and the results were displayed on the board for students and myself to view. From the data I was able to make decisions about my teaching in the next 40 minutes based on the results of the quiz. As a blended learning teacher, I particularly like Socrative as a formative assessment tool because it lets me choose how I my students will be assessed. I can choose to have them do it self-paced, to give instant feedback, or to guide the entire quiz myself. I love the flexibility in this tool and the instant data I receive from it.
QR codes are simple and easy to make codes that allow classroom resources, like videos, websites, and assignments to be accessed with little effort. These codes can be made easily using the Chrome extension goo.gl URL shortener or a website like qrstuff.com. They can be displayed on an interactive whiteboard, printed on an assignment, or printed and taped to a wall at a station or on a lab desk. QR codes take away the barrier of typing in long URLs or shortened website links, and get students to resources quickly.
In order to track students' progress, along with goal sheets, I make one sweep of the classroom at the beginning of class to check to make sure students know what they are working during the class period. Sometimes I write it on an online spreadsheet. Other times, I track it using a paper spreadsheet and clipboard to make sure they have started working on what they need to be working on. This gives me a chance to talk to all of my students and help motivate those students who are slowly getting to work. I particularly like rounds because it helps me gauge students' emotions for the day. This gives me an idea of how far I can push them academically during the period.