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.
I use a variety of tools to help my students authenticate their learning. From blogging to social media and connecting with other classes across the country via Google Hangouts, my students use digital technology to reach learners just like them. To enhance our Genius Hour projects this year, we connnected with classrooms in Toronto. My students shared every aspect of their projects via Edublogs, as well as learned about and critiqued their virtual partners' projects. We also have a class Twitter page where we share our Instagram and Vine posts, as well as Tweets about what is happening in our classroom. To give the world a first-person view of our classroom, we also have a Google Glass blog that students document learning on via video and pictures from Glass.
Battling the Boss is a formative assessment strategy I use at the end of almost every level in our academic game. It's a process that allows students to prove that they understand the material covered in each level. Battling the Boss usually consists of me asking the student who has indicated that s/he is ready to "battle" one or two questions that require the student to demonstrate the skills I'm looking for them to develop in the level. If students prove that they understand the material, I let them move onto the next level. The students then put their names on the next level's poster, which is a public demonstration of each student's progress in the course. If students are not successful, they have the opportunity to do additional preparation and Battle the Boss when they have mastered the content.
The Treasure Map is a strategy I use to help my students progress through levels in a self-paced environment without setting deadlines for them. My students record when they start a level and when they end a level. If they complete the level in a given amount of time, they receive a piece of the Treasure Map. When my students complete four levels within the given time, they earn a free A (like contracting for an A). This strategy would also work with other forms of rewards, not just awards linked to a grade or extra credit.