Music Time Indicator
Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.
Classcraft is team-based, role-play gamification tool that I use for classroom management. It focuses students to self-manage their learning, stay on task, and positively collaborate with their peers. When students are seen positively collaborating, working hard, or helping another student, they earn "experience points" (XP), which allow them to "level-up" and gain "powers" (ability to buy privileges in class). However, if they are distracting other students, not following classroom rules, or negatively impacting the learning of themselves or peers they are deducted health points (HP). If they lose all of their HP, they "fail in battle," which means that a random student-generated consequence is then assigned to the student. The fall in battle causes each student on that individual's team to lose HP and face greater risk of also falling in battle. The sequence continues until either all teammates fall to battle or someone on the team has enough HP to survive. Besides HP, students earn 4 action points (AP) every day. Action points allow students to purchase privileges if they have "learned" a power. The AP allow students to ask the Game Master if a question is correct on a quiz, to automatically advance within a level, or to "teleport" to their locker or the bathroom. AP, HP, and XP can all be impacted by the "Daily Event." The Daily Event is a random event that impacts the game in a positive or negative manner. For instance, the event may give the person with the least experience points 200 XP in the game or it may deduct 15 HP from a random player. We never know what will happen, which is what makes the game so interesting to most students. After using the game for nearly two school years, I have seen my students interacting more positively with one another and accomplishing more in class. It has been an awesome addition to our classroom culture and very easy to implement!
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.
ThingLink is an online software used to make images interactive. This year, I've used it during a project/problem-based learning (PBL) activity, in which students did a series of tasks to collect data on a soil site of their choice (please see my "Model Overview" to learn about how I use Levels in my classroom). They collected this data and saved it for the final activity, the Soil Report, which asked the students to compile all the information they learned about their soil site and to post it on a ThingLink. This ThingLink was then used to make a target on the larger map of Paracini Ponds (the field site we visited), which was also its own ThingLink. The insight I was looking to gain from the completion of this activity was whether students could take scientific data from a field exercise, analyze it, and make a decision about how the land should be used.