Treasure Map: treasure map.jpg

 
 
 
treasure map.jpg
Student Data
 
 
This is a picture of the wall visual, along with quest contracts and leaderboards we use to track students' progress. The wall visual is also what we use to visualize who has earned treasure pieces. Some of my students choose to use the wall visual; however, it is not a requirement in our classroom.
  • treasure map.jpg
Student Data
 
 
This is a picture of the wall visual, along with quest contracts and leaderboards we use to track students' progress. The wall visual is also what we use to visualize who has earned treasure pieces. Some of my students choose to use the wall visual; however, it is not a requirement in our classroom.
 
Academic Culture

Treasure Map

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.

Strategy Resources (2)
Strategy Explanation
 
 
This is a video that shows how my students use the Treasure Map to help track their progress through the curriculum.
 
Student Data
 
 
This is a picture of the wall visual, along with quest contracts and leaderboards we use to track students' progress. The wall visual is also what we use to visualize who has earned treasure pieces. Some of my students choose to use the wall visual; however, it is not a requirement in our classroom.
 
Strategy Explanation
 
 
This is a video that shows how my students use the Treasure Map to help track their progress through the curriculum.
Student Data
 
 
This is a picture of the wall visual, along with quest contracts and leaderboards we use to track students' progress. The wall visual is also what we use to visualize who has earned treasure pieces. Some of my students choose to use the wall visual; however, it is not a requirement in our classroom.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Time and Space
Classroom Zones

My classroom space is broken into five distinct areas based on students’ needs. The areas are named in accordance with the storyline in our academic game: (1) presentation area (also known as the shelter), (2) lounge area (the beach), (3) counter area (the lookout), (4) teacher area (crash site), and the (5) table area (the jungle). Each area was set up with a distinct vision in mind. The shelter was set-up with two futons and a coffee table all located around the SmartBoard at the front of the classroom. I envisioned this area as a place where student groups could share their learning and present content using their iPads and our Apple TV. The beach area was created to help those students who do better lounging on a couch or in a non-traditional chair while working. I wanted my room to represent the traditional as well as the “non-traditional” student. The lookout area was specifically set-up for students who enjoy to look outside and see nature as they work. It also works well for those who use scenery as a reset in an environment that is often controlled chaos. The crash site was created as a result of the storyline where all students became Plane Crash Survivors (PCSs). The name makes it okay to have a messy desk! It’s also used as a space to separate distracting students from the attention of others in the classroom. Finally, the table area was made for the more traditional student who likes to work at a table or desk or likes to have a hard surface to work on. Throughout class, students can be seen moving throughout the room in accordance with their needs as a learner at that particular moment. I feel the incorporation of the different areas of the classroom helps to build a culture of learning acceptance and risk. It opens up the classroom to being more than just a sit and get environment. It helps to personalize and shape students’ learning. See also Jessi's Overview Model.

 
Assessment & Data
Socrative Digital Assessment Tool

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. 

 
Learning Apps
Digital Distribution (Doctopus)

Doctopus is a widget you can use in Google to distribute documents. I use Doctopus because it's the only tool that I know of that will allow me to distribute a copy of a document to each student in view only mode (Google Classroom at this point only allows for edit only mode). I use Doctopus to distribute the Quest Contracts to students so that each student has access to the document (please see my "Model Overview" to learn about Quest Contracts). I have viewing and editing privileges, whereas each student only has viewing privileges. This widget allows me to update my students' Quest Contracts on my iPad after they have mastered an activity. The student can then go into the same document and view what they have completed and what they still need to complete. Doctopus also works with Google Classroom to allow me to important Google Classroom rosters. 

 
 
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