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.
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.
Guided Microscope Investigations are investigations done by two students. The student pairings are usually chosen by the students or made by me as a result of the students’ progress on their current level. During these investigations, students examine slides they've created during labs. They work as a team to complete a task related to the content being covered in class. Students often record what they see in the microscope using Educreations, an app on the iPad. As a result of having a blended classroom where students progress in a self-paced way, I’m able to provide this one-on-one guided instruction without having to worry about what the rest of the class is or should be doing.
The leaderboard is a display of both academic and behavioral progress for my students. The results are tabulated separately in the academic and behavioral games. In the academic game, the focus is on the experience points earned by students in academic activities. Experience points in the academic game are only awarded to students once they have mastered an activity. Once they have mastered the activity, points are added to the leaderboard. We review the academic leaderboard and recognize individuals who have made it to the top or who have made significant progress in the class. For the leaderboard in the behavior game, I use Classcraft to display students' points. This display can be sorted by experience points, health points, or action points depending on what is the required view. From my experience, the two leaderboards help steer a cooperative sense of competition among a lot of my students. It also motivates them to continue learning and sharing. Although much of this is external motivation at the beginning of the year, I see a shift towards internal motivation in regards to behavior and academic progress as the year continues. Students are much more willing to learn for learning's sake instead of a prize or written/verbal recognition as they become more accustomed to these behavior and academic qualities. The academic leaderboard displays the rankings of students in all three of my earth science classes. The behavior game on Classcraft is solely based on the students in that particular period.