The Power Up is a component of the lesson in which I gamify computational skills that my students have seen in prior lessons, or pre-teach the recall aspects of an upcoming skill. The skill remains the same all week, culminating in an assessment that is tracked. My students use the tracker for investment and to earn Dojo Dollar bonuses in the class economy.
ClassDojo is a free behavior tracking system. I use it everyday to give students feedback on how they're meeting academic and behavioral expectations. As students are given postiive points or "needs work" points, a sound beeps and the entire class hears and sees that a student is being given feedback. Just as with behavior narration, students become more aware about their personal behaviors, following the expectations as they see them reiterated through behavior points. Their scores carry through with them to each class, culminating in a report at the end of the day that goes home to the students' parents. This allows parents to stay in the loop with how students are working and behaving at school.
I use Daily Exit Tickets to assess mastery of the day's objectives and to make sure students have a clear understanding of how they're doing. Students answer a few targeted questions on a Daily Exit Ticket, and the following day we review mastery shown by each student and celebrate their achievement (please see the "Data Review" strategy video). I read out each student's name who achieved mastery, and we quickly celebrate to recognize their hard work. For the students who have not reached mastery yet, this motivates them to keep striving to get that checkmark on the board. Rather than just using outdated student data from summative assessments, Daily Exit Tickets give me and my students a quick read on how they're growing throughout the week. Though these mini-assessments do not connect to my grading system, they allow me to track my students' daily progress throughout each week.
Yoda Master is a way for students to learn, practice, and assess a skill that they previously did not master. Students utilize the Workshop strategy in a variation: everyone is remediating a past skill. They first access their formative data trackers and choose a skill they did not master. Then they create a playlist using approved resources and incorporating their learning styles. The teacher will approve the playlist and students begin the process. They have to check back in with the teacher once they have gone through the Learn, Teach, Practice,and Retake steps. The teacher serves as a true facillitator in this strategy, and can still pull groups or do data chats. This is the ultimate level of student agency and self driven learning!