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.
Gamification is the process of adding game elements to an environment that is not traditionally a game. I use Gamification as a strategy in my blended learning classroom to motivate my ninth grade students to engage in the curriculum and to buy in to my social and behavioral expectations--all while keeping learning fun! We have two games going on in our classroom---our academic game and our behavioral game. Our academic game is based around the storyline of the Isle of Nosredna and features an island-based theme with a leaderboard ranking based on students' engagement in our self-paced learning environment. Our behavioral game, using the Classcraft online tool, is based on health points, experience points, battles, and powers. Students work as teams to keep each other "alive" and progressing in both games.
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.
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.