Modified Flex Model with Gamification: Jessi's Model Overview Pro Video

 
 
 
Jessi's Model Overview Pro Video
Teacher Reflection
 
 
Teacher Reflection
 
 
 
Blended Learning Model Overviews

Modified Flex Model with Gamification

Jessi Anderson fosters collaboration and self-paced learning in science

After five years of traditional teaching, I broke away from direct instruction and moved into a self-paced, blended-gamified classroom. My students flexibly move through the curriculum while self-directing and managing their learning. This is done through the use of Classcraft, an online education gaming software, and our classroom game “Isle of Nosredna.” The addition of game elements into my classroom has helped my students stay on track and motivated as they progress through the science curriculum.

Number of Students: ~20 students/period

Number of Adults: one teacher

Length of Class Period/Learning Time: 51 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: Haiku Learning (LMS); Classcraft; Google Classroom; Doctopus (Add-on in Google Sheets connected to Google Classroom); Educreations; Flipboard; Symbaloo; Kidblog; ThingLink; Socrative; Kahoot!

Hardware Used on a Regular Basis: iPads (1:1); SMARTboard; Apple TV

Key Features: competency-based; student agency; project-based; gamification; innovative use of space

Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Assessment & Data
Jessi's Use of Assessments and Data
Jessi Anderson fosters collaboration and self-paced learning in science

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators need to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Jessi utilizes Assessment and Data here.

 
Time and Space
Classroom Zones
Jessi Anderson fosters collaboration and self-paced learning in science

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.

 
Time and Space
Music Time Indicator
Jessi Anderson fosters collaboration and self-paced learning in science

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.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close