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.
Grade Contracts are a strategy I use to assess my students' progress towards mastery of defined sets of content and skill objectives and to provide feedback on their development at the end of each level in my blended learning class. Students review the mastery requirements for each level and decide whether they will pursue an "A," "B," "C," or "D" contract; in so doing, they understand and commit to what they must know and be able to do in order to earn the letter grade of the contracts they have chosen. Grade Contracts eliminate the superficiality of number grades on individual assignments and focus my students' attention on authentic demonstrations of mastery over time. This strategy also empowers my students to challenge themselves and to monitor and take responsibility for their own learning, which is an essential mindset shift in my largely self-paced class.
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.
Small Group Sessions are used for student sharing or to conduct small-group direct instruction. Students within these groups are usually working on the same content in the level or are struggling with the same topic/skill and need further instruction from me. Small Group Sessions allow me to gauge a student's understanding of content and promote the importance of sharing and talking about learning. During Small Group Sessions, I actively listen to students talk about the content we are discussing. I also use this time as an opportunity to question their thinking and formatively assess their understanding of the material. In the days after a Small Group Session is over, I work one-on-one with students who have yet to master the material.