Gamification: Gamification

 
 
 
Gamification
Teacher In Action
 
 
Teacher In Action
 
 
 
Academic Culture

Gamification

Motivating students to improve behavior and engage in self-directed learning

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.  

Strategy Resources (3)
Teacher In Action
 
 
Strategy Explanation
 
 
This screencast demonstrates how I use Classcraft events to add an element of chance to our behavioral game. The random events can be positive or negative, giving students XP or HP as a result. The event can be anything you choose. One event that I particularly enjoy is when my entire class must use non-verbal communication the entire class period.
Article
 
 
The first blog post discusses the early excitement within the classroom as game elements were introduced to my students. The second blog post reflects on the elements of gamification I have implemented in my classroom, the three things I've noticed after implementation, and the differences between my behavioral and academic games.
Teacher In Action
 
 
Strategy Explanation
 
 
This screencast demonstrates how I use Classcraft events to add an element of chance to our behavioral game. The random events can be positive or negative, giving students XP or HP as a result. The event can be anything you choose. One event that I particularly enjoy is when my entire class must use non-verbal communication the entire class period.
Article
 
 
The first blog post discusses the early excitement within the classroom as game elements were introduced to my students. The second blog post reflects on the elements of gamification I have implemented in my classroom, the three things I've noticed after implementation, and the differences between my behavioral and academic games.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Assessment & Data
Socrative Digital Assessment Tool
Motivating students to improve behavior and engage in self-directed learning

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. 

 
Assessment & Data
Battling the Boss
Motivating students to improve behavior and engage in self-directed learning

Battling the Boss is a formative assessment strategy I use at the end of almost every level in our academic game. It's a process that allows students to prove that they understand the material covered in each level. Battling the Boss usually consists of me asking the student who has indicated that s/he is ready to "battle" one or two questions that require the student to demonstrate the skills I'm looking for them to develop in the level. If students prove that they understand the material, I let them move onto the next level. The students then put their names on the next level's poster, which is a public demonstration of each student's progress in the course. If students are not successful, they have the opportunity to do additional preparation and Battle the Boss when they have mastered the content.  

 
Small-Group Instruction
Small Group Sessions
Motivating students to improve behavior and engage in self-directed learning

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.

 
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