12.17.2013

I Turned my Classroom into a Game and I Won

I’ve been hearing a lot about “gamification” in education lately and I decided to give it a try. And I have to say, I love it.


The Game:
After a conversation with a colleague who tipped me off to this idea, I decided to offer rewards in my classroom. The rewards are simple: homework pass, test hint, late to class, leave class early, food in class, and grab bag (their choice of one). Note: they are in no way connected to a student’s grade.


There are two ways to achieve a “grab bag” where students earn a reward. The primary route is through group-work where a group of students must accumulate enough “points,” for a grab bag. Teams get points for working together on class projects/discussions, study guides, peer editing, and presentations, but really, anything I can think of that benefits from group effort.
Students can also get a “grab bag” as an individual by earning “stickers.” I give out stickers entirely on my own judgment--for answering a question correctly in class, making a connection to current events/former material, staying after class to do extra work, helping classmates, anything.
The key to the success of all of this is always keeping enough students close to the threshold number of points for grab bag, so they give their full effort each day. I publish the group scores on a google spreadsheet for increased competition and engagement.

Why it Rocks:
The most immediate, effective change to my classroom is that students 1) show up on time, 2) are in dress code, and 3) have their homework completed. Each group can earn five points a day for each member having completed these three things. The best part of this game is that the group-mates police each other! Additionally, if the students sense that I’ll give out stickers for good performance, they are constantly trying to one-up each other to earn a sticker. And that’s great when it is in the pursuit of academic progress. They’re always looking for connections between our units and the outside world. And, when they complete their homework, they consider what they can bring to class that will help them earn a sticker. However, the game of one-upmanship can also have its drawbacks--namely, a cut-throat environment where students rush through work and talk over each other. I solve all of these issues by switching to group-work where they have to work together and use each other’s talents to earn the most points! This has forced the groups to communicate with each other outside of class to consider what they will do or present in class.


There’s something special about a classroom where students know that when they arrive they can feel like they will gain something. It empowers students. It also greatly benefits my class that students always feel like they have a support network (their group) and they have someone with whom they can share their nerdy, teenage, humourous observations about the material and their world. And, through both of these outlets, they can earn points or stickers to better their standing in the classroom. What students have found is that although the points and stickers don’t count toward their grade, they do improve their work ethic and retention, which in turn improves their grade!

Next time I write about the gamification of my classroom, I’ll address whether I’m still making huge strides with the rewards system in place. I’ll also evaluate whether my students are learning and improving based more on test scores and survey results. For now, it’s too early to tell.

12.05.2013

Why I’m Donating to Wikipedia: A History Teacher’s Perspective



Every year when Wikipedia does its fundraising drive, I shy away. It reminds me too much of NPR fundraisers, and the fundraisers I had to run at my college radio station. But, this year is different. I'm donating. Here’s why:

1) I use it multiple times a day. I would say I average about three wikipedia pages a day. Without it, I simply wouldn't be able to plan my lessons as easily as I do. My first year out of college, equipped with an American Studies degree, I taught four courses: two sections of Ancient History, and two sections of Modern European History. Needless to say, I was swamped. If I had to rely solely on the textbook in my classes (an all-boys school), I would have been run out of dodge. Wikipedia led me to information and images that allowed me to keep class interesting daily. There were evenings when I would get lost in wikipedia.

2) I teach my class the way I do, knowing students can find information about what I’m teaching on wikipedia. There’s an expression to describe a 21st century learner the I heard recently from my Department Chair called “Google Jockey.” I want my students to google while I lecture. Sometimes I specifically ask them to "wikipedia" something. If they find information there that helps move discussion, I’m all ears.

3) There’s something powerful about a non-profit asking for money to keep outside interests from imparting their funds and ideas onto their site. And I’d love to see them win.

So, I’m off to donate.

Dear Wikipedia,

Enclosed you’ll find my $15 for the dynamite encyclopedia you created. It is the oil that lubricates the engine that powers learning in my classroom.

Even after sending this $15, I still owe you a tremendous debt of gratitude.

Sincerely,
Mr. Green
Teacher, 10th and 11th grade history