Beyond the Leaderboard: Self-ranking charts

A couple of days ago, I talked about creating a multiple-class, self-ranking leaderboard. My students love the idea of being able to see where they rank, and compare themselves to one another, creating this competitive gaming environment that often leads them to perform and to keep working, simply to "outrank" one another. As I was updating my class website to include this new board, I started thinking about how to use the leaderboard as more than just a ranking system for the XP. Could I use it to inform students about how they are doing in different categories? Could I show the data in some way that would maintain the integrity of the leaderboard, but focus students' attention on opportunities for improvement as well? And almost as important, is there an easy way to do it; one that would not require much more than inputting values as the students grow? The answer turned out to be YES on all accounts.

Before I show you how, let me share the end products:

"I Need To Do More" chart

This first interactive chart, displays the totals for each XP category. As the year progresses, students can see how much each of the categories has impacted their XP totals. On their own, or with some help, they can decide to go back to assignments they may have missed or where they scored low XP and re-do/re-submit in order to up their total XP for that category. In my case, it could show an Aha moment akin to, "I have not done many of my blogs, if I do them now I can gain all those XP I missed".

"I Need To Do Better" chart

In this other format, the same data is displayed by average XP obtained in each category. When students see the data organized this way, they can quickly see areas where they can focus their efforts, to increase their standings.

The beauty of both of these charts is that they use the same Pivot Table I created for the self-ranking leaderboard, so not only do they update as soon as I input new values, they are also tied to the original ranking. The student order within the chart updates as well as they move up or down on the leaderboard, making it a "one-stop" responsive system that does not create more work for me to maintain or update.

The following video explains how to create the charts, and I am also sharing a template that you can use to draft your own.

Let the games begin!

Appsmash to Gamify - From Leaderboards to Quests

Although many of us agree that gamifying your classroom can provide benefits in terms of engagement and relevance for the students. Many of the teachers I have talked to have this idea that gamification is too hard, or that you can only do it by purchasing an app or some other tool, which may or may not limit what you can do. However, this is simply not true. With the myriad of free tools at our disposal and a little creativity, you can create your own gamified world for little to no money. Gamification is about creating a game-like experience, not about creating an actual game.

Before we go any further, take a peek at my "Island of AdVENTURE", where our ultimate goal is to take over the world. That is the simple storyline for my classroom. The benefit of such a broad and vague topic is that it will never be "done", and gaming elements can easily be added as they are needed. I talked about the decision to adopt a single storyline for all my classes in a previous post. If interested, you can visit Gamification Year 2 - The quest continues.

So, what was needed to create the Islands of AdVENTURE experience?

Game Website:  

If you have been here before, you know that my go to place for this is WIX, because it allows for ultimate flexibility in item placing, allowing you to embed practically anything you may wish to add. WIX is free to use, and gives you one place to create as many web sites and subpages within a site  as you need. On the game website itself, I like to add links to my blog, class calendar, and all of our classroom policies, procedures and even the green sheet. This gives the students a central place to go for everything related to the gamified classroom, and completely eliminates any "but I didn't know..." moments. These different documents are added as tabs, or in the case of the classroom management stuff, an interactive Thinglink image that gives access to all documents with a simple click.

Maps: 

This is the only item in my gamification arsenal that I paid for: Profantasy Campaign Cartographer. I could have used art from other sources and/or even used maps from Google Mapmaker, but creating my own allowed me utmost flexibility to include what I wanted, down to shaping the islands to represent grade levels, and creating distinct homes for each class.

This was also where I began to Appsmash. The islands on the game website are linked to the grade level houses and leaderboard using "invisible" shapes that act as buttons. The quests inside the houses are linked using interactive Thinglink images. The reasoning for this is simple. I wanted the students to be able to quickly and easily identify the quests they have, without cluttering the images with a lot of text or buttons. By hovering over each icon, students can quickly access the quests they are undertaking without any instructions from me regarding the icon that was used to represent a specific assignment.

XP and Leaderboards:

In my class, students gain experience points (XP) by blogging consistently and by completing the different projects they work on. Whatever you choose for XP, I recommend that you do not tie it to behavior, but rather mastery of skills or concepts. Just like in games and real life, XP does not "go down". Once you gain experience, you never get experience taken away. 

To create the leaderboard(s), I use Google sheets. I previously shared how to create one for a single class. This year, I am adding a leaderboard that functions much the same way, but since I am working with a single storyline, I needed to create one that could rank all my students from different classes and give us a way to compare classes. The following video will show you how.

Quests:

In my project based learning (PBL) environment we have two types of quests. The PBL Quests that culminate in a Boss Battle (i.e. the project product itself) and Mastery Quests. The PBL Quests are created using WIX for the bigger projects or Tackk for smaller assignments. Both allow embedding and manipulation of the color schemes, backgrounds, etc. giving you the opportunity to create a different aesthetic feel for each quest. The PBL Quests are embedded into the class game site and linked through Thinglink.

The Mastery Quests are the worksheets (level 1), quizzes (level 2) and tests (level 3) I use with students.  This simple renaming and leveling of the different types of work, tells the students how they need to prepare, and gets them excited about completing them. Don't you agree that it is much cooler to complete a Mastery Quest Level 3 than to take a test?

To create the first two types of Mastery Quests, I use the capabilities of Wizer.me. Mastery Quests Level 1 usually have links, videos and/or simulations embedded (example) and Level 2 may still have some supports (example). For Level 3, you can still use Wizer.me if you wish to give access to articles or graphs that the students must analyze. For a more "traditional" level 3 Mastery Quest, however, I use Google forms.

I usually do not embed the Mastery Quests in the game website itself, but rather give access to them by posting the individual URLs for the different assignments on our Edmodo stream. Of course, they can be shared in Google classroom or whatever other way you currently have to distribute online work.

Class Currency:

The behavior rewards, if you would like to have them, can be handled in several ways. In the interest of Appsmashing, you could use Class Dojo, and have it embedded into your WIX page. However, that has never really worked for me. I find it cumbersome to walk around with a device and scrolling when I want to assign behavior points. For this I go old-school, and use my school's paper based currency (Patriot Bucks), giving them out as needed. Since they are physical objects, I do not have to create a way to manage them. The "store" is created again using a Thinglink  embedded into the WIX class game page so that students can simply hover over the different items, and check "prices". 

What do you think? Have you tried gamification in your class? Please share your experiences.

Simulations and the Gamified Classroom

The use of simulations in the classroom is a long-standing tradition. How else could we provide students with high end experiential learning, when our students seldom have access to anything other than basic scientific equipment, and in many cases not even that? If we want want our students to learn how to gather data, analyze it and come up with solutions grounded on evidence we need to provide them with the necessary tools, going beyond the simple inquiry that can be accomplished with household tools.

In the gamified science classroom, tech-based simulations are a handy tool to help us engage students in deep learning. Students can use simulations to develop and use models to predict outcomes. They provide them with data that is directly applicable and transferable to the gamified (and often real-life) scenarios that they are working in. Often, they have the advantage of already looking like a game, making it easy to assign them as part of your gamified experience.

The simulations best suited for a gamified classroom are interactive, animated, provide dynamic feedback, and allow for productive exploration. But, where do you find them?

PhET

PhET, created and maintained by the University of Colorado, Boulder, has hundreds of NGSS aligned simulations, complete with teaching resources. They have been working hard at converting all their sims to HTML, allowing access on any device. Not only that, they are constantly adding new sims.
PhET by NGSS for Middle School
PhET by NGSS for High School

Spongelab

Already completely gamified for you, Spongelab has  thousands of pieces of content that can be searched, organized and annotated. Take a look,  at their Energy Literacy collection as an example of how to integrate SpongeLab in your gamified classroom.

Glencoe Virtual Labs

VIRTUAL LABS offered by the Glencoe textbook company. These labs give the students the adventure of laboratory experimentation without costly supplies, worrisome environmental and safety issues, or time-consuming clean up. They are from all different areas of science: Biology, Physics, Genetics, Earth Science, Physical Science, and Chemistry.

Go-Lab

Go-Lab is a EU-based site that allows science teachers access to online labs and inquiry learning applications. The students receive the opportunity to perform personalized scientific experiments with online labs with access to virtual labs, remote labs and data sets. 

Setting up is a little time consuming, but they have a very well done tutorial.

Gizmos

Gizmos is the only paid service on this list. This service provides hundreds of Science (and Math) simulations, aligned to NGSS and searchable by topic, grade level and/or standard. Gizmos allow for manipulation of variables and include graphing tools that help students compare the results of their experiments, creating opportunities to apply the concepts to a variety of scenarios,


Let's take advantage of our students tech skills and allow them to use simulated tools and experiments. Go ahead and incorporate simulations in your gamified classroom. Your students will thank you for the opportunity to use technology, work in groups using sims as a substitute for real-life experiences and develop the skills needed to excel in the 21-century. 

Gamification Year 2; The Quest Continues

As I am preparing to say goodby to another year of gamifying, I feel the need to write down some of the things that are buzzing in my head, lest I forget them in the summer days ahead. This year completed my year 2 in the gamification arena, and as always some things went well, while others will need a complete rethinking.

Story Lines

This year I worked with four distinct story lines, one at each of the grade levels I teach. They were fun to create, and although the students liked that they each had different avenues, I have to admit that keeping them all working at the same time became rather difficult. I would get ranks and achievements mixed up, and sometimes even directed students to a different story.

As I begin to rethink  and prepare for next year I will be going back to one story line as my main effort, allowing me to also combine some of the other aspects of the gamification experience for my students.

Leaderboards 

The self-ranking leaderboards are in place and served to keep the kids motivated in continuing with the game throughout the year. At times they are still chore to keep updated, but the kids kept me accountable for doing this, as they did check them often, particularly towards the end of the school year as they were looking forward to achieve the highest rank and obtain lofy perk of "Blog Immunity".

This is also where I think having a single storyline will come into play. During this school year, each grade level had their own leaderboard, ranking system, etc. However, I also published for the students the cumulative class ranking. Students were particularly interested in seeing how each class stacked up against each other, and often asked which students were in the lead. In looking forward, I am considering having the individual leaderboards for each class, but also publishing a "top ten", which will be easier to achieve if all classes are working under the same story.

XP

The structure of the game using the blogs as the primary way to get XP worked well, particularly for my upper graders. For the most part, kids blogged consistently about their learning, and we saw a couple of students reach 100 content-related blog post this year. Including the S&EP (as mentioned in my Gamifying the NGSS post) pushed the students to "think like scientists", and provided me with a tangible way to assess them in their progress towards mastery of the practices.

Although the blog points as XP has worked really well, I am re-considering not using their unit tests, performance tasks and projects within the XP structure. The XP has always been about progress towards mastery, and including them in the XP would allow me to encourage the students to perfect their work. It is an easy fix, but it will require a little work on the back end to make sure the playing field is even in regards to points, particularly since these are tied not only to rank but to privileges as well.

Gold Coins

The structure I had in place for obtaining gold coins this year did not work at all. Only three of my 240 students even attempted a cross-cutting "boss battle"(Gamifying the NGSS). When I asked why, the students reported that it was too hard to obtain gold coins, and although I modified the structure several times, by the time the changes came about the students had lost all interest in them. 

As I think about next year, I am considering reverting the gold coins back to simple participation points and displays of good citizenship or behavior, instead of tying them to the content. However, I need to figure out a way to keep the management simple. Walking around with an open app (like Class Dojo) or a spreadsheet has never worked for me. I guess I could create some tokens...

Other gamification things to explore

Escape Rooms: 

Recently I attended the Deeper Learning conference, and participated in an Escape Room experience. I think this has great potential for the gamified classroom, and I invite you to visit some of the things I've found regarding their use in education:

Ms. Casa-Todd's Escape Room

Ms. Pollock's EduEscape

Ms. Magiera's EscaperoomEdu

Choose your own adventure videos:

A year ago, my daughter showed me the Interlude tool and I remember thinking how well it could be integrated into a gamified classroom. This video creation tool allows you to design, create and publish an interactive video with relative ease, providing you with a way to enhance your gamified classroom with "choose your own adventure" videos. Unfortunately I forgot all about it until a couple of days ago, and I am sharing it here in case one of you gamifiers wishes take it on as a summer project.

Building a Classroom Website?

Many educators have decided to take the plunge to create their own websites. These websites serve as a central place to compile educational resources for students, communicate expectations, etc. We can think of them almost as interactive "green sheets". Parents can be directed to the class webpage to look at calendars, news from the classroom and upcoming events, while students can look in them to find links to content they may have missed, homework assignments, and even gain access to specific educational resources or web tools recommended by the teacher.

Some districts host teacher websites in their own servers and provide specific tools to be used (Adobe's Dreamweaver for example). However, most often teachers are left to their own devices and their website become a matter of personal preference. With little guidance, teachers choose a particular web creation tool simply because someone they know uses it. However, with the many options out there it is really up to the individual teacher to decide just how they would like their website to represent their classroom.

Google Sites

This is probably the most accessible web page creation tool, especially if you are a GaFE school. It works well simply because it integrates all other GaFE tools. It has the added benefit of allowing you to restrict views to only the individuals within your school or district domain, which for some institutions is a must. However the main disadvantage is that you are very restricted in the look and feel of what is your personal webpage. Google Sites all appear extremely similar. Customizing your navigation or adding anything non-GaFE requires a major investment of time finding tutorials, and the answer is either "It cannot be done" or working with code that, unless you know what you are doing, only makes matters worse. 

If you decide to go Google Sites, visit Mr. Amsler, who kindly published a "Working with Google Sites" web page that serves as a great guide of how and what to do.

Weebly for Education

www.adventurestemprogram.com

Weebly for Education is what a former colleague of mine decided to use for our school website, which means that, as the webpage manager, I now have the "joy" of using it on a consistent basis. Its drag and drop simplicity is a favorite with educators interested in creating a more personal look for their websites. In Weebly the website layout and design are all done for you. If you later decide to change the template, you simply click on the new template and everything is transferred to "where it should be". This seems ideal, right? It can be, but it becomes incredibly limiting when you want to get creative because Weebly only allows you to insert elements into pre-defined areas. Unless you are really handy with code, which Weebly does allow you to modify, you are kind of stuck with their templates. This is the main reason I personally dislike it.

Weebly offers other cool stuff, like the ability to add an assignment form to your site allowing students the ability to upload their assignments and submit them to you via your website. You also have the option to create student accounts so that your students can create their own Weebly websites, all moderated by you.

If you decide to go Weebly, make sure that you create an account using Weebly for Education, as opposed to just Weebly, to gain access to the educator tools. You may also wish to visit educatorstechnology.com to find some good tutorials to help you get started.

WIX

http://mariana68.wix.com/adventurescience 

This is my personal favorite due to its maximum flexibility of design. WIX is a true drag and drop web page creation tool, offering complete customization without any HTML or coding knowledge.  All you have to do is just pick a design that works for you, and swap in your own pictures, text and information. If you are feeling particularly creative, or you do not find something you like, you can choose to start with a blank template add backgrounds, images, text and embed anything anywhere. You literally design your own page with minimal effort. It is worth noting that with WIX you cannot change templates. If you decide that you want to change your look, you will need to change the individual items. 

WIX also has an incredibly comprehensive help center. There are help buttons everywhere, so that if there is ever any doubt on what or how to do something, help is just a click away. You will not need to go a-searching for anything. They have even gone the extra mile and created WixEd a free online education program that teaches Wix users everything they need to know about web page creation.

WIX does not have a dedicated "educator" side, so in some districts you may need to call your IT department before using it in order to have it white-listed. If they need convincing, feel free to show them any of the many sites I have created using the platform. They can be found by clicking on the PBL tab.

I know there are many others. Which one do you use?

Student AppSmash - A PBL success story

https://goo.gl/Gni2Bl

Many of you may have experienced that gut wrenching moment where, before the students have even begun to understand what the PBL experience they are in entails, they have already opened Google slides. The blank stares I get when I dare ask, "Are you sure that a slide deck is the best way to go?", tell me that they are much more product driven than I hope, and that most have been exposed to the "wrong" answer shown in the image above. Presentation equals slides! This is what has driven me to make sure that my driving questions are as vague as possible, at least with respect to the type of product the students create, which brings me to the real reason behind today's post.

A couple of weeks ago, my students began their exploration in our Interdependence of Organisms unit, which culminated in the students "Convincing the general public to care about an endangered species, and developing a realistic plan to bring it back from the brink of extinction".  As always my students launched into "presentation" mode, which was when I officially stated that I was incredibly tired of sitting through slides, so anyone "caught" even thinking about creating a slide deck without a storyboard would lose their tech. I then added that I expected to be entertained, because "no one cares about what is being presented if they are bored, so if the goal was to convince people to care, boring them to tears with slides was definitely not the way to go". What followed was a flurry of student engagement that culminated in one of my favorite student app-smashes of all time - the AyeAye Need You website

http://goo.gl/Z5LVrb

The Aye Aye Need you WIX website includes a student produced screencast-o-matic video, two Thinglinks (one of them used simply as a presentation aid), a HSTRY timeline and a Piktochart infographic.

I unfortunately did not think to record the students' presentation of their work, but their recovery plan included comments like:

- The US and Madagascar are not "besties", so they will need to put aside their differences and work together to restore the forest.

-  Why do we need charcoal? That just pollutes the air. What we need is more Aye-Aye's!



Did the student's achieve the goal of raising awareness, driving action and starting conversations to save the lowly Aye Aye? Yes.
Did they use technology to do it? Yes.
Did they "make a Google slide deck"? Most certainly not.

Now, on to the next step in this PBL evolution - guiding students to develop empathy for the user of a product before even thinking about what the product is/should look like/do.

PBL Toolkit

What do you do when your administrator asks you to show your colleagues how to develop and run PBL projects? Once the meltdown is over, and you have had time to mull things over, you compile a list what you consider your best tools. Here goes:

Project Ideas:

This is really the hardest part, especially when you are just starting out. In the beginning, as you familiarize yourself with the process, your best bet is to use BIE's project search, Edmodo Spotlight or even my own PBL page. Find something you like and that you are willing to do. Know that it will not be pretty the first time around (or the second or third). Trust in the process knowing that once you have run a couple of experiences you will start to feel comfortable and even decide to create one from scratch. When you reach that point, you will start seeing opportunities everywhere. You will find yourself reading an article or thinking about an experience through the lens of, "I wonder what my students could come up with to ...". That is when you are ready to meet with your fellow educators, and develop one you can call your own.

Standards:

Yes, of course you will have to think about your standards. See where that nugget of an idea you had could fit. Truth be told, any PBL experience you create can hit on many standards. The trick is to decide which one you will be teaching explicitly. Don't fall into the trap of simply stating the standard. Decide in advance how your students are going to show mastery of the standard and make plans to point your workshops and activities to address the specifics of the standards.

The Driving Question: 

This is the root of your project, and BIE has graciously shared a handy tool to help with that. They call it the Tubric, and it boils down to something along the lines of:
"How can we as ___ create a way to ____ for ___ in order to address/do/change ___.

Now that you have your project idea, your standards and your driving question, it is time to develop your project. This is where the fun begins.

Entry event: 

Nothing beats a video to catch the student's attention. Thankfully most districts have now decided that YouTube is not the root of all evil. However there are still steps that can be taken to reduce distractions when presenting a YouTube video. Use tools like SafeshareTV or ViewPure to remove comments, advertisements, sidebars, etc.
A novel idea that can be used as an entry event and as a way to encourage deep need to knows is having students participate in a StunConference - a student-led unconference. This takes more time and preparation than showing a video, but it does have the benefit of greater student engagement with the project.

Need to knows: 

These can be collected by the students on Google docs (or in their notebooks). But what about group need to knows that can be easily shared and added to by the whole class? For this, I like to use Padlet and more recently Verso. Both of these remove the stress of students trying to come up with the "perfect" need to know, by allowing them to add and respond long after the project run began. They can also access the tools from any device, so if a new need to know pops up in their head later (while at the store for example), it is simply a matter a few clicks and the idea is added.

Workshops and activities: 

Whether you plan them way in advance or as a response to the needs of your students, you can curate your materials for easy access by your students in platforms such as LessonPaths or Blendspace. For your visual learners, or simply because it is more fun, you may want to create interactive images using Thinglink.

Project page: 

This is where you communicate expectations, as well as host all of the materials your students will need, including the rubrics. You want something that is easy to access and offers flexibility should you need to add things "on the fly" with a minimum of disruption. For me, the answer is WIX, a web page creation platform that allows you to add practically anything, anywhere. If you have never used it, choose from one of their templates. As you become more and more familiar, be bold and create your project pages from scratch. With a little bit of knowledge regarding iframes, you can embed anything without having to worry about figuring out whether what you want to add has an embed code or not. I have used some other tools that also deserve a mention due to their shallow learning curve: Tackk and HSTRY. Both of these are a bit more linear, and have limitations in what can be embedded directly, but for some groups of students this is a "good thing".

Managing a project run: 

Everybody is working on their project, or are they? How do your students communicate their daily activities with you, and how do you manage all those groups without going crazy? It is as simple as Trello, a project management tool that updates in real time, and allows every member of each team to share exactly what they are doing, upload materials, share information, etc. It also provides a space for direct teacher feedback during the run, eliminating the fear of facing a "what did you do all this time?" moment come presentation day. If you want to know more about how I use it, you may want to visit my previous post.

Presentations and Exhibitions: 

Make use of the Ignite format during presentations, or better yet host student exhibitions.

Rubrics and Feedback: 

Your students are done, and have successfully presented their projects. You still have to figure out a way to provide feedback and give access to the graded rubrics. Yes, you can use paper or you can create individual documents and e-mail them to the students. It is a chore no one likes. Thankfully, ForAllRubrics has come to the rescue. Whether you use it as a stand alone product, or as I do within Edmodo, this badging and rubric platform allows you to grade and send the rubrics to your students with just a few clicks.

Reflection:

What is PBL without reflection? Just another project... Invite your students to reflect on their work by having them use this set of questions using Blogger as their platform.


Dive into PBL. Your students will thank you for it.