Tag Archives: #gamification

Legends of the Hidden Temple Classroom Activities & Interactive Game

Legends of the Hidden Temple was an “action and adventure” gameshow on Nickelodeon in the 1990s. The game show required teams  of two to compete in a series of physical and mental tasks: The Moat, The Steps of Knowledge, Temple Games. and the final Temple Run. Through a process of elimination, the last remaining team entered the Temple to retrieve the ancient artifact and have a chance to win a grand prize.

The temple consisted of twelve rooms, each with a specific theme (e.g., the Throne Room, the King’s Storeroom, the Observatory, the Shrine of the Silver Monkey). The rooms connected to adjacent rooms by doorways, although some doors were locked, blocking a contestant’s progress into the adjacent room; the pattern of locked and unlocked doors changed each episode depending both on the temple layout and the artifact’s location. The unlocked doors were closed at the start of the round, but they could be opened by completing a specific task or puzzle within each room. One room in the temple contained the themed artifact. Three other designated rooms held temple guards. A contestant who encountered a temple guard was forced to give up a full pendant in order to continue. The team had three minutes to retrieve the artifact and leave the temple with it. If either contestant grabbed the artifact, all remaining temple guards vanished and all locked doors in the temple instantly opened, allowing the contestant to escape unhindered.

Check out the video to watch a thrilling episode.

My co-teacher introduced me this show online and I couldn’t wait to adapt it for the classroom.

Students are reading about social justice and courage for an independent reading unit and I took on the theme of courage to create “Legends of Hidden Courage” action adventure. I revised a few of the games (the moat) and all teams competed against each other, there was no elimination. Each challenge was worth different experience points (XP). Some challenges awarded points and A Pendant of Life — to be used in the future as a free Notebook Check Pass or Free Assignment Pass.

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The game began with the Steps of Knowledge. Students had read and analyzed poetry the day before on themes of social justice so we started with a QuizletLive on poetic devices.

Then, came the first physical challenge: Students had to take a picture of all their team members making a positive difference in the school and post on Twitter.

A physical and mental challenge was third. Students had to match images of upstanders in history with the correct names.

The Inspiration Challenge required students to reflect and write about a person in history or present day who they inspires and they aspire to for their courage.

The last challenge was the Minefield physical challenge.

It was an action packed class period and there are many different ways that this game show can adapted based on the unit of study.

 

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5 WAYS TO GAMIFY YOUR CLASSROOM

The following post is a guest blog post I wrote for ISTE’s EdTekHub and was published on  1/5/2017

Many of our students are among the 155 million Americans playing video games regularly, and you might be, too. That’s a good thing. When my 11-year-old is playing video games, he’s using many skills – facts and information are tools to solve problems in context, and he gains actionable feedback he uses to win the game. When he fails to level up, he doesn’t give up, but continues playing until he progresses to the next level. He also seeks information online to help him find Easter eggs hidden throughout the game. He teaches his friends how to power up with each level of the game. Failure is a source of feedback and learning, collaboration is necessary, and learning and assessment are tightly integrated.

How can we use this pervasive and engaging gaming phenomenon to redesign and supercharge the learning experience?

Here are five ways to gamify your classroom to boost engagement, collaboration and learning:

  1. Adapt old-school games for classroom use. Scavenger hunts, bingo, dice games, Connect Four and Scrabble have been around for decades and can be adapted for classroom learning. Put vocabulary words on bingo cards and see if students can match the words after hearing the definitions. Working in groups, students can play Scrabble by spelling out answers to content-specific questions. Using the app Goose Chase, create digital scavenger hunts by sending students off to take pictures, create a video, or search for an answer online related to a specific topic.
  1. Play digital games. Students love playing Kahoot!Quizizz and Quizlet. These free platforms allow teachers to create multiple-choice questions that players answer on their own devices. Teachers can also choose from the thousands of quizzes already shared on these sites or create content-specific questions to use as pre-assessments, quizzes or exit tickets. Breakout EDU also has a collection of digital games, puzzles and ciphers that promote critical thinking.
  1. Create a quest. A quest is a mission with an objective. Every year my students participate in an adventure quest based on the weekly current events reading. Students who correctly answer a specific text-dependent question earn points. The student with the most points after six weeks wins a prize. I post additional questions on Remind and Twitter to allow students to earn extra points. Quests can also be independent projects or activities for the students who have finished their work.
  1. Battle it out with a boss battle. In gaming, a “boss” is a villain who the hero must defeat to save the day. Think of the monster at the end of each level in the original Super Marios Bros. who must be defeated before moving to the next level. On the gamification platform Classcraft, teachers can create their own boss battles using questions from any content area. Teachers can also create boss battles using Google Forms or Google Slides, creating their own unique fictional boss.
  1. Earn a badge for mastery. The Girl Scouts and Boy Scouts recognize mastery and achievement with badges. Teachers can do the same by rewarding student accomplishments and mastery with badges, which go beyond grades because they represent more than just academic achievement. Students work toward completing different badges to show mastery of a concept, standard or skill. Badges can be presented digitally using Classbadges or can be displayed for all to see once students have earned a specific badge.

Gamification is about transforming the classroom environment and regular activities into a game. It requires creativity, collaboration and play. There are numerous ways to bring games and game playing into the content area classroom to promote learning and deepen student understanding. Whether teachers are looking to bring some aspect of gaming into their class or use a game platform across the curriculum, they can use gamification elements to enhance learning and student engagement, tap into Common Core State Standards and address the 2016 ISTE Standards for Students.

 

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Gamification & Literacy at #NCTE16

Classrooms of the digital age are interactive spaces where literate lives are groomed through the analysis and synthesis of content. Perspectives formed during collaborative conversations give rise to innovative ideas but not every teacher is ready to be part of the digital change. How can classroom environments become havens of active learning and schools encourage students to make wise technology choices to become independent learners with authentic voices?

As part of a round table session at National Council of Teachers of English Annual Conference, I presented gamification ideas and strategies for engaged, active, student-centered classrooms where choice leads to increased voice.

Here are a few of the games and activities referenced in the slides that I have created for my students that correlate with units of study.

MidSummer Night’s Dream Symbolism Connect Four

Roll the Dice or Think Dots

Here is how this activity works, using a set of dice [or have task cards Think DOTs that have assignments on one side and colored dots that match a “dice” roll on the other side], students can “roll the dice” to see which activity or question they have to complete. You can use different cubes for different students depending on their readiness, interests and learning profiles. The example that I provided below is a for reading response questions for To Kill  Mockingbird. There are two sets that are differentiated based on students level of understanding.

And for a random Dice Challenge

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Dystopian Reading Quest Gamified

It begins with a thought that inspires and ignites a teaching concept. It could happen while I am reading a book or listening to NPR on my drive to and from work. It’s like the pull on your sweater that you tug at and it begins to unravel into something bigger than you first intended. This is what happens when I am teaching. I will often get a kernel of an idea in my mind about a unit of study or lesson and the more thinking and tinkering, a completely new concept emerges.

I just finished teaching a dystopian literature unit with my eighth grade students and I thought how can I make this unit more hands on, more self directed, and more engaging so that my students are successful readers, writers, and critical thinkers. At the same time, I want them to draw connections between the fictional dystopias and our world today.  What if I gamified it and my students become players in a dystopian environment I create in the classroom? How will it impact their learning, understanding, and thinking?

Welcome to the Dystopian Reading Quest:

The Backstory – We are going to adjust some of the ways our classroom community functions for our next unit. These changes will incorporate technologies we haven’t used in the classroom before that I think will improve communication amongst us. The changes should also ensure that all students are treated equally and are given roles in the classroom that reflect their strengths. We will explore new freedoms we haven’t explored before.

Rules:

  1. No one will be allowed to talk in class at all without my permission. In fact, talking will be very limited from now on.
  1. You will instead communicate with one another via online chat in Google Classroom. I will have access to everything you say in your chats. No other form of communication will be allowed in class unless it is with me or is conducted with my permission.
  1. The class will be divided into 3 groups based on grades. Students with the highest grades will be in one group, those in the middle will be in another, and those with the lowest will make up the third group. There will be no communication allowed outside of these groups in class.
  1. We will no longer be discussing historical connections to our texts. We will be free from the burden of thinking about the past. We will concentrate on the here and now and the future of our classroom. History is not important.
  1. You may not discuss your family, interests, or cultural background. The culture of our classroom is more important. These other details distract from our task at hand. We are all equal. Our differences are not important.

* Other rules may be added depending on the current culture of the individual classroom.

Complete the following badges throughout this unit to earn privileges and unlock powers.  The more badges you complete towards mastery, and complete correctly, the more privileges you will gain and unlock the Oracle of Dystopian Knowledge. Not completing these tasks will result in punishments.  The badges are to be completed in sequential order. 

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Students complete six badges while reading different dystopian texts independently to show their understanding and thinking. As a result, students are self directed and working at their own pace towards mastery. The expectations are clearly articulated and students must include evidence and links to their learning. The badges build on each other, it is not a menu board. Rubrics and checklists will be provided as guidelines for mastery learning.

I think these games are gonna be different.” — Haymitch Abernathy in Catching Fire (2013)

 

 

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Gamification to Boost Student Learning

This month I am presenting on Gamification at the The Connecticut Educators Computer Association Conference and then for my school’s district wide professional development day. I blog often about gamification and I think it is a useful teaching strategy to motivate students and allow for differentiation. Teachers can add elements of gaming in their classroom with activities like Bingo and board games and can introduce Live Action Role Plays (LARP) and utilize game platforms for management and avatars.

Below are the slides from my presentations and a few examples of activities that I have gamified for my students to earn XP (experience points) and unlock classroom opportunities that promote learning and success.

 

Here are three examples of activities that I created based on traditional games and game shows for my students to show their understanding of the texts we read in class.

Connect Four:

 

 

Quick Fire/Bingo Reading Review:

 

 

Reading Quest:

 

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Mise en place & School

Wikipedia defines Mise en place as (French pronunciation: [mi zɑ̃ ˈplas]) “a French culinary phrase which means “putting in place” or “everything in its place.” It refers to the set up required before cooking, and is often used in professional kitchens to refer to organizing and arranging the ingredients (e.g., cuts of meat,sauces, par cooked items, spices, freshly chopped vegetables, and other components) that a cook will require for the menu items that are expected to be prepared during a shift.

September is my time to put everything in place for my students to understand the requirements and routines of the classroom. I use the first month of school to set up our interactive notebooks, build classroom community and trust, introduce weekly Genius Hour and establish the gaming elements of my English classroom.

I have created a gamified Genius Hour activity to kick off the Classcraft teams, build team work, and begin thinking about possible genius projects. Add a little XP – experience points to all the tasks and the challenge begins. I am planning out how to gamify all of my Genius Hour time for my students with various tasks to help them play, tinker, research, and create.

I will have to share the results in a later post.

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Interview with Shawn Young, CEO Classcraft Games

During a week long trip with my family to Quebec this past week, I was able to meet up with Shawn Young, CEO and Co-Founder of Classcraft Games in Sherbrooke, Canada.

Shawn’s insight into gamification in education helps inform my classroom practices and use of games with my students. As I continue to plan for this upcoming school year, I share the the knowledge Shawn divulged about technology, building (life long) skills, and the future of gamification in education.

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Michele: What does gamification mean to you?

Shawn: Gamification has become a bit of an umbrella term in the last few years – people apply the term to anything where you can gain points or badges. Not surprisingly, seeing gamification  from this lens leads to experiences which can feel stale, boring or lack meaning.

For me, gamification is much more than that. In fact, I prefer the term ludicization : “To create a situation from which play can emerge”. In this sense, gamification becomes the art of crafting experiences in which many of the components of games can be applied (autonomy, competency, social relationships, randomness, feedback, etc.) to create a state of playfulness. Using these components leads to genuine fun (with a purpose) from which intrinsic motivations can stem. Simply put, good gamification is applying extrinsic motivators that will be internalized to produce intrinsic motivation.

Michele: As a former teacher, what do you see as the benefits of gamification for teachers and students?

Shawn: This depends on the approach, really. With Classcraft, we help teachers gamify the experience of coming to school, rather than gamifying content, like you would see with math or language games. From that perspective, the benefits on classroom culture are huge: students are taking ownership of the way the classroom is run and are significantly more engaged, even with the rote day-to-day tasks that occur naturally from class life. The game is very collaborative, so they gain a team that’s looking out for them and face challenges together. They also get much more positive reinforcement than they are used to, which has a big impact on their perception of self-worth. Obviously, this is great for teachers, who feel like they are working with students, not against them.

Michele: How did you first get involved in gaming for education? When and how did Classcraft come to fruition?

Shawn: Classcraft stemmed out of my own unique background as grade 11 physics teacher, web developer and gamer. I have been playing board games and video games since I was kid and that continued on into my adult life. As an educator, I was able to relate culturally with my students – indeed, we were playing the same games! I had a poor school experience growing up, often feeling like I was wasting my time, so my main focus as a teacher was making sure that coming to school was pertinent for students and that they felt that it was.

It dawned on me that the experience of coming to school would be much more satisfying if it was like an RPG, so I made a quick prototype and started playing with my students. I fine-tuned the game over the course of 3 years before making a little website to share with other teachers what I was doing. Overnight, the website attracted 150 000 visits – seems like a lot of other people were interested in doing the same! I then teamed up with my brother, Devin, who is a designer, and our father Lauren, who has 35 years experience in business and accounting, and Classcraft was born. Since then, the platform has evolved tremendously!

Michele: What are the elements from (classic) video games that can benefit teachers and students for gamification purposes?

Shawn: When thinking of this question, people tend to look for tropes – ”Should I use XP + levels?” “Do students need an avatar?” or “Should I lay this out on a map?” are typical questions that come up from these types of questions. At Classcraft, our focus is more on the fundamental psychology of self -determination theory and how it applies to video games. There is a reason gamers are willing to spend hours repeating the same boring task to complete an objective, but aren’t willing to spend 5 minutes doing math homework: games fulfill 7 fundamental motivational needs (autonomy, competency, relationships, discovery, surprise, feedback, storytelling). These are the elements we lifted from games to design a playful experience and they are outlined on our blog.  

 

Michele: What life skills and Common Core Standards does Classcraft and gamification address?

Shawn: Classcraft is very customizable: it can be used to develop any “soft”-skills by identifying behaviors that show mastery and giving points for that. For example, if you want to develop grit in your students, you’ll identify behaviors that are indicative of grit, like persevering in the face of adversity, and give students points for those behaviors, thus encouraging explicitly to internalize them. Because all of these behaviors are logged in the game, you’ll be able to assess development of these skills by looking at the per-student behavior analytics in the platform. That being said, Classcraft explicitly foster meaningful teamwork, ownership of learning, prosocial skills and perseverance. In terms of CCS, Classcraft doesn’t gamify curriculum, it gamifies the experience.

Michele: You have said that “when playing video games, kids feel a sense of empowerment.” Can you talk more about this. What do you mean?

Shawn: In a video game, the player inherently knows that they can succeed. Even in the face of the most difficult challenges, they can try as often as they like and develop their skill. Often times, they can tackle problems in several ways and make meaningful choices about their trajectory within the game. All of this leads to a sense that the player can shape their destiny and build mastery for success.

Compare this to the school experience: kids often have only one set way to complete their journey through a course and only get one chance to demonstrate mastery of given piece of content.  It doesn’t feel very empowering.

Michele: As the Gamemaster for Classcraft, what are you dreaming up and working on now for teachers to benefit from you gaming platform?

Shawn: We’ve got a lot of things coming 🙂 One thing we’re focused on is integrating with more platforms and partners. We’re already integrated with Google Classroom and Microsoft’s Office 365 and we want to create more opportunities for teachers to be able to gamify the entire student experience, no matter which platforms and tools they are using. We are also looking at building more game features, like self-correcting quizzes students can complete for XP and storylines they can play out throughout the year.

Michele: What has the best thing about creating Classcraft and sharing it with teachers all around the world?

Shawn: This may sound hokey, but it’s been really great for everyone on the team to see the profound positive impact we have had on teachers, students and parents. Every day, we receive videos, pictures and testimonials from people using Classcraft telling us how it has changed their lives for the better. From the shy fifth-grader who wrote us to tell she had finally been able to make friends because of Classcraft, to the burned out teacher who has found the love of teaching again, to the parent who is raving about how motivated their child is, all of these testimonials act as fuel to keep us imagining new ways to make the classroom a better place.

Michele: Since gaming and gamification is continuously evolving, where do you see it going? What do you see as the future of gamification for educational purposes in the next year, 5 years, and even 10 years from now?

Shawn: Who knows!? 🙂 It’s definitely an exciting time for the field. Tech is changing faster than we can anticipate and opportunities like VR and augmented reality will definitely have an impact on the field. I’m certain we’ll see it become much more prevalent than it is now, as educators see success stories and jump on board.

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Game Based Learning Vs. Grade Based Learning

In my classroom, my focus is on learning not grades. In my classroom I offer student choice. What my students put into the class is what they are going to get out of the class. I understand that many young people are motivated by grades, but grades are arbitrary. Many of my students master learning outcomes in different ways.  

I want my students to be lifelong readers and proficient writers. Some of my students are avid readers and are authors of their own blogs. At the same time,  I have struggling students who have never read a book for school, rather comb through the internet for plot summaries to pass a test and copy quotes. With these diverse learners in mind, I have introduced Game based learning in my classroom to motivate the diverse learners in my classroom, teach content in creative ways that engage students, and allow them to work collaboratively.

Traditional Grading System Standards-Based Grading System
1. Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment. 1. Based on learning goals and performance standards. One grade/entry is given per learning goal.
2. Assessments are based on a percentage system. Criteria for success may be unclear. 2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.
3. Use an uncertain mix of assessment, achievement, effort, and behavior to determine the final grade. May use late penalties and extra credit. 3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.
4. Everything goes in the grade book – regardless of purpose. 4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes.
5. Include every score, regardless of when it was collected. Assessments record the average – not the best – work. 5. Emphasize the most recent evidence of learning when grading.

Adapted from O’Connor K (2002).  How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.

 

Where does Gamification (ie Classcraft) fit into this grading dichotomy?

As my colleague and author, Michael Matera, describes, “Gamification provides the structure needed to move beyond the regurgitation of memorized content. It allows teachers to create challenging and motivating experiences that meet and go beyond the required curriculum standards, while captivating students’ minds and feeding their hunger for knowledge. Gaming offers a personalized experience and a sense of autonomy.” (EXPlore Like a Pirate, 2016)

So what is Graded in 8th Grade English?

Essays Writing

Short Response Quizzes

Interactive Notebooks

CCSS Standards Based Objectives for reading, writing, vocabulary acquisition, speaking and listening

 

What earns Game Points?

Outside reading

Participation in twitter book chats

Articles of the Week (weekly reading practice and current events)

Collaborative activities in class and Teamwork

Attending X-Period

Positive Interactions w/Classmates

 

What are the rewards for Collecting Game Points (XP & GP)?

Food Rewards

Extended Time on Assessments

Earn Exempts on Notebook Checks

Limited Answer Choices on Quizzes and Tests

Preferred Partner Work

Preferential seating

Preview Final Exam (10,000 XP Points)

*Negative behaviors can also lead to having one’s game points raided (taken away).

 

Rewards are always evolving.

The one thing I know for sure, is that eliminating extra credit requires my students to put forth their best effort on every assignment. Revision is always an option to improve ones grades because learning is never “one and done.”

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Adventure Quests: Learning About Current Events & the World

An Adventure Quest is a mission with an objective. A quest is a long and arduous search for something.

Currently, my students are working on an investigative journalism unit, so I created an Adventure Quest based on current events addressed in the news each week.

With the use of ActivelyLearn.com, Twitter, and Google Forms I created a series of Trivia type questions. Each week one question is posted on my Teacher Website and students submit their answers on a Google Form. Each question is worth 50 XP or Experience Points. Additional GP or Gold Points points could be earned by the die- hard fans by going onto Twitter and searching the hashtag #RMS8RQuest to find more Adventure Quest Questions. The student with the most points at the end of the Adventure Quest, earns an additional 1,500 XP Classcraft Points PLUS a Treasure (a gift card).

Each week students log on to Actively Learn and read an Article of the Week. Both the Article of the Week and this Adventure Quest are optional homework.  I do not give homework in my class but encourage students to read to build their reading skills and knowledge about the world.

Actively Learn is a digital reading platform that contains books, articles, poems, and speeches. Students join a “classroom” created by their teacher to read assigned digital texts and complete assignments within the workspace. Actively Learn offers teacher designed assignments with ready made questions or teachers can design their own questions and prompts.

The articles that students have read read for the Adventure Quest include

Anthony Cuthbertson’s Newsweek Article “APPLE CEO TIM COOK REJECTS ORDER TO UNLOCK SAN BERNARDINO GUNMAN’S IPHONE”

NPR’s RadioLab Podcast on the Galapagos

Mark Jeffries article on Why We Don’t Wipe Mosquitoes Off the Face of the Earth”

To address International Women’s Day Ann A. Simmon’s article “Women Around the World Still Have a Long Way to Go”

The Twitter quests are not based on readings but events happening in the news that specific day, hence they are worth less points. Twitter questions have included Who did President Obama nominate for Supreme Court? and What Lego mini figure was unveiled this week?

Many of my students have been excited and enthusiastic to participate in the Adventure Quest. It is completely optional and has brought about healthy competition among many of my students.  I have a Leaderboard  or score board posted in my classroom for students to see who is on top.

I am going to have to create a really difficult question to break the quadruple tie that is happening right now!

Adventure Quests are fun side activities for motivated or motivating students to learn about a specific topic. The Adventure Quest that I planned fit seamlessly into my classroom since the trivia questions evolved based on what was happening in current events. Students were reading more and paid attention to what was happening in the news and the world around them.

Adventure Quests can be adapted to any content area. Students are in charge of their own learning and it helps them engage with content material in a new way.

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5 Ideas for Blending Gamification in Your ELA Classroom

“Tell me and I forget, teach me and I may remember, involve me and I learn.”

– Benjamin Franklin

I have been reading Michael Matera’s EXPLORE Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich, and Elevate Your Learners as well as participating in weekly twitter chats about each chapter of the book with amazing teachers who have gamified their content area classroom and Michael Matera himself. These chats allow me to curate ideas and rethink how I am using gamification in my own eighth grade English Language Arts classroom.

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I have used game based learning in my middle school classroom for a few years now and I have catalogued some of the games that I have created in my classroom and other gamification tools I use to engage and enrich my students’ classroom experiences below.

1. “Amazing Race”Style Learning Stations – Why not spice up learning stations with an Amazing Race style activity? Teams of students stop at different locations around the classroom (or utilize the entire school) completing various tasks. Check out the To Kill a Mockingbird Amazing Race Activity I created and describe in a previous blog post.

2. Avatar Autobiographies – I am currently using Classcraft Games, a gaming platform throughout my English class. Students earn points in order to unlock special privileges in my classroom. These privileges can be extensions on written work or free passes on notebook checks. Each of my students has an Avatar — an character representing them in the game. Students are able to change the outfits of their Avatars, purchase equipment, and even buy pets for their Avatars depending on the Experience Points they earn in class. I have my students write autobiographies about their Avatars to bring them to life and to offer creative writing opportunities in the class.

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3. Boss BattlesHunger Games Style – Maybe you have a test coming up or you want to review an idea or concept with your class. You can use tech tools like Kahoot! or Plickers to test students knowledge. Once the teacher creates the questions or assessment,  students use a mobile device or computer to answer the questions with Kahoot! Pickers makes unique QR Codes that teachers can purchase and the teacher uses a mobile device to collect the formative assessment data based on the position of the QR Code which reveals their answer. Teachers can make their own boss battle reviews and assessments against a villainous character too. Students work in teams or independently to beat the “boss” within a few seconds. Getting a correct answer earns points where as the wrong answer can cost someone health points. Check out the amazing Boss Battle Assessment Mallory Kesson created for her students.

4. QR Code Quests & Micro Challenges – I love QR Codes for the ability to link digital media quickly to as activity or assignment. Over the past five years I have made a number of QR Code Quests that allow my students to investigate a concept or theme we are covering in class. I have made QR Code Quests for review, like this Figurative Language QR Code Quest and to learn about new information like with this music history QR Code Quest on Woodstock, 1969.

5. Adventure Quests – Throughout the #XPlap (Explore Like a Pirate Twitter Chats) there have been a series of Trivia type questions for participants to answer. Each week one question is asked within the chat to be answered on a Google Form. The questions are timed and for every question answered answered correctly, participants earn points. The person with the most points wins a bundle of gamification tools at the end.  Who doesn’t like winning free stuff?! Based on this idea, I created an Adventure Quest for my students. We are embarking on an investigative journalism unit and throughout the unit I will offer one question based on something happening in the news. The questions will unfold throughout the upcoming weeks and allows students to earn experience points as well as the possibility of winning a prize (to be determined). I will share more about this Adventure Quest and the questions asked in a later blog post.

Have ideas how to gamify your ELA class please share in the comments section of this blog.

 

 

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