Gamification Lite in Schoology

It's easy go get into a routine in both physical and digital classrooms, but sometimes all that you need to increase the energy and engagement in the class is just to rethink how you frame a lesson. Recently, I did a gamification of a lesson in Schoology. Gamification means that you are doing something during the learning process - for a student or PD - that has components of games. It can be points and badging or choosing your own adventure. Sometimes the commit to create or implement these lessons is a bit to much. So how can you use some gamification when you either don't have the time or want to just test out the waters?

It's all about framing the lesson. We were in the midst of a Photoshop unit with my students the week before Thanksgiving. Students had been asking me how they could remove things from photos the weeks before so I decided to incorporate those skills with a Thanksgiving theme and frame it in such a way there were gamification qualities. Students were given a mission: save turkeys by camouflaging photos of turkeys with patch and stamp tools. I created a mission, a social component where fellow students "hunted" for the camouflaged birds, and then a vote at the end on who was the best at camouflaging turkeys. Students even earned a gif badge named "Turkey-tastic!" with a roving turkey. The ridiculousness of a turkey gif was a huge hit with my 7th graders.

The set up of a mission takes maybe 1-2 minutes extra of what would be the normal directions:

The Schoology magic in this case really came from my ability to unpublish the folder that had all the images of the turkeys (Step 2) after students had downloaded their assigned image. When it is a game, people want to win and even when playing a video game people use cheat codes or leaked walkthroughs.

I also disabled the Step 5 turkey hunt until the majority of students had uploaded. Again, to keep anyone from trying to be tricky. I LOVE how easy it was to toggle these things on and off for each class. I spent maybe 1-2 minutes turning them off each period so a grand total of 10-15 minutes maybe?

Don't forget your badge! It seems so simple but the kids really do love it. It took me maybe all of 2 minutes to make and assign.



So there you have it, add in some gamification elements into your course in under 20 minutes and watch the students forget they are learning.

Learned Helplessness and Blended Learning: Removing the Teacher as Crutch

Before I began my Blended Learning Journey, I knew I would have to combat learned helplessness since some go immediately to the teacher to ask questions of what to do or how to do something.

In a blended learning classroom some of the instruction, including directions, is online, so I figured I'd see an uptick in questions directed my way that were not content-related. Preemptively, before they begin their stations or online work, I remind them: "Ask 3 before me: group/partner, directions, Google" 

However, I wasn't quite prepared for the level of helplessness some students exhibit. I'll have students call me over and ask "What do I do?" When I ask if they have read the directions or watched the direction video, I'm gobsmacked when they tell me "no" and then look at me, waiting, I assume, for me to tell them what to do.

Now, I'm all for helping students who need other ways of receiving directions or need me to reword directions. That is part of differentiation and differentiation is why I believe so strongly in blended learning. But I also know my campus mission: We will prepare every child to become independent, growth-minded servant leaders. That I build up that child's capacity to be independent is a key part of his or her future success.

It is my job, then, as an educator to respond to a child with the cognitive process that I want the child to internally adopt. Therefore, I've learned to change the question I ask. Instead of "Have your read the directions and asked a peer?" I'm asking: "How can you figure it out? What resources in Schoology can help you?"

And guess what? My students who were chronic "What do I do?" students are starting to make the shift! It's taking a little time for them to figure out when they need to ask to get support versus when their asking is actually causing a hindrance, but we are getting there.

What do you do in your class to grow independent learners?

Moving Toward Mastery: Schoology Test/Quizzes Options

The point of grades is not to put grades in the grade book anymore than the point of school is to get A's. Assessments provide feedback to both teachers and students. For teachers, we take the feedback to be responsive in our lessons and reteach and reengage depending on that data. But what is it we want students to do with this feedback? 

Sometimes we are so focused on using assessments as teachers we can lose sight of what we want students to do: learn. Therefore, I purpose utilizing some of the settings in Schoology to provide feedback to students so they can get immediate feedback on their learning and reenter the assessment to correct mistakes that way they are working toward mastery.

Oral Administration in Schoology

Some of my students have accommodations for oral reading. I am loving Schoology's ability to record my voice for them.

Classroom Resources Clarity in an LMS

The success of LMS depends in large part on how comfortable students - and parents - feel as they use it. Remember, students are your audience and anything you can do to help them will make the use of an LMS smoother. Here are three quick tips to facilitate buy-in from stakeholders specifically if you are using Schoology:

1. Organize Consistently

For each unit, use the same color coding for folders, nest folders in a consistent manner, and select "display inline" or "Display in a new page" in a consistent manner.

2. Label to Help Students

Folders, pages, discussion boards, and media albums can get a little confusing. Is the media album its own assignment? Part of the assignment above? Just a reference post? Use "STEP 1:" to clarify. If a media album and a page are both part of step 1. Don't forget to set completion rules to force students to complete tasks before going on to the next.

3. Explicitly Teach the Organizational Structure to Students

All of us are unique and the way you organize your units may be markedly different than that of other teachers. When teaching secondary, this can be especially confusing for students as they have to 5-7 other teachers who organize their courses uniquely. Create scavenger hunts, tours of units, and/or quick reference guides for students to give them a map to navigate your course. Allow access to video tours and quick reference guides on your school website for parents to access. Even if parents don't have their own access to your Schoology site, they are the ones helping their children at home.

Save Time with Schoology Save to Resource and Copy to Courses

Read below, watch video, or go directly to video here.

Problem: Having to update a course calendar year after year and/or remaking those digital assignment posts.

Solution: Schoology "Save to Resources" and "Copy to Courses"

When to use "Save to Resources"
If you are making a unit for the first time, it is best to save the entire unit folder to resources. You may want to wait until the unit is complete to save it. That way if you tweaked anything during the unit, you don't have to also update the resources version.

When to use "Copy to Courses"
If you have a pre-saved unit in resources, copy to all course where applicable. Don't forget to update due dates and the like!
If you are creating something in one course and you want to copy it over to different periods/sections, copy to the other periods/sections.

How to:
Outside of the resource (aka you'd have to click on it to access it), press the cog on the right and select save or copy. Drill down to find the right location.

How to Embed Sway, Padlet, and Office 365 Document, PPT, or Spreadsheet in Schoology

Embedding is easy in Schoology! Why embed?

• students stay in the LMS
• you don't have to reupload if you make a correction
• organizes everything in one location

Office 365 Word, PPT, or Excel

Sway 

Padlet

5 Ways to Use Media Albums in Schoology

Share Work to Get Peer Feedback:

Teacher and Students can add media

Comments Enabled

Individually or in pairs, students complete different questions and take a picture to post in a media album. Once done, students check answers (math/sci), give feedback (writing/art).  

Activate Prior Knowledge:

Teacher can add media

Comments Enabled

Post photos, diagrams, maps, and short video clips for students to view and draw inferences. Students write inferences, connections, and questions. Example: before reading a novel set in 1930’s Mississippi, post Jim Crow and Depression Era photographs. Ask students to write what they notice and what inferences they can make. In the caption, include a link to additional reading for curious students.

Grouping:

Teacher can add media

Comments Enabled

Giving a selection of topics, literature circle books, or type of project? Use Media Albums for students to select the group they prefer. Notify in advance with a specific publishing day and time to give equity. Post book trailers or images for students to sign up. Students post their sign up. First 5-6 students get the group.

Anchor Charts

Teacher can add media

Comments Disabled

Anchor charts are a wonderful tool in class, but when home, students may need to reference those same charts. Create a media album of all anchor charts for future references.

Memes and Comics:

Teacher and Students can add media

Comments Enabled

Create a catalog of  memes and comics having to do with the current unit. Allow students to post and comment. Example: I loved using memes and comics to reinforce or reintroduce small grammar rules. I could post a “Stop clubbing, baby seals” meme and have students comment under it to explain the grammar concept. Use for extra credit, warm-up, or closure activity.

Homework Alternative in a Learning Management System

New technology creates new opportunities, but how can we keep  ourselves from taking the technology and merely converting paper and pen tasks into digital ink? How can we use features in an LMS to change what we do, not just how we do things?

There are a couple key features to LMSs that offer an opportunity to embrace new and prepare students with 21st Century Skills.

Discussion Boards:
For a homework passage have students write 2 questions and 1 reponse on the text. Set the discussion board so that way students can't read anyone else's questions until they post their first question. This will keep them from merely copying questions. Additionally, if you see the same first question popping up from students, you know there was something confusing. Questions can be a variety: something they were genuinely confused by, something they are curious about that while related to the reading requires research, or an open ended question they think would stimulate conversation.

Model these three types in class and they request they do two different types. Provide sentence stems or sentence frames to help ELL or struggling students.

Something that you didn't understand:
I was confused when .... What did that mean?
Why did ....?
How did...?
What did the author mean by...?

Something that requires research:
I wonder....
How do you think...?


Open-ended questions examples:
Does this remind you of something from real life/literature?
Which character do you identify with and why?

Replacing Venn Diagrams: a deeper way to compare texts

Problem: Students are filling out a Venn Diagram comparing two texts and surface level, comprehension-based information is quickly filling it. Maybe 1 or 2 students show any depth of thought, and you are worried that not many kids are actually growing in their skills.

Solution: Throw out the Venn Diagram and begin with the depth with abstract concepts.

1, Create a mini-lesson introducing or reviewing abstract ideas vs. concrete details. I prefer a Nearpod "draw it" activity where students are circling. With BYOD, this can be collaborative.

Love the look of Mentimeter!

2, For the each text, create a class brainstorm list of all the possible ideas for each text. You could keep Mentimeter or Answer Garden.
this going in Nearpod collaborate feature or use

3, Now students find abstract concepts that are the same or antithetical - I use the metaphor of a coin: one side is heads and one is tails but it is really the same coin. Same thing with ideas: injustice and justice are just two sides of the same coin. - and put that in the middle column. Then they determine the theme (for narrative) or claim (expository/persuasive) that goes along with that text and write it in a complete sentence under "Text A/B" and then provide textual evidence. I always have students do this in pairs.

This is the graphic organizer I created to get depth in across text comparison. 

Blended Learning station: Use Office Mix or a screen casting for the mini-lesson. For brainstorming, set up a discussion board in Schoology with the setting in such a way where students can not see other responses until they themselves have responded. Use a collaborative Office 365 or Google Document for the application of the strategy for the graphic organizer. Use a resource like Common Lit for student choice in texts!