Yellowdig As An Example Of Gamification In The Classroom

Alfie Kohn discussed multiple fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning which causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases, grades can have positive effects on students. For example, setting goals for various assignments, or receiving help where they are struggling. Though, there are alternatives that could make positive changes in the system.

|Participation |Participate in class discussion and in class quizzes. If a student misses in-class time, |2-25-13 |10 points |

At this young age, it is recommended that criterion specific rewards be used to motivate Doug and increase the frequency of positive behaviors in the classroom (Curran & the IRIS Center, 2003). Criterion specific rewards are incentives that are customized to individual students and based on what motivates them (Curran & the IRIS Center, 2003). Initially, it is necessary to identify what motivates the student and proceed to utilize that information to create

Alfie Kohn discussed many fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades such as, portfolios or narratives. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning, this causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases,

The Classroom Management Plan (CMP) reflects Quality Indicator 5 (QI 5) because it has good examples of how to motivate, engage, have positive-social interactions with, and self-motivate the students in my classroom. I will motivate the students in my classroom with extrinsic rewards that the students will have to earn. In my classroom, I will have Dojo points and a treasure box full of rewards. I will also have extra recess and GO NOODLE dance parties as entire class rewards. Theorist, Fred Jones says that extrinsic rewards for students in the classroom helps with having positive behavior and minimizing behavior problems. I will also create a learning environment that engages the students by finding out the interest of each student. I will

Jennifer Schnidman Medbery, the founder and CEO of Kickboard, graduated from Columbia University in the City of New York with a B.A. in Computer Science in 2006 (Medbery, n.d.). During her stint at Teach for America (2006-2008), Jennifer Medbery taught math in Helena-West Helena, AR (Medbery, n.d.). In 2008, Medbery accepted the position of a founding teacher at New Orleans Charter Science and Mathematics Academy (Medbery, n.d.). What astonished her was that the most challenging facet of the work was keeping track of student performance (Fenn, 2011). She came to the decision to make software that can help teachers analyze and track students’ progress and behavior (Fenn, 2011). In 2009, Jennifer Medbery presented a prototype for Kickboard, a web-based application for tracking school analytics (Larino, 2013). Medbery’s company, Drop the Chalk, has expanded nationally (Kickboard was launched across 20 states by 2013) (Empson, 2013).

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Hey! This week in Instructional Technology we looked at some formative assessments. My group did an app called Plickers. So what is Plickers? Well, Plickers is an assessment that allows the teacher to create a class and questions. Once the class and questions are done, the teacher will print out the Plickers Cards. Your students will rotate the card to indicate their response. The teacher then takes their smart phone or iPad and takes a photo of the cards using the app. Then the teacher will get a response based off the students answers.

Did you know, that in some schools, they have abolished the grading system and you have as many attempts as possible to get the answer right(Vivian Diller)? This isn't even close to what would happen in a real job, if you keep failing, you are going to get fired. Students in any kind of school should not receive participation awards because they do not deserve an award for "trying", you cannot get far in life by "trying."

According to the text “Gamification of learning”, If teachers could make a classroom involving games. For learning it could help students understand learning more. Also, this idea would also make learning energetic and easier to pay attention in class. Next, this could encourage students to want to learn more. This also has a chance to bring fun and joy into the classroom.

Books: providing an area where the students can obtain books, such as a classroom library and encourage reading through the completion of work (students can read silently), AR testing, motivate the students to read a book then take an AR (accelerated reading)

If a student worked hard and tried their best, they got to put a sticker on their chart. Once they get a certain amount, a student earns a prize.

Both articles agree that gamification is a very advantageous idea, but disagree on why. "Checking In" by Hiwatha Bray focuses on the economic advantages gamification, while "Your Life, The Game" by Stephanie Warren Drimmer focuses on the personal advantages. To conclude, the two passages have differences in the way they address the theme of turning everyday activities into

Subjects that might be monotonous for some – like math and science – can be much more engaging with virtual lessons, tutoring, and the streaming of educational videos (Khan, 2012, p. 17). This carries tremendous weight for me. As a student who struggled with Math, the best way that I learned was through computer games because it was fun and interesting to me. When students are given the opportunity to learn at their pace, stress levels are managed and scores are increasingly higher because the student is given the opportunity to grow their confidence and complete the task at hand without feeling any pressure.

First, you must show up to class. Then you need to ask questions, provide feedback, suggest ideas, help a peer on the computer, etc. Students are expected to actively participate in each class and in Blackboard discussions and assignments. Participation is defined as working actively within the class or your assigned group(s), adding to the discussion of in-class activities, whether role-plays debriefing, case analysis, or learning opportunities in the classroom, and posting responses to and questions for discussion threads assigned in Blackboard. Participation will be included as part of the grade in this course. You will be assessed on your participation in the classroom (beyond simply attended class) and your participation in discussion threads. So, you will have to actively be in class and participating each week to earn your points. Active input from students in regard to their experience and opinions will enrich the class experience. In addition, a student’s interactive involvement in all discussion posts and assigned activities is important for creating a shared learning environment. This includes during class as well as participating in online discussions outside of class.