The Gamification Process Continues

In order to create functional leaderboards, I needed to do some research into Google Sheets. I had used spreadsheets before, but the most complex thing I ever did with them was to sort them A to Z. I needed a spreadsheet where I could keep up with experience points, gold, badges, levels, etc. I also wanted to allow students to see their progress without showing everyone else's. And I needed to be able to have team leaderboards.

First, I learned how to insert images into Google Sheets. This allowed me to insert student avatars and badges into a sheet. Then, I created sheets for each student. I learned how to pull only that student's information from my master sheet to populate the cells of their individual sheet. This way, each student can see his / her progress.

While searching for websites to tell me how to do these things, I ran across the Google for Education Training Center. I looked through the lessons, and realized that I already knew how to do the things for the Level 1 Certification. I went ahead and registered for the exam, and spent 2-1/2 hours doing it Sunday evening (you have three hours to complete it). A few minutes later, I found out that I passed! Now I get to display the following:

That's what I get for consistently using Google Apps for Education in my classes! They do make things easier. I would like to take a look at the requirements for the Level 2 exam and the Trainer exam, but that will have to wait until I'm a little less busy (probably after I submit my National Board stuff).

Advanced Ceramics Gamification Day One

I got a later start than anticipated due to snow days. Our first day back had a delayed start, so my class was only 55 minutes long instead of the normal 90 minutes. I knew we wouldn't get as far as I had planned, but I didn't want to waste any time. As the students entered, I handed them a one question survey.

I need to collect data to prove that what I am doing is increasing student engagement. I used parent surveys (several parents said their students aren't motivated) and classroom observations, but I also wanted to see how my students felt.

I gave them one question. What is your motivation level in my class? They had three options. Option one was 'Compliant - I learn because I have to - I'm not really interested but I'm doing what I'm told.' Option two was 'Engaged - I learn because I'm interested in what we are doing.' The third option was 'Empowered - I learn because I want to and the learning is meaningful - I see value in what we are doing and how it relates to my life.'

When I evaluated the students based on classroom observation, I scored 9 students as compliant, 4 as engaged, and 2 as empowered.

When the students evaluated themselves, 4 students said they were compliant, 10 said they were engaged, and 1 said she was empowered.

Clearly, there is room for improvement.

Once the students turned in their answer, I moved them to their new groups. I did my best to arrange them with a balance of Ceramics II/III at each table, a balance of skill level, a balance of ethnicities, and a balance of motivation level. We began the journey.

Everything went pretty well. By the end of class, the students had chosen mythical animals and team names. We did not make it to the website, but I am okay with that. All of the students were actively engaged, and they were also communicating with each other - something that I was very pleased to see, since I broke up most of the groups that had been sitting together all year. They seemed to enjoy doing something different. I can't wait until Monday when we will (hopefully) get to the website.

A section of my spreadsheet at this time: