At this point, all of my colleagues are inexpressibly tired
of hearing about my gamification of Macbeth. They are nice about it, nodding
and smiling as I talk about “fiero”, self-motivated learning, menu missions,
and XP. When I mention leveling up, I often hear from them, “Oh, I heard them
talking about levels…is that your class?”
Collaboration with my colleagues is one of the real joys of
teaching for me, but it isn’t often that we are able to truly connect with our
practices. Perhaps that’s why it’s so special…it happens so rarely. Of course,
I have to take into account that it might be the crying wolf affect. I shoehorn
my wild ideas into conversations so much they probably have the auto-mute set.
But gamification feels different. There’s a certain on-the-edge
sense which is really exciting, but there is also so much promise. What am I
excited about? Exactly the same concepts that my Macbeth collaborator Jared Colley
mentioned in his post, but lately I’ve been thinking about the soft skills that
are developing through this project.
Assessing ability
Through the XP grading system, I’m starting to see how
students can be assessed not just on intellectual ability, but also more
difficult qualities such as determination, persistence, and creativity. This
system avoids soft-grading by teachers, such as giving a kid a B- just because
they try so dang hard or slapping an A on a paper by one of your best students
simply because you know they can do the work. They are now judged by the work they
master, be it an A or an F, and I admit, I have changed some of my previous
judgments on students in my class. For example, I have a few students who
started the project late and their determination to catch up and do well has
been remarkable. As well, I’ve seen straight A students struggle with a system
that is not institutional, which I’m hoping will help them develop new skills
instead of knowing how to work the system. The kids are realizing this, and it
has motivated them to work harder since the assessment is more authentic.
The amount of creative power occurring in the classroom is
staggering, from creating costume ideas, set designs, and literary leaps of
interpretation. Two students have shown their crafting abilities by using power
tools to create prop daggers, one has suggested building a sword with his
father, and another is now thinking about how he can make traditional Scottish
armor. In a more traditional sense, one student has translated the entire play
into modern language (don’t worry, I checked for plagiarism) and now others see
that as an easier way to make the A. Seriously, think about it. Students
consider translating an entire Shakespeare play a loophole!
Self-management
This is one area that I was worried about before the project
started. Would my students be able to manage their time (considering there are
no due dates or daily requirements) and finish the necessary work to make an A?
As I track their progress, I’m seeing positive results from half the class,
with another 40% needing to step it up just a bit. There is a 10% that have
fallen very behind, but I’m turning that crisis into an opportunity, as you
will see.
Overall, however, I see my students plotting the next couple
of weeks, creating their own personal deadlines to achieve results. We have
tried so many methods at our school to instill this idea of responsibility, but
often to little avail. With the concept of ability assessment above, the
students are realizing that this system is a true reflection of their ability to
work hard, and in the end, there are no excuses. That is a powerful
self-realization for anyone at any age.
Safety nets
But there will always be those students. Unengaged,
preoccupied, jaded too early, coddled to much, whatever the reason. It’s the
old 80/20 problem (20% of our students causing 80% of our problems). But
instead of worrying about how to constantly urge them forward through the
gamification, I turned the project into a privilege. I began Macbeth telling
them they have a choice, gamification or traditional, and that the traditional
would take place with me one-on-one at a different table every day, using the
curriculum of quizzes, essays, and tests they are accustomed to. No one chose
traditional, but I warned them that those lagging behind would be mandated to
that traditional style.
That point has come and now I have 10 students (2 in each
class) that meet with me for individual discussion and assignment while the
rest of the class works on their Macbeth levels. These are students who have
always needed the extra time to sit down and talk out the content, but never
had the opportunity because of class demands. But gamification has provided me
that time. It has even allowed for special instruction in essay writing for a
recent transfer and an EAL student (who is not in traditional and is actually
destroying the levels right now). Even more interesting, most of these students
are excited because now they have the undivided attention of the teacher in a
more personal environment. They may not be gaming, but they are still excited
about learning.
Jared and I will be writing more about these great
experiences, and at some point, we are going to have to talk about the huge
amount of work that goes on behind the scenes. This is the secret that every
game designer knows, the more intuitive and playable a game, the more work it
took behind the scenes to make it happen.
But for now, we are going to enjoy the process of discovery
and refinement and joy. Now that’s a word that is often bandied about and
rarely truly seen in a classroom. Sure, you may occasionally see the joy on the
face of struggling student who did well on a test, but we are seeing it every
day, in every class, by groups of kids who are learning, having fun, and are engaged.
My colleagues may be bored with my pedagogy, but they can’t ignore students
jumping out of their seats during study hall, fists pumping in the air because
they’ve achieved Level 4.
