There is One... Among Us...

 This week I decided to try to incorporate the wildly popular game Among Us as a review lesson in my classroom.

My school has been in-person for about two months. There are many restrictions in place to keep everyone a safe as possible - desks six feet apart, masks, limited movement in the classroom among many other protocols. Many of my engagement activities have been heavily modified or eliminated due to the restrictions, so I have been trying to figure out new ways to increase engagement and excitement.

Enter Among Us. If you are not familiar, Among Us is a wildly popular game/app apparently played by nearly every middle schooler in the country. You play the role of a member of a derelict spacecraft and are either one of the 'crew mates' or an 'imposter.'  While the goal of the crew is to save the ship, the goal of the imposter is to prevent repairs and eliminate all of the crew members. If you have played camp games such as Mafia or Town of Salem, it is very similar. 

How, though, to do this within the classroom of restrictions?  The game itself has a few basic characteristics: Crew members complete tasks in any order to save the ship. Imposters sabotage repairs and try to kill off crew members. There is a vote to eject a player. The goal of the crew is to eject the imposter. The goal of the imposter is to have them eject crew members.

I decided to use Desmos to build the game.  My thought was the first slide could be instructions, then some slides for 'tasks', a slide for the imposter to eliminate a crew member, a slide for a chat, and a slide for the group vote. Then have two slides at the end: one for a crew mate victory, and one for an imposter victory.

On Friday, I tried it out. To say it was well received would be an understatement. I first asked how many students had played before and every.single.hand.went.up.  The excitement and anticipation was incredible. They were already lobbing "how are we" and "what if" questions my way when I asked them to filter their questions and reminded them I haven't explained the rules or procedures. 

I emailed one student a message that said, "you are the imposter" and had each of them check their laptop (we are a 1:1 Apple school.) They then logged into the Desmos as a class. I explained that there are eight tasks (review slides) that they can complete in any order. Meanwhile the imposter needs to also do some tasks because if they just stay on one screen it will look very sus. Their job would be to get to screen nine, pick two classmates to eliminate, and return to tasks without being noticed. 

The game started and after a few minutes of them doing tasks the imposter struck and I hit the pause button. A small gasp was heard as students realized what was happening.  On the board I wrote two names - students that are now ghosts.  I opened up the chat and voting screens and let them discuss via chat, though they were more than excited to share their opinions verbally.  For this classroom version, I let everyone vote. After some discussion, the vote leaned towards 'skip' and nobody was ejected. 

Round two came to an end with an ejection and an announcement from me: "E____ was ejected.... E____ was NOT the imposter. One imposter remains..." Having the eject sound effect play added to the experience. 

Rounds three, four, and five all led to ejections as well.. and all none were the imposter. Unfortunately at that point we were out of time so the imposter revealed herself and an audible group of "I KNEW IT" and "YOU WERE SO SUS!"  erupted. 

The students were so enthralled by the game that their next-period teachers told me they had to remind students that the game was over and they needed to focus on their current assignment.

So from a student perspective it was a smash hit - but what about from the math review side? All of it is fun, but if they didn't do their review tasks it wouldn't really be effective.  I was so happy to see it was very successful. Students completed tasks with expected levels of accuracy and relatively quickly. Many had nearly all 8 tasks complete by the time the game ended. 

I got quick feedback on questions that were tough

I can't wait to try this one again. I'm looking for ways to as a 'sabotage' element to the game, so any of my readers that have experience with Desmos and could suggest something, I'd love to hear from you. 

Front Loading the Gaming Experience

I hope everyone is having a great first week back (or is getting ready for an amazing first week back!) We've had a great start to the school year here in Central Ohio.  The weather has been amazingly mild (which is fantastic since I'm training for my first marathon), student attendance has been near 100%, and the gamification of my classroom is well underway!

Are you building excitement in your classroom? Are students dying to be called on in your class? If you are having trouble with this, read on!

We started our year with many of the team building activities I outlined in my past few blogs.  It really helped students and teachers learn names, set up a classroom culture of focused fun, and allowed students to get back into the routines of school after a summer off.  It was so nice to not even touch academics until the fourth day of school!

I also show my math class this video.  It is an amazing four minutes during which so many students, especially female students,  make incredible connections to the speaker.  It also destroys various stereotypes about 'math people.'

• "She's a math major? She looks like she'd be in fashion."  
• "That's so true - I always compare myself to everyone else!"
• "I never thought of it as being at different places." 

For math class at Marburn, we start with pre-assessments which have students check out on basic facts for all four major operations, as well as whole number, fraction, and decimal computations.  As a class we have decided to do an operation a day and follow it up with a mini game.

objective: don't die!

We talked about how math is like a video game.  Students had to face 'speed boss levels' for their 2 minute timed fact test and then take on 'mini-boss challenge' for their operations.  You'll get a challenge, and sometimes you'll beat the boss level.  When that happens you get to go on to more challenging levels where you use the skills you've learned to take down stronger boss levels.

If you don't defeat the boss, you get new items and techniques to be better prepared the next time you reach that end level!  Most of the students attached to this quite well.

Many have enjoyed the paradigm switch from "I didn't do well on the assessment" to "I need more power ups before I'm ready to beat that boss level."

I've also enjoyed impressing my new math teaching partner with my ability to turn any game into a classroom activity.

"Hey, Erika, we're going to play Clue today in math."
"Clue... in math? Can't wait to see it!"

Students came into class while some mystery music is playing.  They saw their names on the board in groups of two with the instruction of 'sit next to your partner.'

But what if my partner is the killer?

From there I went through the procedure that is outlined below, making sure to keep the drama going strong throughout.

Game: Clue
Materials needed: Clue (cards and suspect sheets), white boards and markers (or notebooks)
Prep: Powerpoint of various math problems

Procedure: Put students into groups of two or three.  One person is the first 'writer'.  Each group receives a clue card of suspects, weapons, and location, a mini whiteboard, a marker, and a high tech white board eraser (a tissue.)

Each group also gets a set of 'clue' cards based on how many groups.  The game has 21 cards, 3 of which are removed as the confidential 'answer.'  The other 18 cards are divided up among the groups.  This may mean that some groups get more initial clues than others, for example 6 groups would have 3 cards for each group, whereas 7 groups would have 2 or 3 cards per group.

Students should take a moment to mark off the clues they have been given.  After that, they should leave their clues face down where anyone in the room would be able to access them.  I generally have them 'fan' out their cards on their desk.

Put the first math problem on the board.  Students work as a team to get the correct answer, but ONLY THE WRITER may write on the whiteboard.  Other students can help, guide, and suggest, but the writer is in control.  This also means if there is a disagreement about an answer or procedure, the writer gets the final say.

After an appropriate amount of time, have the students hold up their white boards. Any students that have a correct answer will have a chance to gain more information.  The writer passes the white board to their partner (or the next student if there is more than two in a group) and stands up.  They take one of their clue cards and can walk to any other group and trade.  They put their card face down and take any of the other group's face down cards. I have a specific procedure for this to minimize arguments and issues:

     a) trading round all happens at the same time
     b) once you touch a card, that is the card you take
     c) you have 15 seconds to trade

During the trade period, writers that had correct answers may trade with ANY other group, whether or not that group got a correct answer.

We do this is 'slow motion' the first couple of times to get used to the movement.

From there the new writer takes over for the group, a new question is posted and the procedure is repeated.

As the game continues, some groups may get close to solving the mystery.  If a group thinks they have the correct answer I have them circle their guess, but the game continues without them announcing their accusation.  If time runs out, groups circle their accusaton on their answer card.

I generally then give out the homework and announcements, and really build the anticipation of the contents of the confidential envelope.

I also give any correct investigators this certificate with all of their names on it.  I generally wait until all classes have played and list all the winners on one certificate.  I also post the certificate outside of the classrooms.

As they get used to the game, I change the cards to ones that have a bit more personality - I'll use teachers from the school as suspects, rooms from the school, and school items (staplers, scissors) as weapons.  This really gets them even further immersed into the gaming experience.

I love the engagement that this game naturally builds.  Students start to develop strategies such as trying to track who might have the cards they need to see, convincing other groups that they want to trade with them, and discussing answers to ensure they can gain new information.  The anticipation and excitement builds as more clues get revealed.  I've also added variations to this game so that if a group can explain their reasoning they get a 'double trade' (trade two cards instead of one.)  You will NEVER see students SO EXCITED to WANT to get called on as when you say "this question can earn a double trade."

I hope some of you try out this game in your room.  If you do PLEASE let me know how it goes and what variations you use! I love hearing different 'mods' in the game world!

Today I will read your future minds...

A few weeks ago my math class started algebra concepts.   I have a fantastic lesson that I spiced up thanks from some advice from Dave Burgess and his excellent seminar on how to Teach Like a Pirate.    Students sit down, get out their notebook, look up and read the board.  However, instead of the usual warm up or friendly message, they see :  "Today I will read your future mind!"

They giggle as usual, and taunt my talents.  I play along - "Oh, doubters... just wait.  You don't even know what you are thinking yet... but I do...."

With that I take out an index card and turn my back to the class.  I look over my shoulder a few times, making sure to have direct eye contact with a few of them.   As I'm turned I write a message on the index card.  I put this index card into an envelope, seal it, walk up to one student very deliberately, and put it into the student's binder, folder, or book, warning all of them not to even touch the envelope.  I then explain how soon they will all write what I have just written on this card.

Hook?  Check.

I then lead them through the typical pick-a-number scheme where you add, multiply, and do all this magic to the number.   I encourage them to choose a lower number as there is some arithmetic to do to this number, but really any number will work.  No calculators are allowed and students must show their work for each step.

Here is the algorithm I lead them through.  I haven't tried reading minds over the realm of the internet, but I'm willing to have a go.  All of you readers, math geeks and non, should play along.  I'm curious if I can use my psychic powers through wifi.  Here are the steps I give my students:

• No talking from here out - it disrupts the psychic energy.
  
• pick a number 
• double that number
• add 4 to the result
• triple that result 
• subtract 6 
• divide by 6 
• add 4 
• subtract the original number from this result (this step usually takes some clarifying)
• circle this final answer

Now I want you to look at this chart.  Find the letter that corresponds to the final answer circled on your paper and write that letter on your paper.

For instance, if you got a 8, you'd choose 'h'

I always make sure to walk around the room to see what number is circled and to clarify this step.  I also help students that may have made a mistake in arithmetic.

Once everyone has their letter I stop and build the drama a bit more.  I close my eyes - pretend to meditate... whatever. Get a good psychic vibe in that room!

When I continue I ask them to think of an animal that starts with the letter they have written down and have them write this animal in their notebook (telling them specifically that spelling doesn't count.)  For example, a student that gets an 8 could write 'hyena'.

I then ask them to think of a color that animal can be, and to write that as well.  For instance, if they got an 8 they might choose a brown hyena, but can't pick a pink hyena.

At this point I walk back to the student that has the envelope.  I look at the answer in their notebook and smile.  I ask them if they think I have the same thing written on the card in the envelope.  They always hesitate.  The anticipation is thrilling.  I ask that student to open the envelope and to read out loud what is written.

Most of the time they don't even read it out loud.  Most of the time they shout out "NO WAY!"  Generally what happens from there is the rest of the class reacts with shock and awe with a hint of fear.  Eventually the card gets read.  Students are in disbelief.  How is this possible?  Will you teach me?  PLEASE? TELL ME YOUR SECRET (seriously - students begging to be taught?)  Nobody can believe that I have done the impossible.  Same color. Same animal... well, 95% of the time.

If you are playing along you might wonder what is on in that envelope and if I've read your mind through the world of cyberspace.

You may wonder, if in fact, I will end this post with the words grey elephant.  

I think I will.

Next time I'm using one of these as a prop.

Food drive - Hunger Games Style.

If you are a fan of authentic student engagement, you'll really enjoy this blog.  If you happen to know anyone that doubts as to how authentic student engagement leads to better participation and results, please encourage that person to read this blog.

As most schools do this time of the year, our school held a three day food drive to benefit a local food charity.  Typically this drive raises between 50 and 100 items per classroom.  Students are encouraged to bring in two items, and get a dress down day if they do that (our students wear school uniforms daily.)  This incentive is the usual buy in for the students.

This year, my amazing teaching partner found an activity which turned the food drive into "The Hunger Games."  (Hunger Games, get it? Food dri... oh nevermind, read on.)

Here were the rules:

Our three classroom middle division was split into six districts.  Students supported their district by bringing in food items.  Items were counted and at the end of each day we had an elimination ceremony.  The district with the fewest items was eliminated from the competition.  Then, the item count for each district would reset to zero for the next day.

At first we were worried about eliminated districts no longer bringing in food (after all the end game was to support the local food bank, and this action could be detrimental towards that.)  To work around this, all districts that were eliminated could become sponsors and support districts that were still in the competition.  Basically, you didn't win, but you can keep your friend safe from elimination.

It's good to be the king.

On Wednesday our food drive began. Students came in and piled food into their self-decorated district boxes.   The initial results were encouraging as each classroom brought in an average of 65 items.  Remember, this food drive typically brought in a total of 50-100 items per classroom over the three days, so we were really excited to see that we'd already come close to our expected total.

At the end of the day we all went to a common room for the elimination ceremony.  As students walked in they saw the Panem flag projected and listened to the Panem Anthem playing.

We reviewed the rules - and how the district with the fewest items would be eliminated from the competition.  However, they can help their friend's survive by sponsoring them the rest of the week.

Then the students heard cannons go off... a total of eight cannons were shot and the losing district was displayed on the screen.  Eight students faces were shown to the middle division.

The cheering was enormous.  Students were genuinely excited to still be in the competition.  At first students started taunting the losing district, but quickly realized that those students were now their allies.  The buttering up and praise starting flying.

One district down, five to go.

Thursday came along... Our school starts with morning gathering - lower, intermediate, and middle school all gather in the gym for morning announcements.  That Thursday, there was an electrical buzz in the middle division section. Students were saying how many items they brought in,  showing swagger towards other districts, trying to get District One to sponsor them - they were fully engaged in the activity, and it wasn't even 8:00 am yet.

Little did they know that the Capitol had a special announcement that day.

Students brought in their items to their district leaders.  Students kept trying to find out how many items their district brought in and what place they were.  Teachers didn't budge - all results would not be made public until the elimination ceremony.  When we met as a division, we were shocked and thrilled with our day two results.  On Thursday alone each classroom brought in an average of 110 items.  Each. Classroom.  Again, this is a food drive that never brought more than 300 items over three days, yet here we were at 526 items after just two days.

District Four's Day Two Offering

The Hunger Game fever was so engaging that our middle division head of school as well as the school counselor decided to participate as well.  They announced that they would sponsor students that they observed following the rights and responsibilities (code of conduct) of the school.

Our Intermediate division was the group running the school food drive.  They were getting the typical 20-30 items per classroom.  Then they came to the middle division rooms.  It was wonderful watching the intermediate students' jaws drop when they entered our classroom.  They were not prepared to carry all of those items.

At the end of the day, students were again called together for the ceremony.  They heard the anthem, saw the flag... and students started saluting.

This was totally spontaneous. And a bit exciting.

(I do have authentic photos of this, but school policy prohibits me from posting student images.)  

It made the Capitol's announcement all the better.  Students heard the cannons go off, and started counting... but got confused.  Despite the largest district being eight students, 14 cannons went off.

District Five and District Six were shocked to see both of their teams on the screen... eliminated.

The shock on students' faces was replaced by smirks as their friends quickly started negotiations for their sponsorship.

Day three literally began with students bringing in bags full of items. The teachers were staggered as to the amount of food that we saw at morning gathering.  Again, district leaders took counts and recorded them on the google sheet.  Students petitioned adults to sponsor them throughout the day.

I also learned a valuable lesson.  Never try to petition a Manchester United Fan when you represent Chelsea.  Good student relationship moment, though :)

The final elimination ceremony came with another announcement from the Capitol.. and this one was much more kind.

You see - throughout this whole activity - throughout the announcement of the districts, the challenge, the eliminations, not once did we mention a winning prize for the final surviving district.  When we were occasionally asked about a prize, we just told them 'bragging rights' or 'a feast beyond your wildest dreams.'  Behind the scenes we had talked about buying cupcakes or other small treat for the winning district.  However, after seeing the amount of food and the positive engagement,  our division head had another idea.  She asked the middle division staff if a pizza party would be an appropriate reward for all the districts, even the eliminated ones.  We unanimously said yes.

Still, there had to be a winner of the games.

Fifteen cannons were fired and District Three and Four saw their faces on the board.  District Two was the winners of the Hunger Games.

However, the real winner was Homeless Families Foundation of Columbus.  In a typical food drive our classrooms raised a total of about 300 items over the three days. This year our three classrooms raised 1056 items in three days - three times the typical amount.

The amount of student engagement in this activity blew me away.  I have never seen so much excitement about a food drive (or any other charitible event such as penny drives or clothing drives.) The students excitement spread to other grades as well as other adults in the building.   So again I contend anyone that says authentic student engagement does not increase participation to  please contact me.  I have a special seat in the Capitol waiting just for them.