Saving Professor Campbell Anne McDougall & Genevieve Goupil ETL - - PowerPoint PPT Presentation

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Saving Professor Campbell Anne McDougall & Genevieve Goupil ETL - - PowerPoint PPT Presentation

Jul 02, 2023 223 likes •1.18k views

Saving Professor Campbell Anne McDougall & Genevieve Goupil ETL teachers , Montreal https://gamifyesl.com Gamification of the ETL classroom: What, why and how? Presenting the game to the students The game What is gamification? The

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Saving Professor Campbell

Anne McDougall & Genevieve Goupil

ETL teachers, Montreal

https://gamifyesl.com

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Gamification of the ETL classroom: What, why and how? Presenting the game to the students The game

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What is gamification?

The application of game mechanict to a non-gaming environment, so as to make a challenging task seem more attractive. I would add “to have students make use of language learning strategies without having to explicitly teach them. »

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Teacher to students

“You don’t know how to speak English, you might nou know how to learn English but you do know how to play a game, so let’s start there.”

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Gamification

  • With feedback to and from students
  • With students generating language with no

fear of wrong answer

  • Formative evaluation
  • Encouraging autonomy
  • With points awarded for

displaying use of learning strategies

  • With teamwork to support

learning

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Many classroom interactions look like this:

I know the answer! It’s ... Who knows the answer? Excellent! “Correct answer student”

Classroom Talk

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I know the answer (but I knew it before). I think I know the answer but I am nou sure ...

The “ I am nou sure” student.

A closed and predictable outcome

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I have a question about it... I can say some of it... I know it in French.. Maybe it is on a poster on the wall...

Learning strategies aren’t expressed

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The teacher does nou see me. I am bad at this. I will never get it. I am dumb. May as well do something else...

Eventually these thoughts turn into …

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Nouhing new here. I think I will talk instead. I already did this last year.

Knowing the right answer hits a wall

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What is this number?

4

Four ! Correct !

Much more preparation work!

Teacher is limited as well …

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It is “...” in French. What can you tell me about this? Yes, remember there is no wrong

  • answer. What else

do we see? I know the answer it’s ... I can say that sentence with “I” instead of “we” I can add an action.. Yes, anything else? On the poster ... It shows he/she /it too... Yes, anything else? Yes, did you look somewhere for that answer? Great, what else do we see there?

An alternative …

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3 Thirteen !

How do you spell 8?

I see three !

One !

I have three pencils !

We are never done …

I am ten !

We are 27 students !

How old are you?

(Inaudible sound)

There is no wrong answer, only contributions to the learning space

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Here’s an example!

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Share

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Gamification

  • With feedback to and from students
  • With students generating language with no

fear of wrong answer

  • Formative evaluation
  • Encouraging autonomy
  • With points awarded for

displaying use of learning strategies

  • With teamwork to support

learning

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I can statements (Teresa Hernandez)

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Theme

Points Group work Class management Assignments Individual work Side quests Random events Participation I can statements (more later) Levels Groups

These count for variable points. These count for grades and fixed points. These count for variable points.

Pick a theme, any theme …

In Practice

Pick a theme any theme!

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Endless Possibilities

Whatever your students are interested in can be become a game theme.

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Theme

Points Group work Class management Assignments Individual work Side quests Random events Participation I can statements (more later) Levels Groups

These count for variable points. These count for grades and fixed points. These count for variable points.

Gamification Structure

Participation Random events

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Team Individual Side quests

→ Name as many animals as you can, write them down in your teams. → Classify these animals into categories. → Describe the 3 animals projected on the board. → Create a mythical animal by combining your favourite animals together. Describe it. → Describe one of the 3 animals on the board. 70% -5 sentences:

  • description, general (colour, size)
  • description, specific (ie claws, fins)
  • habitat
  • diet
  • action

80% add 2 sentences 90% add 4 sentences +10% correct → +5 Describe your pet. (4 sentences) → +5 Describe your favourite

  • animal. (4 sentences)

→ +10 Make an adoption poster for an animal. (5 sentences + drawing) → +10 Look up animal shelters

  • nline. What did you find
  • ut? (6 sentences)

I can describe animals. I can use words. I can make sentences.

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Theme

Points Group work Classroom management Assignments Individual work Side quests Random events Participation I can statements (more later) Levels Groups

These count for variable points. These count for grades and fixed points. These count for variable points.

Classroom management and participation

Random events Participation Participation Random events

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Theme

Points Group work Classroom management Assignments Individual work Side quests Random events Participation I can statements (more later) Levels Groups

These count for variable points. These count for grades and fixed points. These count for variable points.

Pick a theme, any theme …

In Practice

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Random Events

+ 5

Y

  • u

m a d e f r i e n d s w i t h a s h a r k !

+5 Vocabulary: name 3

shapes and 2 colours.

+5 Describe an animal 3

sentences.

  • 5 You fed a chocolate

cookie to your dog.

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Share

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Classic gamification model

Grades are NOT separate from the game

Might contribute to anxiety Game only works for high performers

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Adapted Classic model

  • Groups accumulate points for shared work (practice)
  • Individual work is recognized with fixed grades
  • Grades ARE separate from the game
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Saving Professor Campbell

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Theme

Points Group work Classroom management Assignments Individual work Side quests Random events Participation I can statements Levels Groups Variable points. Grades and fixed points. Variable points. penalties Saving Professor Campbell Points: finished tasks

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Travelling Abroad

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International organization which tries to develop

positive change in these areas:

→ Peace and security → Climate change → Sustainable development → Human rights → Health → Gender equality → Food production

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The goal is to

make the world a good place to live for as many

people as possible.

Conclusion

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Water shortage

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You need water to:

→ Stay clean → Keep your house clean → Wash your clouhes → Wash food → Prepare food → Wash dishes → Hydrate the body → Water plants → Hydrate animals

→ Live!

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Without water...

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Representatives of all countries

→ Represent your country → Defend and help ouher countries

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General Assembly

This special assembly was

  • rganized because we have a

problem which involves the world.

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Top Secret

M i s s i

  • n

: S a v i n g P r

  • f

e s s

  • r

C a m p b e l l

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Name:John Campbell Age:82 Height:1m57 Eye colour:Green Biography: John Campbell is a well-known professor at McGill University and a world-renowned author. As part of his research on how to make water without water,professor Campbell travelled to many different countries around the world, in order to collect samples for his work. Problem: The day after he wrote his last email, Professor Campbell woke up with no

  • memory. Doctors

believe that something happened to the professor somewhere in the world during his travels. Goal: Retrace Professor Campbell’s path around the world: Find out which country he got sick in.

Profile

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To: Professors Elena Ducouré and Christopher Heald Cc: My dear friend Teresa Hernandez Re: My “How to make water without water project” Dear friends and colleagues, I did it! I have finally discovered how to make water without water! Can we meet soon so that I can discuss my discovery with you? I look forward to sharing my discovery, John Campbell.

This is the last email professor Campbell wroue

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Professor Campbell’s discovery could change the world!

Water shortage is one of the most important issues.

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? ? ?

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Backpack

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Water Boutles

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Film & Memory Cards

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Seeds

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Postcards

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Souvenirs

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End

Beginning

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Each task will allow you to cross off off one

  • r several countries from the maps in your

folder.

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Leader

The leader decides if the answers are correct and ready to present. The leader checks all documentation.

Recorder The recorder is responsible for writing down information. Reader

The reader must read out loud all information.

Doer

The doer is the first one to take action, when needed.The doer must return all books and documents to the desk, by the end of the period.

Roles

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  • Ms. Hernandez is a very good

friend to Professor Campbell. She is also a multi-millionaire, and wants to help professor Campbell bring water to everyone around the world.

And now a word from Teresa Hernandez …

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Rules

  • 1. Since you are all from different countries, the language spoken in

this room will be English.

  • 2. You must keep secret all findings you gather as you perform tasks

in your team.

  • 3. You are nou allowed to look at the work done by ouher groups.
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Penalties

→ There is a maximum of 5 penalties for each task. → All penalties must be completed before the nexu task can be started.

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We wish you good luck in your tasks, and we hope that you will find the mysterious country !

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...Please open your folders. Before we get started...

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Continent Leader Recorder Reader Doer Americas Jane John Julia Juan Africa Asia Europe

Select your roles

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Look at the maps

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Comments & Questions

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Americas

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Decoder

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Seeds

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Geography Quiz

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Africa

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Postcards

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Postcards

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Recipe Riddles

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Recipe Riddles

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Animal Quiz

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Asia

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Souvenirs

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Morse Code

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pH Tests

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Plastic Boutles

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Europe

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Survival Guide

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Invisible Ink

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Prizes

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Penalties

→ Give penalties for broken rules NOT wrong answers !

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Individual Assessments

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Scoreboard

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Teamwork

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Teamwork

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If we were to do it again...

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Checklists

→ Student autonomy → Leadership → Reinforces teamwork

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→ Add an element of surprise → Points or penalties → Ex: ✓ Displaying knowledge (+5) ✓ Accident (-5)

N a m e 5 c a n a d i a n p r

  • v

i n c e s . ( + 5 ) Y

  • u

r t e a m t

  • k

t h e w r

  • n

g fl i g h t a n d e n d e d u p i n N e w Z e a l a n d . (

  • 5

) W h i c h c

  • u

n t r y i s c

  • n

s i d e r e d t h e c r a d l e

  • f

m a n k i n d ? ( + 5 )

Random Events

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Side Quests

→ Avoid boutlenecks → Exura points ! → Ex: Write a postcard to a friend, from one of the countries visited so far (+30).

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Front Loading Vocabulary

→ Develop vocabulary → Student autonomy → Reinforce teamwork → Ex: Tea Party

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Elementary

Cycle 3 I can follow instructions. I can use question words. I can use words in the task. I can request information.

Secondary

Cycle 1 Cycle 2 I can describe ideas and people. I can give advice and feedback. I can use discourse markers to link ideas. I can ask about events.

I Can ...

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Questions ?

Find pdf version of this presentation on https://gamifyesl.com as of Monday