On the left you'll find a copy of an activity I've created and used for 1.5 terms. On the right you'll find a description of what I'm trying to achieve through this activity, what I think worked and what I think didn't work through this activity.
MA 231
THE Game
Rules of the Game:
Each week you have a different team (size doesn't matter), chosen randomly.
You will work in these teams on in-class examples.
I will call on a single person to answer a question I ask.
For each correct answer, you get 1 point. So work together!!
The team with the most points by the end of the week will earn 3 extra credit points on the next exam.
The person with the most points by the end of the term will earn 5 extra credit points on the final exam.
You will have 5 chances to earn these extra points.
In the workshop FIT: Motivational Teaching Strategies, the idea of rewarding hard work is highly promoted. This activity is a direct result from this idea. I created a game in which students are "forced" to participate in the classroom. However, they are put into groups in order to dull the fear of being singled out. The additional benefit of group work is that they can teach each other. I call on a person randomly so that everyone in the group is "forced" to understand how to do the problem. Also, the groups are randomized. This way quicker students aren't always set up with quicker students, girls aren't always working with girls, etc. I wanted to have the students work outside their comfort zone because in real-life you won't get to choose with whom you work. Finally, I reward the students with 1 point if the answer is correct. They aren't docked 1 point if it's wrong. The point go toward extra credit on the next exam. Then, the person with the most points (because groups are randomized), will get extra credit points on the final exam.
What did work:
The students worked in their groups when asked. They didn't complain about this at all (unless I asked them to the board).
The extra credit points also seemed to motivate students to do better in the classroom so that they can earn those points.
What did not work:
The randomization of the students and groups needs a better system in order to be completely honest. I created a list of students each day so that each student had a chance at being called on. However, if the game was completely random and each person had equal probability, one person could potentially be called on several times in one lesson. I'm still working on this idea.
While the game motivated students, many wanted to spend more time on examples within their groups rather than finish the examples together as a class. This became an issue during classes where examples were more involved. Students became a bit uncontrollable. I need to work out a better system that still allows me to keep control of the classroom.