Here is a sampling of the first Power Cards.
They will be embellished with different sheens and colours to differentiate the very rare ones from the more common ones. I have a few things to figure out yet with the card generator that I’m using.
The kids do not speak French. At all. The language on these is WAY above their capability. But that’s part of my differentiation plan. Those who put more into learning the game will acquire a broader and more robust vocabulary in so doing.
The cards will come into play in class, as part of a bigger game. I’m working on the Narrative right now.
I have attack cards in the works as well that they can use during tests, quizzes etc. to look up an answer to skip a question etc. But those cards will be earned during class time. There’s an element of chance to it all, but there’s also going to be skill built into the games.
Some preliminary ideas for learning games and formative assessment:
I’ll use the drones from my tech classes to conjugate verbs outside using a grid and sidewalk chalk. That way the kids who are better with motor skills, but weaker academically play a valuable part.
We’ll do Jeopardy but they can use the cards for extra time, to cause another player to miss a turn, to double point value etc.
We’ll do pictionary-type4 activities, we will use our devices with apps like Kahoot and Socrative for fast-paced answers.
I have a million ideas. I’m glad I knew about this new teaching assignment before the summer so I’d have a chance to put into play a bunch of the research I did with my M.Ed. I want this to be minimal paper and maximum learning. I’m using the work of Yukai-Chou and his Octalysis model as the backbone, and conferring (via Twitter!) with Scott Hebert who built a grade 8 science class in a gamified structure. His knowledge of resources and gamification has been invaluable.
I’ve secured my web address at which to start building the mini games and battles, and to house the videos.