Classroom Strategies, Technology

Spark learning with a Fliphunt

I first learned about Fliphunts from Natasha Rachell (read her blog here!). It seemed like such a cool idea that I bookmarked it and made a mental note to try it soon. Soon came along just after spring break, and I couldn’t wait to jump in with my students.

A Fliphunt is a scavenger hunt using Flipgrid! Students work in teams to record videos for as many challenges as they can in the alloted time period. At the end, watch the videos and tally up each team’s points to determine a winner.

Setting up a Fliphunt

The setup was super easy — I created this Slide with three levels of challenges (one star, two star, three star) based on difficulty level. A quick Google search or scroll through #Fliphunt on Twitter will lead you to lots of examples and fun ideas. I also created a student handout they could take with them when they went outside to record and check off challenges as they go. At the bottom of the student handout is the class scorecard; I printed one per period, then recorded scores as we watched the Flipgrid videos together as a class.

I created one grid on Flipgrid for the assignment, and separate topics for each class period. This is where “duplicate topic” comes in very handy!

Fliphunt directions

Running the FlipHunt in class

I used this Fliphunt as an introduction to a new unit, so each topic was something new they needed to search up and explore.

Students worked in teams of 3-4 to complete as many challenges as they could in about 30 minutes. I released them for 10 minutes to record at least one video, then had them come back in to watch what had been submitted, record scores, and quickly debrief the recording process. They went back out for the remaining 20 minutes, then came back in to watch and record final scores.

Students recording a video for our Fliphunt

Some groups weren’t as into the Fliphunt as others, and other groups struggled with effective teamwork; breaking up the work time helped keep these groups on track. Next time, I’ll add our lab group roles as an additional teamwork scaffold. Even with all the progress we’ve made with Mastery-Based Grading, some still struggle with motivation if they know there isn’t a grade attached–we’re working on it.

Using one iPad to research, and another to record.

On the bright side, the groups that were participating and excited made this a lot of fun for all of us! Some groups were extremely competitive and worked super hard. Many students let their personalities and sense of humor shine in the videos. It will be helpful to look back on these videos as learning tools as we learn more about the Earth.

Additionally, my teacher next-door neighbor is interested in trying a Fliphunt at some point, so we may create another one for an end of the semester review!

I’ll definitely do another Fliphunt with my class. We had a great time, and it was fun to watch students explore a new topic, navigate effective teamwork, and share their creativity with the class.

What are your tips for running Fliphunts with your students or staff?
Comment below so we can all learn from you!

 

GSuite

Choose Your Own Adventures with Google Forms

Technology can take us on adventures, far and wide! Where will you go?

I love working with teachers from all over the country, and helping them find meaningful ways to integrate technology into their classroom. So often, I come in for a day or a couple hours and hope something sticks. Occasionally, I’ll receive an email or tweet from someone in a workshop, sometimes months or even a year later, sharing what they tried and how it went.

Back in November, I received this happy email from Norm Peckham, an edtech trainer in Mesa, AZ: “I already had a teacher at one of my junior highs call me and he’s changed his whole lesson plan about migration in science so that his students are creating a [Choose Your Own Adventure] story in the Google Form template you created, and I’m helping him and his students out on Monday!!…” He went on to share some resources and example Forms he created as models for his teachers.

Seriously, how cool is that! It’s the kind of email that puts a smile on my face for days!

Student-created example, CYOA to USC

You’ve probably already figured out that Google Forms is my go-to tool for just about everything in my classroom. However, I haven’t talked much about student-created Forms. These Choose Your Own Adventure (CYOA) stories are a perfect way to get students comfortable with building Forms, since the template is already done.

Last fall, I had my 8th grade AVID students create Choose Your Own Adventure stories to take us on a tour of a university. This required a lot of background research to create interesting and compelling CYOA campus tours.

Here’s how we did it:

1. Students first researched the university, including history, average freshman profiles, campus features, and interesting facts.

2. Students planned out their journeys using this CYOA Google Doc. This took a little bit of explaining on my part, to help them see how the doc would eventually lead to a branching Form.

3. Finally, students made a copy of the CYOA Form to take us through their adventure.

Excellent description with 2 new options to visit next.

Once students were done, they presented their story and allowed us to choose two different adventure paths. Each student received peer feedback using, you guessed it, another Form!

Looking back, I wish I had an example to share with students before hand (I know, rookie move) so they could see the vision for the final product. Luckily, Norm created this awesome tutorial video and an example story, The Online Adventures of Mousey and Mickey. Huge shout out to Norm for allowing me to share these with y’all!!

How have you used Choose Your Own Adventure activities in your classroom? Share your best tips in the comments!