1. Promoting Leadership and Collaboration Through
Competition In the Classroom
Shannon Jones, M.Ed. Candidate, B.S. Mathematics
University of Massachusetts Amherst - Bridges to the Future
Findings
Overview
The Students
Based on my implementation of Project-Based Learning in the form of a classroom competition I have concluded the following:
Academic engagement among students of all comprehension levels has increased in class
Participation has increased not only during challenges, but also during lessons and academic activities
Purposeful practice of habits of mind such as taking responsibility for learning, thinking interdependently, and creating, imagining and innovating have pushed the limits of student thinking in the classroom
Students encouragement among peers has increased within the classroom
At a rural school in western Massachusetts my students in Geometry were lacking excitement and engagement. To improve class engagement and positivity in the we worked together as a class to create a competition that will promote leadership and collaboration among all students.
As a member of the Bridges to the Future education program I am conducting research regarding competition-based activities in the classroom. Through research I am able to make informed decisions in the classroom. My classroom experiences can also support or challenge research ideas.
Throughout the integration of competition in the classroom I have incorporated project based learning skills and habits of mind with the idea of fostering a community service learning environment.
Geometry class consisting of ninth, tenth, and eleventh grade students
Characteristics of these students include:
Social, funny, athletic, artistic, low self-efficacy, easily distracted, lacking intrinsic motivation to perform well in Geometry
Leaders in the classroom have been working to include students who are less social and willing to participate by inviting them to play a role in their team or by assisting them in various activities
Figure 2. Project Based
Learning Cycle
Project-Based Learning Theory
Implementation
Challenging Question or Problem
How can we make Geometry more exciting?
In what ways can we interact in a positive, collaborative way?
Sustained Inquiry
Students constantly reflect and debate the best ways to work effectively as a team
Authenticity
Many students openly expressed their dislike for mathematics at the beginning of the semester and this competition has improved their outlook on math classes
Student Voice and Choice
Students-created challenges are used in the classroom and teams create their own team flags and choose their own reward for winning the month long competition
Reflection
Students have reflected on teamwork strategies and voted for weekly MVPs for each team to recognize their peers
Critique and Revision
Students have written and created their own classroom competition with critiques on what to improve regarding the structure of the competition for future months
Public Product
Students have been leading their own challenges within the classroom
Figure 3. Classroom Competition Has Increased Student Engagement and Participation in Geometry
Supporting Literature
According to researcher Harry O’Malley, “in addition to increasing engagement, gamifying math allows students with different levels of comprehension to participate and learn.”
Students in my class are teaching one another and learning from one another through collaboration that they may not have experienced if they were not in teams completing challenging tasks
Authors Rachael Tom believes ”there is intrinsic value in a classroom competition even when it lacks any rewards or prizes – the game itself is enough to get kids interested.”
Students in my class never ask about a reward for their work in class as most are simply satisfied with the feeling of accomplishment and understanding once challenges are completed
Figure 1. Team Flags for February Competition
In Class Competition
One month long competition with three groups created by myself to evenly distribute skills
Small competitions completed daily in teams
Academic, athletic, trivia, puzzles, etc.
Five to ten minutes in length
Often student created
Challenges completed in class excite students to be in school and display their mathematical knowledge
Students recognize their strengths and weaknesses as well as reflect on contributions in class
Points awarded to the winning team for each challenge
CONTACT
Shannon Jones
University of Massachusetts