I already can foresee that the younger students may be more involved in the differentiation than the older students because their expectations are not as high. A sixth grade student has to write ten sentences and the number of sentences increases by two with each grade. Twenty two sentences may seem like a lot for a senior to just get a badge, but I guess it depends on the type of gamer they are. Those who are achievers may be more likely to participate because they want to get as many badges as possible.
My differentiation involves the students writing their summaries at the end of Scenario 3. I will be able to evaluate the effectiveness of my differentiation by the amount of students who participate in trying to get the “Grammar Boss” badge. Once I have gone through all the different summaries, I will be able to count the amount of students involved and then count the number of students who successfully got their badge. In my mind, the higher the number this is, the more effective the differentiation.
I also think it’s good that we have two different internship times to incorporate our ideas. If what we had developed for Givercraft doesn’t work, we can learn from it and change it completely for the next time around. If what we did use for Givercraft works, we can use it next time but improve upon it, or use our idea in addition to other ideas we may have.
The rubric for students and the “Grammar Boss” badge are in the entries below.