Motivational lesson

3D printing tokens

This activity is one that I have experimented with and would like to refine. Rather than
targeting a specific curriculum outcome, it is designed to target an issue unique to a
French speaking classroom. I teach at a Francophone school, however we live in an
Anglophone region. As such, many students often speak too often in English during
class time. This activity engages students in a positive reinforcement reward system
designed to encourage them to participate more meaningfully in French. Students
would design a token that we would print for classmates who hit certain criteria with
regards to speaking french each week. When a student is awarded a token, they can
exchange it for any 3D print of their choosing.

I have used the list from the unit reading / textbook to outline the activity:

1. Build anticipation of the outcomes. – There are no specific outcomes that the
activity meets, other than School Code and socio-emotional objectives. The promise of
a reward is often enough to motivate the students to modify the targeted behaviour and
having them be a meaningful part of the process adds to that build up.

2. Make the content appealing (graphics or story). – I would show examples of cool
currency or funny ways to design tokens that the students may want to recreate or
redesign. I also leave the option open for them to seek out other designs and remix
them to suit our needs.

3. Put learners at risk. – The challenge lies in the fact that it is a competition and we
will only be selecting so many tokens to be used and printed. While this doesn’t work to
motivate every student, the pressure of not being selected can sometimes increase the
productivity or end result produced by a student.

4. Set the challenge at a level that matches the learner, not too easy, not too difficult. –
With the only real criteria being the shape of the token, typically round like a coin, the
activity is open enough that students can explore and design their tokens to their liking
and their skill level.

5. Ask the learner to perform multi-step tasks. – The general tasks involved are:

● Explore other token designs

● Choose an aesthetic that works for them
● Design something that is unique and creates a sense of belonging to our class
● Design their token using 3D modelling software
● Share ideas and discuss with classmates and the teacher
● Complete the challenge and see who wins
6. Provide intrinsic feedback. – The feedback for this activity is such that we debrief
and break down the designs as we vote on them, but with the challenge of speaking
french being a weekly one, there is an opportunity for feedback and retroaction at almost
all times. It’s also ever present for the students as well and isn’t uncommon to hear a
student say “You’re not going to get a token if you’re speaking in English!”

7. Delay judgement. – With the actual project only taking a short time, there can be
judgment or feedback immediately. With the component of the competition going on for
the school year, there is an opportunity to ensure that every student gets positive
feedback and a chance to win, thus feeling included. I also leave the criteria open and
offer a chance for redesigns to keep students engaged and to provide an opportunity for
students who may not feel as if they are thriving to re-engage.