Forum Replies Created
I like the idea of using Jamboard for virtual gallery walks and post-it note feature.
I would like to look into bitmoji classroom and set up a resource book shelf that I could use as an ongoing resource that I can add to. Having the graphic depiction makes it easier and faster to use.
Spotty internet is a real problem for teacher and student that hampers the development of relationships. I know when I have difficulty with a student cutting out they feel bad and I feel bad because I cannot understand in order to respond to what they are trying to communicate with me.
I really liked the idea of the emoji’s on the book shelf as hyperlinks to resources. I have seen this done with books to hyperlink to for students to read books available online for free or books they have created to share this way. This would motivates students to write and do a good job.
Kathy, I think that was one of the problems starting out with remote learning was trying and using so many different tech tools and everyone was having difficulty learning from the teacher to the student to the parent who was trying to help the student. Simplicity limits the stress in the learning stage. Only learning one thing at a time until mastered.
mjohnson, that “bitmoji classroom” sounds like a real timesaver as well as a consistent routine for students to use.
I think any learning and how we learn is based on past learning experience and what we are comfortable with. If you started out with self-paced learning, it would not be as much of an adjustment. It would be easier to have self-paced learning starting with elementary than to start it in high school where expectations for learning are long established. If it is not already used in a classroom, it is new and both the teacher and the student have to learn self-paced learning. Remote learning was not as effective as face-to-face because the student and the teacher were not used to teaching and learning in that format. As mjohnson indicated, starting it at the beginning of a school year and especially with elementary level students easier to implement.
jwinchell, “I like the idea of having students rename themselves with their level of understanding. ” I like this idea also. It is simple and a good way to put together small groups for breakout rooms and the students can learn from each other. The discussions/questions can be based on promoting learning for all in the group by sharing the “wisdom of the crowd”.
I have had a lot of workshops I have attended use Mentimeters. I would like to look at how to use Mentimeters from the person putting it together instead of taking the poll. I have taken several workshops on Jamboard and would like to get more proficient with Jamboard. I used Jamboard at several sessions at a Conference last week and took away a lot of ideas on use, especially as a way of summarizing what were considered ahas!! from each segment of the presentation. I used use Padlet alot for 3-2-1 exit ticket because I like that you can print it out to have a record of responses to plan for the next session.
mjohnson, Your comment on “Fatigue factor” and like being a new teacher all over again. I can’t tell you how many times I have heard veteran teachers make these same comments. This last year has been a learning experience for all of the teachers with the changes experienced with the pandemic and remote learning.
Projects provide the opportunity to apply as well as demonstrate their learning. Putting their learning into a project provides relevancy for the student. A project allows students to use multiple skills, concepts and content for the teacher to assess to show their level of mastery.
I like the Elevator Pitch because it allows the teacher the opportunity to have students summarize what you have been discussing in a Google Doc, a Padlet, chatbox, etc. I have seen this used in workshops. It provides the opportunity for the teacher to check for understanding or the “temperature”. It gives the student the opportunity to summarize what they have learned so far before the teacher goes on. The teacher can then address any misunderstandings before moving on. This could be coordinated with the 20-20-20 (every 20 minutes look away from the screen for 20 seconds), brain breaks, or maintaining attention span which starts dropping at around 8 minutes. If in the classroom, the teacher would be doing a think pair share at that point, but this would provide a quick, short written assessment.
I also like Square, Triangle, Circle. and virtual exit tickets. I use the 3-2-1 as an exit ticket. Just using the reactions in Zoom (thumbs up, clapping hands) for student participation is one that I like and have used. Frequent assessments is another way to have ongoing student engagement and participation.
I really like interactive Google Slides, crowdsourcing GoogleDoc to provide high impact collaborative learning. From the responses on crowdsourcing and interactive Google Slides, students can be broken down into breakout rooms (small groups). This is something that can be done even if you have a mixed face-to-face and remote class together and have everyone involved. It is important to have those learning remote to be a part of the class with those who are at school or in their own home. This is one of the challenges teachers have struggle with when they have a combined remote and face-to-face classroom.
Stacey, “Allowing students permission to choose their learning is a great way to keep them engaged!” I agree! If each student cannot choose something they want to learn or is relevant to them, it becomes a chore, a task to perform. Something of interest to them provides the motivation to learn.
jwinchell, I agree it is difficult for the teachers doing group work online. It is an entirely different medium to use, adapt to, and make adjustment. Using interactive slides, crowdsourcing and Google Docs, and other technology tools (Padlet, Jamboard, etc.) can provide a way to work as a group and actually have more sharing by having a common place to put their responses and comments.