Don’t Just Watch,
Engage, With EdPuzzle
1. If you get an email with an attachment, then it will save to your Google drive. This applet can be
As the teacher, you can pull up a “report” that shows the percentage of students who answered each question correctly. You can also click on individual students to see how they did. The reports page gives a very easy to read graphic so you can quickly see which of your students need more instruction. This type of formative assessment is quick and easy to put together, fun for the students, and very helpful you teachers as we make instructional decisions.
Quizizz can be used at any point during instruction. You can then show the questions in slide show mode so you can explain and walk through the most missed questions.
Want to see more? Here is a one minute video walk through of Quizizz.
What are some of your favorite tips and tools for classroom engagement? Share in the comments section below.
This post has been cross posted with Giant Ed Tech, written by Lisa Berghoff
I talk to so many teachers who say “Oh, I’m really not a tech person”. Of course those of us who are into growth mindset understand that all that really means is that it will take time, hard work, and perseverance to improve on those skills.
Well, I’m here to tell you that I’m REALLY not a design person. The part of people’s brains that makes sense of space and where things go in a room, on a page, or even clothing on a body just doesn’t seem to be present in my brain. I do, however, enjoy using tools that make it seem like I am a design person because I can still create amazing images even though I’ve had a little help. I also understand the importance of visuals in the classroom and if you’re going to use them, the quality needs to be fantastic.
Think about your students. You probably have some amazingly creative students and you probably have some students who cringe at any sort of artistic project. We know that students learn best when they have multiple opportunities to work with new information in different ways. Therefore, we often ask our students to create presentations but we don’t give them information about basic principles of design and so we end up looking at powerpoint presentations that are filled with tiny text or images that crowd the screen. That is why I’m excited to introduce you to Canva.com.
Canva allows you to create presentations, social media graphics, online posters, magazine covers, documents, marketing materials, etc. that look fantastic with very little experience in the world of design. The website is free (there is also an ipad app) and there are thousands of free open source images to use, as well as some options for purchase. Of course you can always use your own images and easily drag and drop them right into your Canva design.
Canva was founded by Melanie Perkins, who was teaching graphic design programs at the University of Western Australia. When she realized that many of her students struggled with the basics on tope of trying to learn complicated programs, she decided to create an online tool that would allow new students to experience success with less frustration.
|Screenshot of Canva Design School|
The drag and drop format of Canva makes creating professional looking visuals straightforward and non-threatening. There is also a “design school” tab with tutorials and teaching materials intended for classroom use. I managed to successfully navigate three of the basic interactive tutorials in about 15 minutes. The beginner’s challenges highlight basic principles such as the benefits of color and the idea that less is more. Some of these may seem obvious to you, but to me (and many of your students) it was helpful to see and interact with the examples to observe the differences in design. The Canva blog is fascinating and covers topics such as Powerful Examples of Visual Propaganda, and Build Your Brand: How To Choose The Right Fonts.
I highly recommend that you take a few minutes to check out Canva. You can easily create wonderful visuals to use in your teaching, or have your students get creative and share with you, each other, or the world. How do you use the power of visuals in your classroom? Post in the comments section below.
|Canva image created by Lisa Berghoff|
This has been cross posted on the Giant EdTech Blog.
|Screenshot from Chrome Web Store|
Once students sign in, they will be prompted to add their classes and indicate how they want to organize their schedule and color code their classes. You can always go back and edit or customize these settings. The plus sign in the corner allows you to create a new class. Once students have their classes set up, they can add assignments.
In the example shown here, I added a physics quiz. I was able to set the priority level to high and I also set the device reminder to pop up the night before so I will remember to prepare for the quiz. There is also a text box to add other info. that might help clarify the assignment.
There are many digital options out there to assist students with planning, scheduling, and organization. What are your favorites? Go ahead and post your suggestions below.
|Posted by “verndewd”|
Many of us have gotten “googly” in the past few years and there is a very good chance that you have more than one google account. We all have our Google education accounts through District 113 but you may also have a personal account or multiple other google accounts. Managing these accounts can get frustrating and confusing because as you switch back and forth, you will need to constantly be checking to make sure the correct account is the one that is active. Since I don’t need any more frustration or confusion in my life, I have learned a simple solution that will keep all of your various things Google in their proper place.
First, here is the wrong way:
Happy summer! When I see parents, teachers, and kids over the summer they have a certain happy glow about them. The weather is warmer, the days are longer, the summer is about having fun and enjoying some rest and relaxation. Why can’t we maintain that positive attitude all year? There is no need to sink into a depression at the end of August! Here are some ways to keep the school year feeling more like summer, even when the weather changes.
Don’t smile until Christmas is so old school and doesn’t actually work. Teachers can make learning fun and exciting for kids by taking some tips from our favorite summer activities. Keep things active, don’t be afraid to be silly, don’t be afraid to get messy. As an adult learner, I know that my favorite professional development activities have been ones where I’m laughing and feeling good about my practice. Take a tip from Dave Burgess, author of Teach Like A Pirate. His book is full of “hooks” and other activities to mix it up and make sure to always keep the kids on their toes.
In the summer kids get to choose, follow as they wonder, and explore things that actually interest them. When I talk to my own kids about their day at camp, they talk about the new things they tried that they have never done before. They aren’t afraid to take risks when they are out of the classroom. They are more likely to go for it without worrying about how it will look to others. As teachers, we should be working hard to create that kind of attitude in our classrooms. Let’s celebrate when kids put themselves out there, regardless of the outcome, because those experiences lead to the kind of learning that will last.
That’s not really fair. They aren’t on their kids’ case because there is no tedious homework to do. We can change that by making sure homework is actually meaningful and has value. Not just a never ending stream worksheets for “practice”. With all of the technology that we have at our disposal, it’s easy for teachers to flip lessons and offer blended learning opportunities. Instead of lecturing to our students, how about having them get that information by watching a video for homework? Then, they can apply, connect, and check for understanding through active learning opportunities in the classroom.
There’s plenty of activity going on over the summer. Some of the activities the kids participate in are even dangerous (bike riding, skate boarding, climbing, boating, etc.) and yet the kids are not stressed. Let’s make our classrooms areas of high risk activity (learning), without the stress. The kids will take their cues from the adults around them. I am definitely guilty of this. “Summer mom” is definitely more laid back than “School year mom”! This fall I’m going to try to let my students and my own children know that it’s important to keep our stress in check. Stretching, yoga, and breathing exercises are good for everyone and it can be a wonderful habit to begin with your students. Love the sound of the waves? Why not listen to wave sounds all year round? Sometimes we just need to laugh, get creative, run around, or get some fresh air to let off some steam.
Ok, I live near Chicago so that’s not really going to work. The point is, change your venue once in a while. When my family eats outside in the summer it is such a wonderful treat. Find ways to get out of your classroom and let’s get the kids learning in many different environments. If you are fortunate enough to have nice weather for many months, take advantage of the outdoor spaces that you have. If the weather makes it challenging to be outside, find other areas of the building where you can have your students creating and collaborating. The connections in their brains will thank you.
photo credit: Escape via photopin (license)
It isn’t about using technology because it is flashy, and it definitely isn’t about more industrial age efficiency. Integrating instructional technology is about being able to do something that you’ve never been able to do before. It is about re-imagining the classroom, and everything else about school.
Last Saturday, we had an opportunity to host a Google Education On Air Hangout on the “Flipped Classroom” during which we provided our participants with a description and history of the Flipped Classroom teaching model, clear reasons why each of us tried it with our students, and some evidence of it’s effectiveness. If you are interested in reading more about that as well as accessing some tools to help you get started, you are welcome to visit the “Flipped Classroom Resources” webpage we created.
However, we don’t want to take up our blog space and inundate our loyal readers (a.k.a. – Joe’s Mom) with a lot of information about what and how. We think it is really important to start with why. Why would you take the time to flip your class? Probably the best way to explain it is through the eyes of a few students. First, we want you to see class through the eyes of Lisa’s Special Ed US History students.
My US History students all have IEPs. Reading and writing is challenging for them and US History is dense with written information. Our textbook, while adapted for reluctant readers, is very long and intimidating. I wanted my students to be able to access the information but then do something with that information. I wanted them to apply their learning, make connections and predictions for the future based on what they are learning about the past. I wanted them to participate in activities that require them to think critically, make a claim, and support it with evidence. However, most of our class time was being used to read the material, talk about the content, and reach for a basic level of understanding. I was assigning homework activities that required them to extend their learning but I quickly became frustrated because many of my students were not completing the homework. The students who were completing it often missed the mark and the quality was nowhere near what I thought they could do.
I decided to take a risk and assign a video for homework. The students would watch the video to get the information and then we could use our class time to work in small groups to apply what they learned. I was amazed when all of my students watched the 5 minute video. I gave them a short survey and the feedback was overwhelmingly positive. Watching a video for homework was a low-stakes activity. Everyone could access the video and it was much easier for them to get the information in this manner. I was so encouraged I tried several other approaches. For one assignment, I read the lesson from the text and recorded myself while highlighting the important information. I then took it one step further and created a Zaption “tour” with this video by embedding questions. I could check the analytics to see who had watched the video and their answers were recorded and even graded for me! I could see how long the students spent on the videos. One student clearly forwarded the video and just answered the questions. Another student watched it more than once. This was exactly the kind of differentiation I was looking for. The students had some control, everyone was able to get what they needed, and our class time was spent doing the kinds of activities that push their thinking and maintain the high standards that I have for my students.
That’s the success story. On the flip side – pun intended – my daughter spends hours and hours struggling with her math homework. It is no fun, and I fear that the constant frustration will lead her to dislike math, or worse, school. When she is in class, the teacher explains the concepts and the skills, and it all makes perfect sense. But by the time she gets home, she has forgotten much of the teacher’s instruction. It is just one of many classes and activities she participates in every day. More than once Katherine has said, “Ugh, I just wish I could see her work this problem again.” And that kind of thinking shouldn’t surprise us. She is used to looking up instruction on YouTube. When she wants to learn how to fix her hair a certain way, or create something new with her Rainbow Loom, or generate ideas for building in Mine Craft, she turns FIRST to YouTube and other digital resources available to her. Imagine how empowered she would be if she could review her math, or science, or music lessons in the same way.
From a Technology Director’s perspective, I love the Flipped Classroom idea because it can act as a “Gateway Drug” to the integration of much more instructional technology, and can help facilitate the shift from teaching-centered classrooms to learning-centered classrooms. And as Lisa mentioned before, you don’t have to invest hundreds of hours to try it. All you have to do is “Flip” one lesson, one time.
You can still be a part of the conversation. Our Google Hangout Webinar “Flipped & Blended Learning for the Chromebook Classroom” is embedded below. If you have any questions, please contact us via Twitter or leave a comment in the box below.