Teachers Meet Quizizz! You’re Welcome:)

@LisaBerghoff

Quizizz: Fun, Engaging, Multiplayer Classroom Quiz Games and Yes, Students Can Play From Anywhere!

I’ll admit that I can be a sucker for bells and whistles.  I love toys and games and fun in the classroom if they are used in a purposeful way.  When students come back and visit years after graduation, it’s the funny, silly activities that they remember and connect with most.  Do any students come back and say “Remember that time when we sat in rows quietly and took notes?” I recently led a workshop and asked teachers from various schools to describe what their classroom looks like when their students are truly engaged.  Words like “active”, “participation”, “loud”, and “excited” came up as the teachers thought about a time in their classroom when students were engaged. Of course, the topic of Kahoot often comes up during these types of discussions.  Remember the first time you did a Kahoot?  You will absolutely not get that kind of response when you assign a worksheet.  That’s because tools like Kahoot are engaging and fun by design.  They allow students to participate in a way that does not require them to push too far out of their comfort zone, but still makes you feel like you are playing a game and taking a risk.  One of the most common questions that comes up with Kahoot is whether or not students can participate in these fun quiz games on their own or from home.

That is why I am thrilled to share Quizizz with you.

http://www.slideshare.net/Quizizz/quizizz-presentation-49737217

 

Quizizz is  a free, online tool that allows you to create classroom game show-like quizzes.  Similar to  Kahoot, the students have questions and  up to 4 options for responses.  You can create your own or use one that has already been created.  You can even create your own quiz but then steal collaboratively take advantage of individual questions that other teachers have made and put them into your own quiz. There are several key features that make Quizizz different from Kahoot.  First, you can adjust the timer from 5 seconds to 15 minutes of time allowed to answer a question, or you can adjust the settings so the question timer is off completely. You can play the games live during class but allow students to play at their own pace because the entire question shows up on the students’ screens.  The way Quizizz works is such that you can play at your own pace but still feel like you’re playing against your classmates.  Quizizz also has a feature that allows you to assign the quiz for homework. There is a  calendar feature to set the days that the quiz is open and give your students the Quizizz code to join your quiz. It also has a meme generator that will give the students instant feedback by way of funny kittens and silly graphics. Another feature of Quizizz is that when students finish playing, they get valuable data showing how they did on each question.

When your students first log in at join.quizizz.com, they will enter the game code and their name.  In order to effectively grade the quiz, I suggest mandating a naming convention so that students must enter their first name and last initial or some other standard format so you will know who is participating.  The students are then assigned an avatar (mine was an adorable sheep with glasses) and then are prompted to proceed.  As students are answering the questions, they are given immediate feedback on how they did on each question.  Once they are done, they can see how they did on all of the questions and they can go back and review the questions.

https://twitter.com/quizizz/status/562659247066861568

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.

You’re Welcome!

What are some of your favorite tips and tools for classroom engagement?  Share in the comments section below.

Let’s Make The School Year More Like Summer

 

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.

 

1. Summer is fun, school can be fun too!

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.

2. Summer is about exploration and wonder.  Hmmmmm.

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.

3. Parents are not on their kids’ case in the summer.

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.

4. Don’t stress and De-stress.

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.

5. Eat outside.

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)

Are You Flipping Kidding Me? Why Would I Flip?

Are You Flippin’ Kidding Me?

Why Would I Flip?

@joe_edtech & @LisaBerghoff

This article is co-written and cross posted by Joe & Lisa. You can also find it on Joe’s Blog: WarriorEdTech

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.

 

@LisaBerghoff:

 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.

 @joe_edtech:

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.