Have you ever just needed a BINGO game to use with students? Not one of those generic ones, but one that had content specific words or pictures. You needed a game that was perfectly suited for the skills or subject you were teaching or differentiated to meet the needs of the students in your care. A colleague posed that question and snapped me into action. When you search “bingo generators” tons come up. This list is just a few that I think are some of the quickest and easiest to use.
http://www.eslactivities.com/picturebingo.php Lets you make PICTURE bingo cards. I recommend you save the pictures you would like to use to a file before you start for quick and easy results. Make sure you print in landscape mode for best results.
https://bingobaker.com/ Anonymous users can only upoad 30 images in a 24 hour period (per IP address). I think you can print 8 cards free each day. For $14.95 (https://bingobaker.com/account/login/ one time lifetime membership fee) you can make tons of cards for printing or for students to play online.
Over the last few years, I have seen a more widespread use of Google Forms occur. It seems to be the go to method for professional development evaluations. I have also incorporated its use in my classroom for exit tickets on occasion. I have just under 60 students and have found the task of individually scoring students using Google Forms to be a daunting one when percentage scores are needed. In the past, I manually tallied student responses or used the summary of responses feature to get an overall picture of classroom understanding. To individually score 50+ assessments was time-consuming, especially if more than five assessment questions were used.
The grid below shows typical data for a four question assessment taken by 10 students.
If I were to use Google Forms to assess more students, with more questions, the task of analyzing the data could become much more tedious and overwhelming. Due to that limitation, I did not use Google Forms for assessment very often this year.
Tonight in class, I learned of a much easier method of gathering data using Google Forms and the prospect of implementing it is promising. I was so impressed by the Google add-on, Flubaroo, that I feel it warrants sharing with all of you. Flubaroo allows you to score assessments and mine data from the responses with ease. It allows the program to “grade” for you! Please watch the short video below (created by Lisa Stamper) for a tutorial on how you can use Flubaroo for your own data needs.
When I applied the Flubaroo add-on to the data from the spreadsheet above I was pleasantly surprised by the ease of use.
After downloading the add-on as illustrated in the video, I clicked on “Flubaroo” in the pull down menu and chose my grading options.
Then, I chose the answer key I created by completing the Google Form myself and putting in all the correct answers (I called it “Teacher Answer Key.”
Finally, I clicked on the “grades” tab at the bottom of the sheet and received my students’ scores!
Goodbye tedious individual grading, hello efficiency! Within 5 minutes of finishing the assessment, I can have student scores at my fingertips. Anything that makes our jobs easier is worth taking a look at. While this method will not work for student essay responses, there is an option not to score those portions of assessments using Flubaroo (so that they can be individually evaluated). Still, the benefits of using Flubaroo, in my opinion, outweigh the drawbacks. Try it for yourself, and share your opinions. If you come up with an innovative way to use Flubaroo, be sure to share that too!
The use of technology to enhance instruction and engage students in learning is a wonderful thing. Being able to use technology as a means of assessing student understanding and gathering data is part of current trends in the education of today’s learners. A few years ago a wave of student response device (clicker) purchases began at schools around my county.
The devices came in kits of about 18-24 devices with a hub to plug into your computer to act as the receiver for student responses. They were neat…and expensive! Within a year they were obsolete, when new versions that had all of the missing features teachers wanted were rolled out (but far too expensive to buy new sets). Nearly five years later, those kits are rarely used, replaced by apps and bring your own device (BYOD) capabilities in classrooms which allow students to use their smartphones as makeshift clickers.
What do you do if your school does not have individual classroom response devices for students to use or you serve students who do not have smart devices of their own?
In his article, Clickers and Classroom Dynamics, Derek Bruff does a great job explaining the pros and supportive research of using clicker devices in the classroom. However, the cost of said devices is often too high for individual teachers to purchase and outside of the budget of many of today’s schools as well.
A possible solution to this problem comes in the form of an app that I have just learned about called Plickers. Plickers has the potential to be used in place of expensive clicker devices. All that is required is the use of a smart phone or iPad (just ONE) with a camera (there are versions for both Apple and Android) and a set of cards you can print out for student use.
This tweet from @HaleyKayTurner does a great job of explaining the features and highlighting ways to make it work in your classroom:
As I continue in the instructional design course I am taking, I continue to read through the text and chip away at the projects that are due. This week we began delving into the first steps of the ADDIE model of instructional design. As I design a lesson to teach to adult learners. something my instructor said stuck out in my mind, “Don’t reinvent the wheel.”
How many times have I reinvented the wheel in my teaching career. As a first year teacher, I remember spending hours and hours planning lessons only to discover nearly identical materials online. As my years as a teacher have continued, I have learned to use the resources available to me, whether they are internet based, found in teaching resources, or shared ideas and items from fellow teachers and modify them to fit my needs. I have learned that there is no shame in working smarter (not harder). In my life of balancing my own education, schooling, and family it has been a hard earned lesson. as many life lessons seem to be.
So what does all this have to do with instructional design. As I read the text this week and listened to the classroom lectures, I was struck by how many of the design models build off of each other or share principles.
Instructional Design: Episode 3- The Models by Epogogy Inc.
So many are variations. Somewhere along the lines, their creators were inspired by other models. They attempted to modify a previous model to meet their needs. As I embark on constructing my lesson, I do the same. I am working on a Google Classroom project that would facilitate collaboration during teacher team planning. In a school that uses intervention as a means of providing supplemental services to meet student academic needs, it is difficult to plan together with all team members working to impact student learning. As I design the lesson, I think of technology materials I could use to help teachers understand the ideas and process. The difference is where in the past I would have made all of the materials and resources myself, I have recognized the value in a quick google search of key words and browsing session in Youtube to see if someone else has already created the materials needed to support my lesson.
Using those materials is smart and efficient planning. Every teacher knows a teacher who is an inefficient planner, one who spends their time making EVERYTHING from scratch. I used to be that teacher….reinventing the wheel. Why? There are so many ways to find foundations to build on…
Now that I have learned to use the resources at my disposal, I am a happier teacher with more time for classes, family, and life!