Finding Time for Timely, Actionable and Effective Feedback

Close up of a computer keyboardOne challenge of giving feedback is giving it to everyone in a timely manner. Elementary educators have approximately 30 students each year and often teach multiple content areas.  Middle and high school teachers, often have 150-200 students in their care. College level educators have even more students. One level of common ground, at every grade level, is the need for feedback.

Research shows that more progress is made by students who receive timely and actionable feedback. The techniques in this post are a few methods that have been useful in my efforts to help students make improvements as they strive toward mastery. I teach language arts, but many of the tools and strategies discussed will work across curricular areas. Remember, feedback does not always have to be negative. Leaving a positive or encouraging response (especially when pointing out a negative) will give you legendary status with your students! Ok…maybe not legendary, but it helps!

So what are some ways to give individualized feedback efficiently?

Screencasting

Make a screencast to send quick video feedback. Add the link to the students work. You can find more information about screencasts in two of my previous posts:

Screencasting your feedback makes it quicker and students can replay it as needed. I use it to offer suggestions, point out positives, and do flash tutorials that are specific to the needs of that student. They can be as broad (covering an entire essay) or as singular (focusing on a specific math problem, writing strategy, or convention) as you need it to be. Students can take the information and run with it!

Kaizena

Person sitting at a computer listening to headphonesKaizena allows you to leave audio feedback for your students in their Google Docs. Similar to what you can do with a screencast, except it is audio feedback only. You can find more information about Kaizena here. Don’t forget to grab the Kaizena extension in the Chrome Web Store!

Google Keep

Google Keep requires a google account. If your school uses Google Apps for Education (GAFE) it is already included in your (and student’s) accounts. My students have learned to use it for note taking when completing research, but it works as a feedback tool too! Open the student’s document. Use the extension‘s checklist feature to write feedback in Google Keep. Make the student a collaborator. Tag each note with a label of the student’s name to keep track and organize notes. This method allows an opportunity for ongoing feedback and student can check off as they make corrections or finish remediation tasks. Need more information on Google Keep? Check out this super quick tutorial: How to Create a Shared Checklist with Google Keep by BetterCloud.

Make Timely Feedback a Rotation

Have students come to you for one of their rotations with the sole purpose of talking through what they are working on. For example, recently we were working in creating strong introductory paragraphs in my language arts class. Students came to my rotation in groups of 7-9. In the 20-25 minute rotation, I was able to skim each intro and give feedback for improvement. They were able to either begin to move on or make modifications in their next rotation station. Students who were not prepared for the required task used the time to email their parents to explain what they were missing and that they needed to work on it that night for homework.

Create Feedback Shortcuts in Google Docs, Slides, Sheets, etc.

Make feedback “macros” in Google Docs, they will apply to nearly all of your GAFE products. Watch this quick tutorial to learn how.  These macros allow you to type in short codes that will be transposed into whatever longer text you wish to appear as your feedback.

Onward! pexels-photo-60230.jpeg

Feedback does not have to mean a written message on everything students document. It can be a useful tool that elevates both teaching and learning. Try one or two of the techniques and let me know how they work in your classroom. Feel free to share a feedback method that works in your classroom in the comments…I am always looking to add new tools to my tool box. I hope these ideas help you find ways to incorporate more feedback, in your classroom, in a way that is both easy to maintain and a positive experience for student and teacher alike!

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Classroom Management with ClassroomScreen

Don’t You Just Love a New (and Effective) Tool?

I am always looking for tools that make my job easier. I have tried many tools over the years to help students stay on task and have found what is truly a “golden ticket!” ClassroomScreen is an online wall of sorts and an excellent tool for your teacher toolbox.

What is ClassroomScreen?

ClassroomScreen is a quick classroom management tool created by Laurens Koppers, a teacher in the Netherlands. It is accessed via a website (no need to download anything) which allows you to easily display your ClassroomScreen for your students. It allows the user to use widgets on the screen projected in their classroom, to keep students informed of expectations and on task. The icons give visual cues and are an excellent resource for all students, but especially helpful for students who receive English Language Learner or Special Education services. I’ve created the five-minute video below to demonstrate some of the features of the website.

 

How I Typically Use It

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Using Social Media to Demonstrate Reading Comprehension and Content Mastery

If you are an avid user of Twitter, Facebook, Instagram, and other social media platforms, there is a good chance your students are either using or aware of them as well. Students are using these tools creatively in my class to show their understanding of a literary text. There are also possibilities to apply these activities in any classroom where explaining thinking is required. In ELA I am able to assess if students understand plot, character motives, relationships, etc. all by reading their “texts.” In social studies, students could have discussions between world leaders and/or historical figures across time. This is especially relevant if those figures lived in different eras. Across content areas, students could create the Facebook pages, text screenshots, Snapchats, etc. for inventors, scientists, historical figures, book characters, mathematicians…regardless of time of barriers like language, lifespan, or location. The possibilities are endless.

Screenshots of text messages between book characters

Cinderella's phone Prince-Hey it's the prince, Cinderella-what's up, Prince-I think I found your shoe, Cinderella-Where, Prince-on the steps outside my house, (image of a glass slipper), Prince-Is this yours?, Cinderella-Yes! I must have dropped it when I ran out! I missed my curfew!
Screenshots of fake text message exchanges between literary characters.

In the article, Creative Lessons with Fake Texts, Tweets, Facebook Pages and More by Nick LaFave, the author discusses several  links to social media simulators that you can use with your students. This is not an exhaustive list of what is available, but offers a great place to start! All sites should be thoroughly explored by an adult first. Have fun creatively using social media in your own classroom, without many of the worries of social media access!

 

 

 

 

 

Exciting Times in EdTech: Blended Learning

Once an Early Adopter, Always an Early Adopter…

I am what you call an “early adopter.” I love trying new technologies in my classroom. I am very happy when I get new tech. No, that is an understatement. The day they hung my interactive whiteboard I cried…real tears. When the technology support person surprised me with a Chromebook cart the day we returned from Spring Break, two years ago, I greeted him with a screeched out, “ARE YOU SERIOUS!!!” The moment is now a blur, but I may have hugged him.

I see the value in giving my students opportunities that technology can provide. Anyone who reads this blog also knows that I LOVE anything that helps me to do my job with efficiency. Make it easier and I am on board! Now that I have made the jump from elementary to secondary education, it is even more evident that technology can help us to engage our learners in exciting ways.

Why Blended Learning? Because Time…

As a middle school language arts teacher, I have a wide range of students with varying levels of ability and drive. I serve a large number of students who receive ELL services, students who receive special education services, students who receive varying levels of reading intervention and students who receive no interventions or services beyond my care. Those are very diverse needs. So how does one even begin to meet the needs of such a range of learners? At first glance (as well as glances 2-22) this seems a very daunting task. The key for me has been to work smarter not harder by implementing technology to the greatest advantage.

I heavily rely on the use of blended learning strategies. According to Catlin Tucker, co-author of Blended Learning in Action: A Practical Guide Toward Sustainable Change, blended learning is any combination of face-to-face and online learning. Keeping that in mind, in my classroom, I use technology as a second (and sometimes third and fourth) teacher in and outside of the classroom.

This year, I used rotation models often. Many of my students do not have access to consistent internet access at home. My classroom has 1:1 use of Chrome Books, so I try to use technology often. My class periods are a little less than 50 minutes long. In that time, I can deliver a whole group lesson and two 20 minute rotations or three 15 minute rotations. I can then pull students back together for the last three to five minutes of class. In stations, activities vary greatly. Students may work on follow-up activities related to my whole group lesson or on work that is individualized for their specific needs, be those needs for remedial skills or enrichment skills. Stations may be completely computer-based, jointly taught using teacher and computer, or small groups with a teacher.  They may also receive lessons that pre-teach or front load skills I expect them to learn on their own that I will follow up with later. During rotations, I can also pull students one on one for conferencing or specific individual needs.

Students are able to get some of their instruction directly from me and some from online resources. Using this strategy, I am able to differentiate for all of my learners by providing the opportunity for personalized instruction based on their particular needs, reteach/enrich as needed, teach new content, etc. by incorporating technology as part of my instruction. Blended learning allows me the opportunity to get more bang for my buck by having students complete multiple tasks in a given block. They are always working. They are consistently learning. Blended learning affords me the ability to utilize my limited time with them effectively.

Tools for Delivering Blended Instruction

The best part about using a blended model is the ability to incorporate many tools to engage and inspire learners. The variety of ways students learn and express their understanding in my class helps facilitate engagement. Below I list SOME of the tools that I use in my class. While some are used more often than others, they are all in use regularly in my classroom. (Note: All students regularly use their Google Drive to organize their files and turn in work.)

Hubs/Learning Platforms

  • Google Classroom-learning platform where you can distribute materials digitally and accept completed assignments, have online discussion streams, grade, and give feedback.
  • Blendspace-create lessons/units where all of the resources are grouped for easy access.

Video/Interactive Lesson Delivery

  • Playposit-embed questions into videos to make them less passive, and allow for accountability for the information within the video.
  • Peardeck-online presentation creator that allows you to make interactive presentations with embedded questions, links, and video.

Online Resources

  • MobyMax-online curriculum for grades K-8. Self leveling , tracks data,delivers both instruction and assessment.
  • Canva-graphic creator (make infographics, diagrams, posters, etc.)
  • Screencasts (I used Screencastify)-create video recordings with voice overs
  • Youtube-free video sharing website
  • Vocabulary.com-create a word list, enter text from a book, or use the self leveling activities to practice and expand vocabulary
  • Powtoon– online animated video creator
  • Tagul-word cloud creator

Formative Assessment

  • Nearly all of the above PLUS…
    • Plickers-student response system (ie. clickers)that does not require student devices
    • Kahoot-game show-like assessment tool where creators create the questions and users play the game.
    • Quizziz–game show-like assessment tool where creators create the questions and users play the game.
    • Quizlet-create flashcards and online game based on content

Introducing Students to Computer and Internet Safety

As educators, we are often at the forefront of teaching internet and computer safety to the students in our care. Where do you begin? As part of coursework toward my Technology Facilitation degree, I was part of a group of educators who created a song called “It’s All About Safety” using the music from Meghan Trainor’s ” All About That Base.”

It was so much fun to create! We wrote lyrics that cover everything from posting to social media to using correct posture at your computer. Take a look and leave some feedback! Without further delay…I give you Casey K, Jennifer W. and A. Dahl, It’s All About Safety.

 

It’s Not Too Late to Teach Your Students to Code

9259-power-button-on-the-side-of-a-computer-pvThe Hour of Code window may have come and gone, but it isn’t too late to teach your students to code! Coding is computer programming. Students who learn to code learn to write code in computer languages.  This can allow students to do simple tasks like control the movement of a character on a screen, or more complex tasks like creating games and stories. Before I share how to get your students started, let’s discuss WHY you should get your students started.

According to ISTE (The International Society for Technology in Education www.iste.org) “Our nation’s current trajectory points to a lasting digital era, and we’ll need people who can think like software engineers and network architects, whether they are writing an app or solving resource distribution problems in a third-world setting — or doing both at the same time.” -Pat Yongpradit, Should we teach computer science in elementary school?

11073-the-white-house-in-washington-dc-pvPresident Obama’s Computer Science for All Initiative was announced in January 2016 and promotes the teaching of computer science in grades K-12 as a means of readying American students to be, not just consumers of digital technology, but also creators. As educators, we have an opportunity to help our learners problem solve using creativity and innovation. When coding, perseverance is a must and overcoming failure and mistakes are part of the game. This is what our students need. Give your students opportunities to learn to rescue themselves and use mistakes not as obstacles, but opportunities for growth.

So how can you start coding with your students? There are several websites and programs online. I have compiled a list of free resources available online. This is by no means an exhaustive list. Instead, it is a place to start…

3740-illustration-of-a-yellow-free-sticker-pv

3740-illustration-of-a-yellow-free-sticker-pv

Free to Code Sites

Code.org offers a series of courses that are engaging for students including themed courses using settings and characters from Star Wars, Minecraft, and Frozen. The website even offers guided programs and lesson plans for ways to use code in classrooms without consistent computer access.

Codecademy allows users to learn a variety of computer programming languages in a game-like atmosphere. As a teacher, you can download free computer science lesson plans to get you started!

Code Monster users are able to explore code writing by writing code in one box while the “cute” monster follows the code commands in the adjacent box. Budding programmers are able to explore cause and effect of the codes they write through guiding prompts.

Hackety Hack!  is a place to learn the basics of programming using the Ruby programming language.

ScratchED allows users to program interactive stories, games, simulations, and animations. It has an extensive online community to help answer questions and give advice. Resources are also available at scratched.gse.harvard.edu.

Google CS First is a complete computer science curriculum designed for kids in grade 4-8. The program uses the block-based code, SCRATCH, to engage learners in the coding world. The best part is that it is FREE. Designed to be used as a club, it has the potential to also fit into STEM curricula as well.

Turtle Academy teaches students how to write code in the LOGO computer language. Students are able to create designs and pictures using the programming methods learned during their coursework.

 

Reaching Multilingual Learners with BrainPop and YouTube

As a teacher in a school with a high population of diverse learners, I am always looking for ways to support student understanding of concepts. I know I am not the only educator who strives to get my students to “get it.” I am lucky enough to have had students who received special education services, students who received ELL services, students with highly able plans, students considered below grade level and students who were well above grade level. In the inclusive classroom, you have to find a way to reach everyone.

Before I begin, let me say I do not work for BrainPop or YouTube.

In the past, I have used BrainPop like many teachers have. My school provides subscriptions to our students. I head to BrainPop.com and have my students explore or watch a specified video and complete the quizzes or other activities. In that capacity, it is a great resource. However, using BrainPop in that way just scratches the surface of its capabilities.

I work in a school with a high population of students who receive ELL services, most speaking Spanish. Contrary to what many believe, most of our teachers do not speak Spanish, including me! I teach STEM, science and social studies. All subjects are rich in content vocabulary. One thing I like to do is find coordinating videos through Brainpop and Brainpop Español.

In an upcoming economics lesson, I will be teaching about supply and demand. I will introduce the concept through BrainPop videos. Through a quick Google translation, I was able to figure out how to say “supply and demand” in Spanish. I then found the cooresponding videos on Brainpop (Supply and Demand) and Brainpop Español (Oferta y Demanda). (Note: You will need to log in to your BrainPop account to watch these movies).

First, the entire class will watch the video in English. Then, the class will choose to watch it again in the language of their choice (English or Spanish) rewatching, pausing, and rewinding as needed and taking notes to understand the vocabulary words (like:  supply, demand, consumer, etc.). In the past, I have noticed that my native Spanish speakers will write the English and Spanish translations next to each other. Sometimes they will also annotate my notes or worksheets with the Spanish translations of vocabulary.

Videos that took me a few extra minutes to find, allow me to scaffold my instruction in a way that helps to reach my learners in a meaningful way.

BrainPop is a pay services and I know that every school doesn’t provide for it’s use. YouTube on the other hand is free. Another method that I use to support student understanding is to change the language on my closed captioning on YouTube videos.

I try to always choose videos on YouTube that have closed captioning. This allows me to play the closed captioning on the screen as students view the video. This is helpful for student comprehension (especially for students who need to see the words to understand or need help spelling new vocabulary words). I then give students the option of watching the video again with English or alternate subtitles (like Spanish or French if those languages are represented in your class). This may mean having alternate “watching stations” in the classroom. I have created a 2 minute video that explains how to change the closed captioning on YouTube videos. It is super easy to do and offers an easy way to support learners who are literate in another language.

The video Fabulous Food Chains: Crash Course Kids #7.1 was not created by A. Dahl. It was created by Crash Course Kids.