What tools can teachers use to promote participation?

In my first week of the Teacher Education program at UBC I was introduced to Kahoot, an online competitive quiz forum. Our class was extremely excited and engaged while we participated in this competitive exercise and from then on, we jumped at the chance to play it whenever a peer decided to use it in a presentation. I recently discovered a similar online quizzing tool that takes Kahoot a few steps further: Quizizz! Through Quizizz, teachers can have students set their own pace and work on the quizzes at home. While at home, students could treat it like an open-book quiz or closed book, whichever way they feel comfortable with. Quizizz also has a ton of pre-existing quizzes to choose from and there is still the same option for timed, in-class quizzes like Kahoot. From my experiences so far, as both the student and the creator, these online quiz tools are great resources for teachers to promote participation and engagement in a classroom. Another useful aspect of Quizizz is how the data and results are downloadable, which is useful for a quick record of student comprehension.

The only thing I think Quizizz is missing is the ability to create a class. As students create their own nickname each time, the teacher has to match up the students with their previous work as opposed to a more seamless record.

My experience with these types of online quizzes is overall very positive. The friendly competition increases participation with students – even adults! – because the quick assessment of learning becomes a game. I do wonder about using these with primary students, but with enough scaffolding I think it could be done. I think creating a practice quiz with fun, easy questions would help students learn how to play. Quizizz is an extremely useful tool that when used optimally, has the potential to increase both student participation and learning.

Check out the links below and see what you think!

Quizizz

FAQ about Quizizz

Here’s a link to the Quizizz Blog

Student participation: What about seeking-help?

When I first began researching my inquiry question regarding participation in a classroom, I thought of participation in terms of group discussion, answering questions put forth by the teacher, and willingness to learn. It was not until I read Calarco’s article that I realized that an actively participating learner knows how and when to seek help. Calarco defines help-seeking in schools as “children’s requests for assistance, clarification, information, and checking-of-work from teachers” (Calarco, 2011, p. 865). Seeking help is a huge component of education and is a very proactive action. In her study, Calarco examines the differences that social class has on students’ ability to seek assistance with their learning. When students chose to get help, they are involved in the process and are engaged with their education. The study revealed that “middle-class students used direct and proactive strategies” and that “working-class students tended to be more patient and less proactive” (Calarco, 2011, p. 873-874).

I find this quite a controversial topic, especially how in the conclusion Calarco (2011) alludes to these findings as being predictors for cultural capital later in life. When I finished reading her study, I started to think about how a teacher could help combat this issue. Calarco (2011) acknowledged that the teachers whose classes she observed did not have any help-seeking strategies or routines set in place for her students – it was entirely up to the students to take it upon themselves to seek assistance. I think that it would be very beneficial to set in place comfortable routines that make it a less involved process to seek help. One idea I found was a “help marker” – a star shaped figure that stands on a student’s desk to indicate that he or she needs help. I also think Plickers would be a great tool to check for understanding. Calarco also (2011) discusses how it is not until students are engaging with the activity or assignment, do they realize that they need help. Using Plickers after students begin working would be a stress-free and anonymous way for students to admit that they need extra guidance. If technology is not available, a mid-activity traffic lighting question could work as well – “Heads down, cards up!”.

Students in a classroom come from various backgrounds, and it is a part of the teacher’s job to create equal opportunities for student learning. Anonymous or less-involved ways to check for understanding is one way teachers can help those students who are less inclined to make the trek from their desk to the teacher’s or raise their hands to get help. Being proactive to find those who are struggling could help this, which then helps facilitate a safe, comfortable classroom. Hopefully, these strategies can then translate to students feeling comfortable enough to then take the initiative to seek assistance on their own as well.

Source: Calarco, Jessica McCrory. “”I Need Help!” Social Class and Children’s Help-Seeking in Elementary School.” American Sociological Review 76.6 (2011): 862-82. Web.

Plickers

What about conflict?

Coming home today I had a thought, “What do you do when kids don’t get along?”

Through my observations, I’ve seen an instance or two –  or twelve – of unnecessary, pointless arguing, bickering, or teasing. It has really caused me to wonder what a teacher can do to make kids get along? The arguments and “problems” seem so insignificant to you as an adult, but for a child at that moment they are a huge issue. Being at the front of the line or being the one to do a certain classroom task are very important parts of classroom life, which can then create some tension between students.

When disagreements occur, how do you figure out the truth if you weren’t present for the incident? That is an issue I have been contemplating over the past few weeks. Teacher biases can also have a great influence on these situations. As a teacher candidate I have found myself wondering with how I will respond and cope with disagreeable situations between my future students? As I spend more time in classrooms and begin to form the roots of my Teacher Philosophy, I realize how important empathy and kindness are to me and how I want my classroom to feel safe. Empathy is a learned emotion, and a difficult one to fully embrace at a young age. There’s the golden rule, “Do onto others as you would have done onto you,” but empathy takes that a few steps further. Thinking about how the other person is going to feel before you respond to a situation is a very hard skill to learn. I have a soft spot for the underdog and have to remind myself about the “overdogs” in the situation as well. Just because a child said or did an unkind thing does not mean that that child is themselves, unkind.

So! For where I am at so far in my teacher education, I think in difficult social situations with students, the truth is where to start. Do your best to dig through the mess to find out what happened and when that does not work… I’m not sure! I’m also realizing that this may be a “learn as you go” part of teacher education. Every disagreement, conflict, or incident between students is unique so it would be impossible to perfectly prepare and plan exactly what to say for each one. So, I leave you with what I have learned so far…

Do your best to seek the truth to help students build empathy towards their peers.

Does assessment kill creativity?

Does assessment kill creativity? My initial response to this title is that maybe sometimes criteria for assessment can? If students are continuously limited in the form they are assessed, then absolutely. There is also that draw to only meet expectations, “If I do the bare minimum, I will get by.” If 1+2+3=A is the only acceptable, easy way to achieve A, why would you bother to go further to 1+1+2+2=A?

When reading Beghetto’s article, what stood out the most to me was the idea of displaying only the “best work” of your class. This action, I would think, would have obvious social and emotional effects for creativity. I strongly reacted to this idea because of possible limiting effects it would have on some students. I imagine most classes have a few students who consistently lead the pack – the ones who would always have their work on display. If you knew yours was probably not going to make it on the bulletin board, why would you put in extra effort to try?

When I first read the title, I had a similar response to Beghetto’s initial answer, “it depends”. I really appreciate the idea of student perception of assessment. I think it has a strong relationship to self-efficacy as well. If a student does not feel they can complete the task – or complete it well, I can imagine that would be a huge hindrance to performance. Teachers need to be there to support ability and not allow the weight of assessment to hinder it.

Beghetto’s article offers many useful strategies to take the weight off of assessment to leave room for creativity. His strategies, such as reducing the pressure by not emphasizing evaluation, do not just aid in creativity, but extend to so many issues that occur within a classroom. Creating a comfortable, safe classroom climate has endless benefits, including creativity. Students need to feel safe in order to try.

I’ve always thought of creativity in the sense of freedom and innovation. The title “Does assessment kill creativity?” is a bold question and I agree with the article – it can. What I am most taking away from Beghetto’s work is how a teacher needs to create a safe space for students to express their original ideas, but how the assessment is there as a framework to keep creativity appropriate to the activity being assessed. If you want your class to be creative and come up with descriptive words for a nature poem about water, you want to encourage possibilities and interpretations, but keep the answers appropriate, such as how maybe water in the bathroom isn’t quite what we’re looking for!

Source: Beghetto, R.A., (2005). Does assessment kill student creativity? The Educational Forum, (69) 2 p254-263

Engagement and Self-efficacy

Collecting sources for my Inquiry Project, even in these early stages, has led me in a direction I had not previously thought about. In her article, Nancy Protheroe discusses the importance of a “Can-do Attitude”. Creating high engagement in a classroom can be difficult and Protheroe ties engagement directly to a child’s sense of self-efficacy. If students can visualize a successful outcome, they are more likely to be actively involved in a lesson. She also addresses how if students see others who are similar to them succeeding, it can contribute to their sense of self-efficacy. I always assumed engagement had a strong social factors that hindered students from participating but had not yet attributed it to students personal beliefs regarding their abilities. This also highlights a strategy that teachers can use to promote engagement within a classroom. The more a class feels able and confident that they are not only able to accomplish a task, but do it well, the higher engagement will be.

  • Protheroe, N. (2010). Boosting students’ can-do attitude.Principal, 89(5), 40.

One Word

Dynamic collaboration is layered and diverse. While teaching a specific lesson, we often found that if we were teaching math, we were also teaching so much more. Collaboration is working together towards a common goal but there are multiple ways to get to that goal.

By Darrien, Jacqueline, Jessica, Jolene, & Rasheena

Mini Inquiry Oct. 6 – sketch project

The leaf that I decided to sketch was not my original idea. I had brought to class a shell from Mexico and a rock from Tofino. On my way to class however, I couldn’t help but notice how many leaves were all over the ground. I picked up one that was not particularly interesting or unique. It was the same colour orange as the hundreds of others surrounding it. I think it is important to make the time to slowly observe and take in one’s surroundings. One can look at the same thing a dozen times and not notice a significant detail – which was demonstrated in the McNamara article. On further inspection of the leaf you can see all the unique folds, edges, and cracks. There are details visible only when one takes the time to look. It is important to try and take steps beyond what is familiar and try and understand something that is outside one’s comfort zone.

One can’t help but wonder: What tree did the leaf come from? How did it get there? Where would it have gone if I had not picked it up?

All of these questions relate to our students as well.

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