Tag Archives: student response system

by | January 2, 2020 · 10:27 am

Assessment for All Learners

As part of any study into current assessment practices, you will want to explore the potential of integrating digital technologies, including multi-modal creation/communication tools and/or student response systems (SRS), into your teaching. These can support a Universal Design for Learning approach (UDL) https://udlguidelines.cast.org/ 

MultiModal creation and communication

When creating an inclusive learning environment and planning for all learners (Universal Design for Learning), it is essential we provide opportunities for voice and choice. If the use of multi-modal response is essential for some learners, then it is good for all learners!  Consider providing access to tools that allow your students to share their ideas using visuals (including video, photos, drawing), text and audio. You might try:

Student representation and expression (assessment of and for learning)

  • Showme and Explain Everything are in a class of apps called ‘digital whiteboards‘ or whiteboard style apps and are great for formative assessment and even for student projects and presentations allowing voice narration, video, images, drawing and typing. I can ask a student to ‘showme’ what they know by asking them to annotate an image, share a video of completing a problem etc. (Students can ‘annotate’ or draw on an image as they record their voice. also allows for scientific notation) * free to download so students can use on their own devices if they wish – NOT Canadian housed so informed consent is important – and/or use of school owned devices with no account sign up.
  • Flip Grid – creating and sharing videos in a Microsoft learning tools environment (NB: many coast metro school districts use FlipGrid and other MSoft tools) or set up your own free teacher account, add students (using first name only or avatar names to protect privacy) and provide students with a join code/QR code (check for indiv school/district permissions). Allows the teacher to moderate posts!
  • Concept mapping is a powerful tool for illustrating complex links between ideas (be they images or text). Many softwares allow for hyperlinking and embedding images and video. Mindmup is a browser based application that allows co-creation of a concept map across time and space (NB: co-creation seems to now be a paid level of access – I’m trying to find another option… Schools/Districts using Google Classroom will have co-creation access)
  • ePortfolios provide rich opportunities for students to select, evaluate and share products of, and reflections on, their learning. Freshgrade is a Canadian housed/FIPPA compliant platform teachers can access for free. Several BC school districts (and beyond) have paid accounts so students can be ‘auto enrolled’. Parents can also be given access. MyBlueprint has also being adopted in some local school districts – All About Me for K-6 and Education Planner for 7 – 12.

All-Class Response and Student Response Systems (SRS)

Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating all-class response (links to NWEA.org) or a student response system (SRS) as a part of your classroom assessment approach. It is important to consider the benefits and the potential drawbacks of various systems available to you as a K-12 educator in order to select one that meets your (and your students’) needs.

Be sure to keep in mind that the efficacy of any student response system depends on the quality of the questions and how you use the system. You will learn, as part of your course work, how to develop effective selection and supply questions (multiple choice). This work will be helpful in selecting an SRS and constructing a poll or quiz for formative or summative assessment. While these questions should not form the basis of your overall assessment, they can be one piece of the puzzle and can support formative (and sometimes summative) assessment. In particular, as discussed, using an effective discussion strategy (links to Cult of Pedagogy blog) will increase the value of an SRS.

Some issues to consider when engaging your students with digital technologies and online learning:

  • BYOD and Access – bring your own device – Are there policies in place in my school or rules in my classroom to consider? What about students who do not have access to a device? When pairing or grouping students and expecting one device in a group, do you know if the student who owns that device is willing to share it OR are there devices in the school you can borrow? What impact does it have on students when they do not have the same access as others?
  • FIPPA – Freedom of Information and Privacy Protection act – Students data should not be shared on non-Canadian housed servers… Am I protecting students data privacy? Do I have necessary permissions or consent? Am I engaging my students in critical digital literacy discussion around privacy & safety in a broader sense? School Districts will have policies in place that meet the informed consent requirements of FIPPA. Be aware of local policies. (See this helpful guide from BCTF to support teachers and parents)

All class response (vs. hands up/volunteers), including the use of a digital student response system (SRS) can  lead to greater student engagement. Read this article in Educause describing how the efficacy of assessments and increases in student learning are achieved when an SRS is coupled with socio-constructivist methods (links to edutechwiki). The use of these systems along with student discussion, peer teaching and pair share can also lead to greater student satisfaction and engagement. All class response is in keeping with a large body of research supporting more inclusive approaches to assessment (links to sagepub.com)

Chapter 4 of Leahy and Williams’, Embedding Formative Assessment (google book result), makes a case of ‘all student response’ and limiting teacher questions to only those that propel learning. This book is a valuable addition to any teacher’s library and clearly links theory with practical strategies and relevant advice. (UBC Library has a copy)

The notion that engaging the ‘backchannel’ (commonsense.org) during lectures and classes can add a more active component to what are sometimes more passive forms of teaching is taking hold with the growth in BYOD (bring your own device) in secondary and post-secondary classrooms. By allowing students to voice their ideas or ask questions during a lecture or class work period using electronic tools such as those built into most learning management systems and widely available free online, you are providing opportunities for students to ask just-in time questions, share thoughts and connect with one another; potentially increasing student engagement and learning. These potential benefits come with ‘management’ needs and requires the development of a set of expectations in the classroom that student can follow. This can take time, usually involves some trial and error but is a risk that may be worth taking when one considers the increase in student agency that can result from the moderate risk. I modeled Mentimeter

The value of anonymous responses… We know that adolescent learners appreciate, or some would even say require, the opportunity to participate anonymously. Due to their sometimes heavy reliance on peer approval, students at this age can be reluctant to share their views orally. For this reason, employing an SRS can give voice to quieter learners and generate more honest responses. Of course, anonymity comes with drawbacks so be sure to consider the following:

  • How are responses published, shared or viewed?
  • Can I moderate responses? (i.e. can I see them and approve them before they are ‘live’ to the students)
  • Can students change their responses or provide multiple responses?
  • Can I archive or track student responses in some way? (do I need to?)
  • How will I respond if a student posts an inappropriate response?
  • How can I create a class climate the promotes risk taking and accountability?
    • consider small group response vs. individual response – students discuss their ideas and, using one device for the group, record their response… this can lessen the potential for inappropriate responses especially where the teacher is actively engaged in/with the class by circulating and checking in.

Student Response Systems: getting started with resources on the Scarfe Digital Sandbox

  • Mentimeter – polling software that allows for various types of response and graphical representations (plot graphs, bar graph, word cloud, tiled short answer response)
  • Plickers – all you need are free printable scan cards, a teacher account and one mobile device to record and track responses
    • iClickers – a Mac and PC set are available on loan in the Education Library
  • Poll Everywhere – students answer poll questions using browser, mobile app or text response
  • Socrative – create a class account to track responses, students answer using browser or mobile app
  • Answer Garden – instantly generates a word cloud of responses, no account needed
  • Kahoot – gameify learning in your classroom with ‘Kahoots’
  • Padlet – this multi-modal response digital wall is great for brainstorming, checks for understanding and formative assessment (and now includes ability to add audio and drawing in addition to text, hyperlinks, video, images)

Here’s a Student Response System Comparison Chart for an at a glance view of each of the above systems.

Visit the home page of this resource blog and search for ‘assessment’. The Designing Learning Blog (UBC Teacher Education) for templates and resources to support planning with assessment in mind.

A few additional supportive resources

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by | January 23, 2019 · 5:11 pm

Assessment for All learners – EPSE 310

In EPSE 310, Assessment and Learning in the Classroom, you are learning about the principles and practices for effective, inclusive high quality classroom assessment. You will also become familiar as you prepare for practicum and as you teach, with the BC Ministry document on Assessment and Reporting and MyEducationBC (a vast array of resources are available on the My Ed BC Teacher Resources website.  As part of any study into current assessment practices, you will also want to explore the potential of integrating digital technologies, including student response systems and multi-modal creation/communication tools into your teaching. To help you get started thinking about this, please read on…

Secondary TCs Lecture slides (including some references and resources) Winter Term 2 2019: Dawydiak EPSE 310 Secondary posted

Elementary TCs in-class workshop slides Winter term 2 2019:

  •  EPSE 310_Feb 6 2019_Sec 113   In the Sustainability cohort, students were each challenged to bring to class an assessment tool or website idea. Students assessed a tool using the SAMR model (following some discussion about the importance of class context, students needs, teacher needs etc.). We also:
    • tested out Plickers for all class response and prior learning assessment.
    • used mentimeter for students to share ideas following a discussion prompt
    • viewed an example of a ‘ShowMe’ for multimodal formative (or summative) assessment to support UDL (student representation of learning).

Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating a student response systems (SRS) as a part of your classroom assessment approach. It is important to consider the benefits and the potential drawbacks of various systems available to you as a K-12 educator in order to select one that meets your (and your students’) needs. Be sure to keep in mind that the efficacy of any student response system depends on the quality of the questions and how you use the system. You will learn, as part of your course work, how to develop effective selection and supply questions. This work will be helpful in selecting an SRS and constructing your poll or quiz.

Some issues to consider when engaging your students with digital technologies and online learning:

  • BYOD and Access – bring your own device – Are there policies in place in my school or rules in my classroom to consider? What about students who do not have access to a device? When pairing or grouping students and expecting one device in a group, do you know if the student who owns that device is willing to share it OR are there devices in my school I can borrow? What impact does it have on students when they do not have the same access as others?
  • FIPPA – Freedom of Information and Privacy Protection act – Students data should not be shared on non-Canadian housed servers… Am I protecting students data privacy? Do I have necessary permissions or consent? Am I engaging my students in critical digital literacy discussion around privacy & safety in a broader sense?

During our sessions, we tried out (and looked at) different ways to incorporate ‘all class response’ (vs. hands up/volunteers). All class response, including the use of a digital student response system (SRS) can  lead to greater student engagement. Read this article in Educause  describing how the efficacy of assessments and increases in student learning are achieved when an SRS is coupled with socio-constructivist methods. The use of these systems along with student discussion, peer teaching and pair share can also lead to greater student satisfaction.

The notion that engaging the ‘backchannel’ during lectures and classes can add a more active component to what are sometimes more passive forms of teaching is taking hold with the growth in BYOD (bring your own device) in secondary and post-secondary classrooms. Chapter 4 of Leahy and Williams’, Embedding Formative Assessment, makes a case of ‘all student response’ and limiting teacher questions to only those that propel learning. This book is a valuable addition to any teacher’s library and clearly links theory with practical strategies and relevant advice.

The value of anonymous responses… We know that adolescent learners appreciate, or some would even say require, the opportunity to participate anonymously. Due to their sometimes heavy reliance on peer approval, students at this age can be reluctant to share their views orally. For this reason, employing an SRS can give voice to quieter learners and generate more honest responses. Of course, anonymity comes with drawbacks so be sure to consider the following:

  • How are responses published, shared or viewed?
  • Can I moderate responses?
  • Can students change their responses?
  • Can I archive or track student responses in some way?
  • How will I respond if a student posts an inappropriate response?
  • How can I create a class climate the promotes risk taking and accountability?

Student Response Systems: getting started with resources on the Scarfe Digital Sandbox

  • Mentimeter – polling software that allows for various types of response and graphical representations (plot graphs, bar graph, word cloud, tiled short answer response)
  • Plickers – all you need are free printable scan cards, a teacher account and one mobile device to record and track responses
    • iClickers – a Mac and PC set are available on loan in the Education Library
  • Poll Everywhere – students answer poll questions using browser, mobile app or text response
  • Socrative – create a class account to track responses, students answer using browser or mobile app
  • Answer Garden – instantly generates a word cloud of responses, no account needed
  • Kahoot – gameify learning in your classroom with ‘Kahoots’
  • Padlet – this multi-modal response digital wall is great for brainstorming, checks for understanding and formative assessment (and now includes ability to add audio and drawing in addition to text, hyperlinks, video, images)

Here’s a Student Response System Comparison Chart for an at a glance view of each of the above systems.

Download this handout for more info and some links to research about Student Response: Sandbox_iClicker_Mar2015 update

A couple of alternatives for student representation and expression:

  • Showme and Explain Everything are in a class of apps called ‘digital whiteboards’ and are great for formative assessment and even for student projects and presentations allowing voice narration, video, images, drawing and typing. I can ask a student to ‘showme’ what they know by asking them to annotate an image, share a video of completing a problem etc. (Students can ‘annotate’ an image as they record their voice)
  • Concept mapping is a powerful tool for illustrating complex links between ideas (be they images or text). Many softwares allow for hyperlinking and embedding images and video. Mindmup is a browser based application that allows co-creation of a concept map across time and space.
  • ePortfolios provide rich opportunities for students to select, evaluate and share products of, and reflections on, their learning. Freshgrade is a Canadian housed/FIPPA compliant platform teachers can access for free. Several BC school districts (and beyond) have paid accounts so students can be ‘auto enrolled’. Parents can also be given access.

Visit the Scarfe Digital Sandbox Resource tab and click on ‘assessment‘ for more digital tech integration options for engaging and assessing your students.

 

 

 

 

 

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by | October 16, 2018 · 6:06 pm

Creating an Inclusive Environment through Digital Tech (LLED 360 – ELL)

BC’s classrooms and school populations are evolving which includes a growing number of English Language Learners who are entitled to support. To help Teacher Candidates in LLED 360 begin to consider this need, we worked with some instructors and their classes with some digital tools that will help ALL students, including ELLs.

Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/

We discussed the theory behind selecting tools – specifically for ELLs and inclusive educational environments – by creating the distinction between tools for instruction and tools for learning. This was followed by taking that knowledge and applying it to the needs of ELLs based on their language proficiency levels. I also want to add that the class brought up the importance of a teacher evaluating a digital tool using the SAMR model. (Watch this SHORT video)

Afterward, we launched into Padlet to access TCs background knowledge on Digital Technologies and how they are currently being used in the classroom. This activity frames our conversations but also models how you can engage a Language Learner by giving them models to read, vocabulary to borrow, and time to think before providing an answer.

Padlet allows the creator to curate responses (a.k.a posts) and then select what format to view them in – we used a Wall so everyone could post at the same time but then we transitioned it to a Stream so that we could read responses one at a time. We then looked at other features of Padlet and discussed how it specifically supports ALL learners in a classroom. We also saw that the teacher is able to moderate the wall – a valuable affordance! A low tech version of this would be sticky notes or placemats or writing on the walls… with the limitation that not all learners can see at a glance the contributions of others… That said, it also allows for more movement when we write on the walls or circulate in a gallery walk!

In Margaret Early’s section, she introduced REWORDIFY – an online application that allows users to enter text and simplify it. This is great for teachers to adapt text for their students so that they can access the content and recognize key content vocabulary.

The second portion of  her class focused on Student Response Systems (SRS) and specifically how using the ESRU model allows these digital tools to be used for formative assessment (read more on the ESRU model HERE). Margaret and I each led a session based on groups modeled after classroom stations.

The Student Response System/All-class response or SRS tools we tried out where Plickers and Socrative, The third option, but we ran out of time, was for TCs to self-teach themselves Kahoot or Quizalize. The big takeaway is that these tools don’t have to be used only for summative assessment at the end of a lesson. They can be used for a K/W/L (know, wonder, learned), as a temperature check to immediately find out who needs support or to change the direction of a lesson, or as an exit ticket to inform the teacher of what to review or spend more time on in the following lesson.  

We also had some great questions brought up in class regarding screen time and youth. After discussing with Yvonne, she recommended Screen Time for Young Children  and Digital Media and screen time Guidelines for children and youth from the Canadian Pediatric Society which discusses this concern. I’ve also included a Canadian Guidelines of Physical Activity because it includes recommendations for teens, not just young children. Teachers can also educate their own students about appropriate uses of technology and model the transformative creative aspects it provides.

Slides from Margaret’s class:

In Kyle Stooshnov’s section, we focussed on multi-modal student response using ‘WhiteBoard style applications’ including Explain Everything, Showme and Puppet Edu which are common apps in local districts. We took the time to ‘play’ with Showme since it’s a free option TCs could download.

Using a Digital Whiteboard in a group allows TCs to practice their oral language as they worked together to accomplish a specific task. TC’s were challenged to use the ShowMe App to share how to make a paper airplane as a way to explore the benefits (and challenges) of using Digital Whiteboards. They were able to take photos, add text, draw their own arrows and if we had more time they would have also been able to narrate their presentations in-app.

Lastly, we discussed the resources available on the Scarfe Digital Website. We appreciate all the feedback TCs provided so we can make changes and improve it.

The slides below were used in Kyle’s class and include Digital Whiteboard resources which differ from the slides used in Margaret’s class.

Another approach we discussed was incorporating a ‘backchannel’ for students to ask their questions or make comments as they occur to them during a lesson. The teacher might watch the channel or simply review it afterwards and address it later in the lesson or the next day… There are many tools to help with this approach including some of those explored for All-Class Response. A backchannel can provide ‘student voice’ by letting them post questions throughout without needing to raise their hands or feel like they’re interrupting. It can also provide some anonymity for learners and some formative assessment for the teacher. In conversation with some school district admin, learning to leverage the backchannel was mentioned as valuable for early career teachers. Recognize that it exists and leverage it when possible.

When selecting a tool, consider carefully your needs, access and whether it is valuable for students to view the responses of others in real time or if it is better for only the teacher to see responses (i.e. moderate responses). Deciding on your purpose and knowing which tools afford which options is important.  Teams or Google Classroom are in use in many SDs and will provide backchannel options.

A NO TECH version of a backchannel chat could be a question box or a parking lot poster on the wall. Students have sticky notes, cards or notepaper and record questions as they occur to them. Students can share their notes in the box or on the poster during a break or as they wish/need to move (when and how they share depends on their needs and yours… are you comfortable with students standing and moving while you are speaking or while others are speaking? do you have students who NEED regular movement breaks? can you schedule a time for everyone to move? Another NO TECH approach is a snowball – students record their ideas/questions and crumple and toss… a bit chaotic but, depending on your needs and the environment, valuable!

It was a pleasure working with the group of soon to become Educators! If you’d like to explore anything related to teaching, learning and digital technology further, please be in touch or click the ‘Ask a Question’ link in this blog.

 

Additional Resources

Colourful Handouts

Padlet Instructions | Socrative Instructions | Plickers Instructions | Kahoot Instructions| Quizalize Getting Started Guide

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by | October 11, 2018 · 5:34 pm

Tech Integration for Secondary Science (EDCP 467 – Junior Science)

Walking away from this afternoon’s session working with Secondary Jr. Science Methods TCs and their instructor Leslie Johnstone, I realized I hadn’t taken a single photo to help capture the engagement in the classroom. Ah, well, the moment will live in my brain at least ;D. Below are some promised links and notes about our session. 

We utilized one of the Scarfe Teaching and Learning Studios (Scarfe 1007) to provide a stations based approach allowing some student movement and choice (and to be sure students know that these ‘student priority’ spaces are available for them to use!). After a brief introduction in Prezi to five themes of technology integration, students had 10 minute opportunities to dip their toes into each theme at facilitated and self-directed stations.

Remember, in a Secondary Science classroom, especially if students are new to cooperative learning, I would advise creating groupings in advance of class. The groupings might be homogeneous or heterogeneous and based on any number of factors including ability or interest  depending on the objectives of the teacher and the needs of the students. Sometimes, randomized groupings can be used and have the added benefit of introducing students to opportunities to interact with many different members of the class. There are many online options. GroupMind, a lovely little App developed by Louai Rahal an Education PHD student & instructor I met a few years ago, is free and open for you to use with no sign up required. For more on groupings, this article by Beatrice A. Ward (1987) is worth a read.

Our themes:

  1. Whole class student response – We discussed the value of incorporating approaches including digital technologies that move beyond ‘teacher asks question’, ‘students raise hands and respond one at a time’. Students had the opportunity to put their ‘teaching hats on’ and explore Padlet or Kahoot. Some might have seen this station as a wee bit off task as students became pretty engaged in playing ‘Halloween’ Kahoot… Still, with a little prompting, students were also considering issues including
    • Student privacy (Kahoot and Padlet do not require students to login or give personal info!)
    • What constitutes an effective question?
    • How might gaming and competition impact student learning and how might it be leveraged or tempered…?
  2.  Video and Simulations in the Science classroom – afford the opportunity for students to try experiments that might be otherwise impossible or, perhaps, just inaccurate if done hands-on. Sims and video can also support varied learners including ELLs in pre-playing or re-playing hands-on experiments. Check out PHET for some free, open access sims.  For some amazing video experiments, see: Olympian vs. Toaster and Evolution of Bacteria on a Megaplate
  3. Google Tour Creator – Sharon Hu, Learning Design Strategist, shared the possibilities of creating a 360° VR environment that offers an immersive experience learners can explore on their own. Students found out how to use existing templates (ranging from human anatomy to the solar system) and how a group of learners can customize and annotate the template and use it as a collaborative storytelling tool.
  4. Teachers and students can create their own videos, digital stories and multimedia presentations using a variety of freely available tools including (but not limited to) Viva Video and Sway. *As UBC students, faculty and staff, we have access to some robust proprietary applications including:
    • Camtasia (we’ll look at this one in another workshop!)
    • VideoScribe (the animated hand we tried out today)<
    • UBC Students, staff and faculty can download these and other applications either through ‘Canvas’ (click on Help  and select ‘Software Distribution’) or through UBContheHub.
  5. Augmented Reality – How might this emerging technology increase learning through rich media experiences and ‘hands’-on access to otherwise unaccessible objects or media? Does it go beyond toy?
    1. Theodore Gray’s Elements – interact with the periodic tables on a handheld device (this one is a paid app but very powerful and worth chatting with your school librarian about!)
    2. Science 360 – an app and website that houses a large database of science videos and content
    3. Leslie had fun sharing Curioscope Virtual-i-tee – a very cool AR T-shirt & accompanying App that allows students to peer inside the human body
    4. Merge Cube – this $15 AR spongy cube & accompanying free apps allow students to hold the the beating human heart, lungs, the earth and even the entire solar system in their hands! The ‘hologram’ that appears in your VR headset, ipad or smartphone is interactive to an extent (you can see different sides of an object by turning the cube or with a swipe or tap, adjust the view, see annotations, or even look inside of the object)
    5. StarWalk – allows you to see the night sky ‘in real time’ at any given place or time. Hold it up to view the horizon or sky above you; hold it down to the floor and see through to the southern hemisphere. This app is transformative in that without such an app, students really have a difficult time visualizing the movement of the celestial sphere (and we definitely can’t show them this during the school day!).

It was a pleasure working with the group of soon to become Educators! If you’d like to explore anything related to teaching, learning and digital technology further, please be in touch or click the ‘Ask a Question’ link in this blog. Look for Eric in the foyer on Wednesdays or visit Janis or Yvonne in a drop in or workshop sometime this winter! Schedule here.

Cheers!

Yvonne

 

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by | February 26, 2018 · 4:35 pm

Mentimeter

whatisit.png

Mentimeter is an online assessment tool that allows teachers to create quizzes and polls through the use of cloud-shared presentations. These slides can include timed ‘quizzes’, which have students race to respond correctly. The students can respond  using the web or mobile app and teachers can see immediate feedback. Teachers are able to write their own questions and timed quizzes, and even embed Mentimeter slides within a powerpoint presentation using a plugin.
NOTE – Summer 2023 – many features are now ‘paid’ level features. Teachers with free access can create multiple presentations (but only 2 slides per)

Mentimeter editing screen.

 

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Presenting using Mentimeter works well within a classroom setting, allowing students to use a smartphone, tablet or laptop to submit their responses. Mentimeter doesn’t require students to sign up for accounts, as they usually use a code to find the teacher’s presentation. Slide creation using a visual editor is quite efficient and teachers can get a number of questions started for class within a few minutes. Mentimeter gives the ability to launch standard question slides such as:

  • Question
    • Students will complete  a question – there are multiple question types available, include multiple choice, free response, and even numerical range and word cloud questions.
  • Quiz
    • Students race to complete a question as fast as possible within the time limit the teacher sets. Using multiple quizzes, can gamify your lesson, building incentive to engage.

Important to note that it does not appear as though you can moderate incoming posts to Mentimeter when using the short answer response and word cloud response types (unlike Padlet and Answer Garden, where you can set to moderate and approve before posts/responses are ‘live’).

*I would also suggest carefully considering the impact of timed quizzes on students in your own classroom context. Such strategies should be used for ‘low to no stakes’ quizzing as a way of gamifying the learning environment and generating whole class immediate response to support further discussion and formative assessment.

*as of summer 2023, Mentimeter is approved for use in non-graded activities in UBC courses. Of note, students are not required to login and are not required to share personal information.

 

how-to-get-started-360x80.png

Create a Presentation

  • Sign up for an account at www.mentimeter.com
  • As soon as you sign up, a new presentation will be created for you.
  • Name your presentation, choose a slide / question type, and fill out the questions and options.
  • You can make two question slides and 5 quiz slides on the free tier, then it’s US$7.99 a month to add more. Truthfully, if you’re using this as a start of class activity, the free tier is all you’d need as you can create as many presentations as you like.

Student Responses

  • Once you’ve created a presentation, it will auto-save whenever you make a change, and when you’re ready to deploy, a URL with a unique code will show at the top of your presentation.
  • When students start responding, the presentation will update in real-time.

Student response view

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by | February 22, 2018 · 3:30 pm

Student Response Systems: Engage and Assess

In EPSE 310, Assessment and Learning in the Classroom, you will learn about the principles and practices for effective, high quality classroom assessment. You will also likely become familiar as you prepare for practicum and as you teach, with the BC Ministry document on Assessment and Reporting. As part of any study into current assessment practices, you will also want to explore the potential of integrating digital technologies, such as student response systems, into your teaching.  To help you get started thinking about this, please read on…

Secondary TCs Lecture slides (including some references and resources) Winter Term 2 2018: EPSE 310 Slides_Sec Jan 22

Elementary/Middle Years TCs Workshop slides (individual workshop presentations vary, but these slides represent a general overview of what is shared, discussed as part of the integrated SRS workshop in Module 7 or 8): EPSE 310 Elementary MY resource

Educators and researchers have long considered the benefits of students actively engaging in the classroom and how this can lead to gains in student learning. One way to achieve such engagement is by effectively incorporating a student response systems (SRS) as a part of your classroom assessment approach. It is important to consider the benefits and the potential drawbacks of various systems available to you as a K-12 educator in order to select one that meets your (and your students’) needs. Be sure to keep in mind that the efficacy of any student response system depends on the quality of the questions and how you use the system. You will learn, as part of your course work, how to develop effective selection and supply questions. This work will be helpful in selecting an SRS and constructing your poll or quiz.

According to this article in Educause, research has shown that the use of an SRS can lead to student engagement and that the efficacy of assessments and increases in student learning are achieved when an SRS is coupled with socio-constructivist methods. The use of these systems along with student discussion and pair share can also lead to greater student satisfaction. The notion that engaging the ‘backchannel’ during lectures and classes also adds an active component to this more passive form of teaching is taking hold with the growth in BYOD (bring your own device) in secondary and post-secondary classrooms. Chapter 4 of Leahy and Williams’, Embedding Formative Assessment, makes a case of ‘all student response’ and limiting teacher questions to only those that propel learning. This book is a valuable addition to any teacher’s library and clearly links theory with practical strategies and relevant advice.

The value of anonymous responses… We know that adolescent learners appreciate, or some would even say require, the opportunity to participate anonymously. Due to their sometimes heavy reliance on peer approval, students at this age can be reluctant to share their views orally. For this reason, employing an SRS can give voice to quieter learners and generate more honest responses. Of course, anonymity comes with drawbacks so be sure to consider the following:

  • How are responses published, shared or viewed?
  • Can I moderate responses?
  • Can students change their responses?
  • Can I archive or track student responses in some way?
  • How will I respond if a student posts an inappropriate response?
  • How can I create a class climate the promotes risk taking and accountability?

Student Response Systems: getting started with resources on the Scarfe Digital Sandbox

  • Plickers – all you need are free printable scan cards, a teacher account and one mobile device to record and track responses
    • iClickers – a Mac and PC set are available on loan in the Education Library
  • Poll Everywhere – students answer poll questions using browser, mobile app or text response
  • Socrative – create a class account to track responses, students answer using browser or mobile app
  • Answer Garden – instantly generates a word cloud of responses, no account needed
  • Kahoot – gameify learning in your classroom with ‘Kahoots’
  • Padlet – this multi-modal response digital wall is great for brainstorming, checks for understanding and formative assessment (and now includes ability to add audio and drawing in addition to text, hyperlinks, video, images)
  • Mentimeter –  polling software that allows for various types of response and graphical representations (plot graphs, bar graph, word cloud, tiled short answer response)

Visit the Scarfe Digital Sandbox Resource tab and click on ‘assessment‘ for more digital tech integration options for engaging and assessing your students.

A new one I recently came across is Easy Notecards – it integrates with Kahoot and allows matching.

Download this handout for more info and some links to research: Sandbox_iClicker_Mar2015 update

or view this SRS Comparison Chart for an at a glance view of each of the above systems.

 

 

 

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by | February 12, 2018 · 11:39 am

Word Clouds

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A word cloud is a cluster of words that responsively shows most used words as larger or more pronounced that lesser used words. It is a form of data visualization sometimes called ‘text’ or ‘tag’ clouds. You sometimes see a word cloud to represent the tags used for posts on a blog.

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A word cloud allows you to represent the most important or most used information in a single graphic. One might create a word cloud using a paragraph or two of text in order to visually tease out relevant information or you might use a word cloud to represent the results of a brainstorm or group discussion.

illustration of a word cloud from wordsift.org

Word cloud of text from this post using wordsift.org

Word clouds are excellent for visualizing the attributes of a character, the key points in a plot or features of a civilization. I’ve even used word clouds as a way of having students share their observations of a particular place, field trip location or image/video. Word clouds also make fun gifts… have a group of people share words to describe someone they wish to thank, then share the cloud with the recipient! Perfect for framing! Depending on your purpose, there will be a ‘tool for you’!

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Steps:

  • Determine your purpose or objectives
  • Select a tool that meets your needs
    • Keep in mind data privacy as you make your selection – avoid tools that require personal information or login.
    • If you want multiple people/students to add to the word cloud, select an all class response tool that allows co-creation.
  • Add your text and create. In most Word Cloud applications, you can also manipulate the text to an extent using themes, colours, font, orientation, shape. Typically, you can also limit the number of words and eliminate select words.

Co-creation tools (multiple people can add words to a single cloud in real time):

    • Answer Garden – this is a student response system (no login required) where you can launch a particular question for a brainstorm, gather responses from a group and a word cloud is autogenerated.
      • A quick and visual way to share the results of a brainstorm!
      • No sign up needed (by teacher or students).
      • Teacher can set up an Admin password and make various adjustments/moderate resposnes.
      • The ‘AnswerGarden’ can be embedded in a Canvas page (find embed code in ‘share’ settings)
      • Students can access and respond from within Canvas.
      • Drawback: When using the direct link to the ‘garden’, there are large banner ads. These do not appear in the Canvas embed.
    • MentiMeter – is quite a powerful all class or student response system.
      • allows multiple question types and a variety of data visualization options (scatter plot, bar graphs, charts, text bubbles, word cloud and more).
      • Menti requires teacher sign up but no student sign up.
      • The Menti ‘live presentation’ can be embedded in Canvas.
      • Drawback: Students access and contribute via menti.com using a join code (not directly in Canvas)

Individual Tools (copy and paste a block of text to create a word cloud):

  • WordSift.org is my preferred site since it was created and is maintained by a Stanford grad student and is the result of a grant project linked to an academic institution! They even include a ‘theory’ section including references and several useful teaching tips on their website. With WordSift, users can upload/paste text, create and manipulate word clouds and capture the results in moments. It has an intuitive interface with no login required and plenty of tutorial info. There is so much potential here for the creative user or educator! Once created, select on an individual word to see a visual map thesaurus (much like ThinkMap above!), see words ‘in context’, definitions and images. Use the settings wheel to adjust number of words, orientation & more.
  • WordClouds.com allows you to paste a block of text to create a custom word cloud. The cloud can be ‘masked’ with a visible shape or ‘unmasked’ (without a border or visible shape). When you arrive at wordclouds.com, select File, New Word Cloud –> File, Paste/type text (or import from URL or file upload!)

Unique uses of WordClouds for visualization:

  • ThinkMap Visual Thesaurus: Word clouds or maps autogenerated when you enter a word into the thesaurus! (free trial only or paid subscription needed)

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