Building the right assessment

Episode #13 of “Instructional Tech in Under 3 Minutes” is on the assessment tool Formative. Now, according to the Formative’s promo video, this is the perfect tool for you if you love Google Forms and Kahoot. (Which I do…)

So, here’s the deal… it combines the diverse flexibility of Google Forms with the ease of access of Kahoot, which is a nice combination. Real time feedback is a nice touch as well.

This is the third mostly-assessment tool that I’ve highlighted and I do that on purpose. Mostly because building the right assessment can be a little tricky. If you’ve got a well-chosen learning target paired with the appropriate instructional strategies, then it makes no sense to haphazardly build an assessment experience for the students. Kahoot, Google Forms, and Formative all have their unique features. So, with their powers combined, they become a system that can create mostly any kind of assessment questions you might need. Individual or group, performance or self-report, anonymous or named.

It can be tricky to build the right assessment. Have a number of tools in your toolbox is often the first step.

Why Google Forms? Because Legends Never Die

Google forms isn’t a new tool. Not even close. But that doesn’t matter.

A good tool is a good tool (particularly if your school has embraced Google). Particularly a tool that has an ease of use (both for students and teachers), is highly flexible, and can be used on any device.

But, the fact that this tool has been around a while doesn’t mean it’s the same tool it was back in 2010. File uploads and different kinds of gridded responses are among the latest updates.

Plus, adding Equatio to Chrome will make adding math notation much easier, too.

So, give Episode 10 of “Instructional Tech in Under 3 Minutes” a watch and remember Google Forms the next time you need to gather input from your students.

 

Kids love videos… right?

Kids love videos, right? Students enter into this multimedia experience where they… sit and watch. And often do nothing.

I’ve seen a number of big box math curricula that are clearly trying to address their predictable and uninspiring math curricula by offering VIDEOS where some puppet or animated character presents the math.

I’ve had the same reservations about the #FlipClass movement which traditionally makes heavy use of the video as a teaching tool. And I have the same problem with all of them: Very often, the students simply aren’t active participants in the presentation and thus aren’t learning nearly as well as they could be. (Derek Muller discusses this same point here…)

If we want the video to provide any tangible improvement over live presentations, we need to use the video to engage students in ways that live presentations can’t.

That’s where I think tools like EdPuzzle could be powerful. Check out Episode #9 of “Instructional Tech in Under 3 Minutes” up above. I like the potential of EdPuzzle (like I liked Zaption before it.) I agree that videos can be very effective tools. I’ve recommended them on many occasions (See Speedometer Problem, Pencil Sharpener Problem, or Dan Meyer’s Magic Octagon as examples.)

But videos aren’t an absolute good. And tools like EdPuzzle can help take the potential learning of videos and convert it to more kinetic learning.

The Cure for the Common Slideshow

I love slide shows. I do. They’re, like, the biggest mystery tool going. No tool has such a wide range of quality of use.  I’ve actually seen some folks do some wonderful things with it. And I’ve seen some simply terrible slide show presentations.

It’s remarkable how little thought people put into the experience of their learners when they design their slides. So, that’s the key question with any presentation: What should the learners be doing while you are presenting? What should they be learning? Feeling? Experiencing?

Boredom is almost ALWAYS not a goal, I would expect. The key is giving the listeners / learners / audience something to DO while you present. Google had added a built-in “audience needs to do something” module to their slides application. Check out the video above.

I mean, it could be argued that there are times when a slideshow is appropriate. (Although there should be other options explored.) But they don’t have to be passive and boring. Check out the video above to see what Google has done to support better slideshows.

Forget your teaching for a minute – What are the STUDENTS doing?

For a moment, I want to reframe the conversation about instruction. Suppose you’ve got a bit of content the students need to learn. Often, teachers think, “How do I need to teach this?” This a fine question, but I’d like to suggest, perhaps, a better one.

What should the students be doing to learn this bit of content? (You see the difference?)

Episode #7 of “Instructional Tech in Under 3 Minutes” shares Nearpod, which is a tool that gives teachers options and puts them in a position to ask the question “What should my students be doing to learn this?” (Nearpod isn’t the only such tool. It’s just a nice choice that is free, device-agnostic and pretty easy to use.)

A while back, the National Institute of Health published a paper discussing some of the pros and cons of “Wired” Children –That is, children who have a lot of screen and device time.

This matters to education. Our classrooms are becoming increasingly wired. And while the conclusions in the article are definitely not conclusive, a few trends bubble to the top and one of them is simple:

With tech, thought energy is best spent focusing on what the young people are DOING with the tech rather than the form of the tech itself. Chromebooks vs. iPad, Google vs. Microsoft, Kahoot vs. Quizizz… these are the wrong questions. Rather, ask: What should the students be DOING with the tech to maximize learning?

It reminds me of some advice a dietician gave me once. She rhetorically asked me, “What’s the best diet?” And then, after a pause, she answered “The one you’ll stick with.”

This is a similar thought process to the explicit instruction vs. inquiry debate that I’ve discussed several times before. It’s the wrong approach to consider which of those teaching methods is “better.” What are the students doing?

If you’re inquiry exploration has the students spinning their wheels, you may need to explicitly instruct them. If your explicit instruction turns your students into a passive audience, then they need to explore some stuff. Some content is tough and they won’t be able to explore it very well without some instruction. But lectures are boring, so the students need to be active participants in the explicit instruction. (And no… taking notes doesn’t count.)

Nearpod is one tool that gives you options. It can add explicit instruction to inquiry explorations. OR, if you’d prefer, it adds explorations into direct instruction.

Either way, it is a tool that gives you a chance to answer the question: In order to maximize the learning in during this time, what should the students be doing?