Wednesday, July 8, 2015
Module 3 PowerPoint: Notecards
As I continue learning the many details and options that PowerPoint offers, Module 3 introduced me to learning how to make my own note cards. I thought I'd post my efforts here as I track my progress in learning this valuable tool.
The first note card I made is for "People Points." I use this as a positive reinforcement for students that are engaged in responsible, independent behavior. While I also have class rewards that encourage collaboration and teamwork, I believe it's important to recognize the students' individual efforts, even if the majority of the class happens to be off-task or exhibiting inappropriate behaviors for a given situation. As students accrue more points, they can be cashed in for prizes at various levels or saved up to be used for purchasing items in our biannual class auctions.
This is my "Hall" pass. I don't need to use these all the time. Some specific destinations, like our library, require a pass for students to come outside of scheduled classroom visits. Other times a student that needs practice for being trustworthy when they're by themselves or even recording the time, this pass provides that additional assistance and accountability.
Non-Collaborative Learning
At bottom of this post is my first attempt at making a customized search engine. I'll be using this as part of my online scavenger hunt activity that will be discussed at the end of the entry. (I also expect to be using the customized search engine as part of my 21 Tools!)
Here is my customized search bar. Feel free to give it a try!
While collaborative learning creates an excellent environment for
fostering conversation, teamwork, and learning amongst its members,
non-collaborative learning --done by the students alone—is still important for
fostering independance and personal accountability. This is especially true for
younger learners who may lack the skills and knowledge to be successful in
other practices like collaboration.
Structure and guidance are still important for students in a non-collaborative
setting, as proper instruction and organization will benefit the student in
future collaborative and non-collaborative settings. Some of these types of
non-collaborative learning include Hotlists, Virtual Tours, Webquests, and
Scavenger Hunts. All are designed to give the learner a structured environment
while supporting independent research skills to collect information and learn
about new topics and concepts.
Webquests are one type of tool designed to help learners use
the web to read, collect, and make sense of the new information the find.
Developed by the teacher and usually posted on the school or district server,
Webquests can provide students with the guidance necessary to navigate the
appropriate waters of the World Wide Web while avoiding those parts not
beneficial to student learning. Hotlists are another way to provide a focus for
research and learning. Simply stated, hotlists are a list of resources--usually
websites--that the students can connect to in order to learn more about their
topic. Hotlists can be teacher/school created or they can be found in great
number with an internet search. When creating hotlists, as with any type of
non-collaborative tool, it is important that the teacher checks the quality and
timeliness of the sites’ content as well as the connectivity of the link and
site with the students’ computers. A Virtual Tour can be used not only to give
students a guide for finding specific content but also to aid in learning how
to navigate the sites themselves that provide the information. Schools and
districts may design virtual tours to help shareholders learn how to access
their sites’ content. Teachers may create virtual tours of other websites that
students may use for learning. Go to http://nineplanets.org/
to see one example of how a virtual tour is used teach students about the Solar
System.
The last of the four non-collaborative tools is the online Scavenger Hunt, and I used this to create an activity that my students could use in the classroom. This was my first attempt at making my own customized search bar, as you can see below. I'll most likely pick that up as one of my 21 tools as it is so helpful for allowing teachers to narrow the breadth of information available on the internet to what is most appropriate for student learning in a given lesson.
These are screen grabs of my PowerPoint presentation. In it I've got three resources linked so that if students use this on the computer they can go directly to the sites. Otherwise, I'll have them available in their bookmark/favorites tab to access. By giving them assignments like this scavenger hunt, I can provide opportunities for students to explore the World Wide Web to research information and seek answers to their questions while giving the focus by removing a lot of internet content that could distract their learning. As students get more adept at these activities, I can broaden the number of websites available to them so they can practice the skill of determining importance in internet content for themselves.
Citations:
WebQuests: Explanation. (n.d.). Retrieved July 6, 2015, from
http://www.thirteen.org/edonline/concept2class/webquests/index.html
Hot Lists for Teachers. (n.d.). Retrieved July 7, 2015, from
http://educ-calvin2.lsu.edu/~lsuctp/lrce_hotlists.htm
Get Outta Class With Virtual Field Trips. (n.d.). Retrieved
July 5, 2015, from http://www.educationworld.com/a_tech/tech/tech071.shtml
Education World: Internet Scavenger Hunts. (n.d.). Retrieved
July 7, 2015, from http://www.educationworld.com/a_lesson/archives/scavenger_hunt.shtml
Fact Monster™ from Information Please ®. (n.d.). Retrieved
July 6, 2015, from http://www.factmonster.com
Nine Planets - Solar System Tour. (n.d.). Retrieved July 6,
2015, from http://nineplanets.org/
Earth. (n.d.). Retrieved July 7, 2015, from https://www.google.com/earth/
Earth. (n.d.). Retrieved July 7, 2015, from https://www.google.com/earth/
Here is my customized search bar. Feel free to give it a try!
Collaborative Learning
As part of work for Module 3, I've been asked to explore and respond to content surrounding collaborative learning and its impact in education and the professional community. I started by reading an article by Ted Panitz that outlines the differences between cooperative learning and collaborative learning. I discovered that while the two are root in constructivism, there are many differences between the two. For one, the origins of the words are different (cooperative has American roots, collaborative roots are English). The structures of the two also possess numerous contrasts; while cooperative learning is based more on the specific processes that team members engage in to develop and accomplish specific goals, collaboration also defines the philosophy that is needed for accepting the individual differences and contributions needed to achieve the team's goals.
Three other articles helped me see the concepts and application of collaborative learning more clearly, and summaries where written in response to the readings.
In her article, Anne Blouin describes the work of the American Society of Association Executives in helping associations and their members improve their work and their impact through the power of collaboration. Comprised of over 21,000 members from over 9,000 organizations, ASAE’s goal is similar to that found in schools and other businesses around the world: to improve performance and effectiveness through collaboration and communities of practice.
Matt Davis describes the learning at The College Preparatory School in Oakland, California as the type needed for success only in today’s college climate but also in the work done beyond the classroom doors. Students there do not work in traditional classroom setting where the teacher serves as the expert of the topic while students passively absorb lectures through note-taking, seated in straight rows. Instead, work is designed and addressed in a collaborative learning environment, where students work through problems and assignments by contributing ideas, arguing and testing them, before developing conclusions that don’t necessarily coincide with those of their peers. In a collaborative environment, Davis notes, the “right answer” isn’t always a single answer, and students are charged with developing insights and ideas through interaction with their peers that are sound more than they are with seeking and finding one common solution or answer to their work or assignment.
Three other articles helped me see the concepts and application of collaborative learning more clearly, and summaries where written in response to the readings.
Article 1: Creating an Environment for Collaborative Learning
In 2005, The Center for Association Leadership developed an initiative to provide such a platform for its members. Understanding that collaboration is more than a single activity like group members contributing answers in their group, the ASAE has worked to plan and implement activities designed to encourage members to contribute, gain knowledge and insights, and work with their team to build understanding, improve relationships, and achieve individual and collective goals. Meetings, both in person and in online virtual environments are held, centering discussions and conversations around topics identified by the group; group members share ideas, products, and documents; they develop and structure projects based on specified needs, using the input of the team to achieve goals. The ASAE provides software as platforms for groups to use and supports learning a participation through their meetings, conferences, and online forums.
The benefits of such a structure and environment are numerous, as Mr. Davis observes, go beyond knowledge acquisition of the subjects and topics introduced in class. Through the practices and mindset provided by collaborative learning, students develop strong interpersonal and reasoning skills, they learn to see problems from multiple angles, work together to meet group goals while improving individual understanding. Moreover, students that can perform in collaborative settings are able to take on more difficult questions and projects by utilizing the knowledge and ideas of the collective team than they could have by working alone. The culture that supports this style of learning has become more prevalent in college and business communities, and The College Preparatory School has made it their mission to empower their students for future success by weaving this structure and mentality into their teaching and learning.
Article 3: 12 Principles of Collaboration
In 12 Principles of Collaboration, Renee Gaylor identifies the ideas most important for creating, supporting, and maintaining a successful collaborative environment for its members. These 12 ideas are listed in the article with descriptions and are shown in a graphic at the beginning, but after reading through I noticed that they could be grouped by the audience the principle addresses and the goals established by the collaborative team.
When addressing the impact of and on the individual member of the team, consider these principles:
1. Individual benefit is just as important as the overall corporate benefit (if not more important)
3. Listen to the voice of the employee
These two ideas suggest that the identity of the individual, including her/his ideas and needs, cannot be lost in the team environment that collaborative work supports. What they take from these experiences must be evaluated with the same rigor as what contributions are made.
Some principles seem to address the system and structure of collaboration:
2. Strategy before technology
6. Integrate into the flow of work
8. Measure what matters
Without proper organization of strategies, procedures, assessment, and connection to the work, collaboration will not be able to meet its intended goals.
These principles are centered on the requirements of leadership in promoting and fostering successful collaboration:
4. Learn to get out of the way
5. Lead by example
7. Create a supportive environment
Like a ship, collaboration lists components necessary to insure that it is steered in the direction of success. Management that is knowledgeable in supporting collaboration, takes part, and provides connections and accountability is vital for both the team’s success and employee morale.
Principles that support the collaborative team are identified:
9. Persistence
10. Adapt and evolve
And finally, the ideas that suggest the impacts beyond the team and management are found in the last two principles:
11. Employee collaboration also benefits the customer
12. Collaboration can make the world a better place
The 12 Principles demonstrate both the elements as well as the impact that collaboration possesses and how many considerations must be taken to ensure success: the team and individual members, the leadership, the structure of collaboration, as well as the other recipients of a team’s collaborative efforts.
When considering what collaborative work I've done on my blog and in class, I realize that I've been a member of a collaborative team since the beginning of ED675. The blog itself can be a power tool for collaborative learning. By exploring my colleagues' blogs, as well as contributing with my own, we are able to gain additional insights in learning 21 tools as well as content provided by our course. Another example is the Group Discussion Board that my classmates and I have been developing for the last month. Each module, new topics are introduced by forum leaders (a role we all been assigned), while team members post questions, answers, and ideas for the rest of the team to consider and give response. The example below is a screenshot of part of one such discussion surrounding the use of technology when communicating with various shareholders at a school:
Using the feedback, questions, and insights of my peers has
already provided me with information and ideas that would've taken me longer to
discover on my own, if I'd ever found them at all. I am able to interact and
use the knowledge and reasoning of others to not only give me better understanding
of the content but also provide experience in interpersonal communication,
recognition of the diverse needs and contributions of team members, and
practice at giving and receiving feedback as we all work to improve our
knowledge and skill sets.
Citations:
"Collaborative Versus Cooperative Learning: Comparing
the Two Definitions Helps Understand the nature of Interactive learning"
T. Panitz Cooperative Learning and College Teaching, V8, No. 2, Winter 1997.
Retrieved July 6, 2015 from http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm
Blouin, A. (2005, May). ASAE ® The Center for Association
Leadership. Retrieved July 6, 2015, from http://www.asaecenter.org/Resources/articledetail.cfm?ItemNumber=18285
ASAE ® The Center for Association Leadership. (n.d.).
Retrieved July 6, 2015, from http://www.asaecenter.org/AboutUs/
Davis, M. (2012, December 5). How Collaborative Learning
Leads to Student Success. Retrieved July 5, 2015, from http://www.edutopia.org/stw-collaborative-learning-college-prep
Gaylor, R. (2013, April 16). 12 Principles of Collaboration
- westXdesign. Retrieved July 5, 2015, from http://westxdesign.com/2013/04/collaboration/
Tuesday, June 30, 2015
BUBBL.US
BUBBL.US
Pronounced "bubble us," bubbl.us is an easy-to-use web application that allows you to organize your thoughts, brainstorm, and collaborate with peers using a web of connected bubbles. I originally discovered this during my Mind Map assignement. After choosing a different tool I decided to compare and contrast it with bubbl.us. Bubbl.us is extremely intuitive, allowing the user to beginning collecting and organizing his/her thoughts and ideas without needing a long tutorial on how to use the program. Just hover the mouse over a bubble and a menu screen will pop up, allowing you to add bubbles as well as change the bubble and text appearance, as you can see:
Concerning pedagogical uses, bubble.us is great for teachers and students alike. Teachers can develop bubbl.us webs and have students manipulate them to classify, compare, and contrast content. Students can use them for brainstorming ideas, collaboration, organizing thoughts and concepts, and helping to remember key terms and relationships. Outside of the classroom, teachers can use this in proffessional development to share and structure ideas, collaborate, and organize thoughts and strategies. Like other tools I've mentioned, bubbl.us can be a platform for a variety of activities and tasks.
One of the benchmarks I need to address with my students surrounds their knowledge of the different parts of speech. I created a bubbl.us to help organize the different parts and their types, as well as examples of each for students to use as reference:
Finding bubbl.us online is as easy as it is to use. In the address bar type: bubbl.us
Bubbl.us is free to use but is limited to three posters. After that, there is a scale for cost. I took as screenshot that can be found on bubbl.us' home screen:
While pencil and paper has been used for years with students and teachers alike to structure their ideas, brainstorm, and create webs, bubbl.us allows users the flexibility to make changes quickly and easily without having to erase and rewrite work. Webs can be saved and revisited anytime and anyplace that has internet access, saving valuable time and space for educators and students alike. As technology is used more and more in our world, it is important that we equip teachers and learners with the knowledge and tools necessary to become efficient, engaged, and productive members of society. In these regards, bubbl.us is a significant step beyond traditional forms of thought collections.
All information and screenshots captured came from bubbl.us
Pronounced "bubble us," bubbl.us is an easy-to-use web application that allows you to organize your thoughts, brainstorm, and collaborate with peers using a web of connected bubbles. I originally discovered this during my Mind Map assignement. After choosing a different tool I decided to compare and contrast it with bubbl.us. Bubbl.us is extremely intuitive, allowing the user to beginning collecting and organizing his/her thoughts and ideas without needing a long tutorial on how to use the program. Just hover the mouse over a bubble and a menu screen will pop up, allowing you to add bubbles as well as change the bubble and text appearance, as you can see:
Concerning pedagogical uses, bubble.us is great for teachers and students alike. Teachers can develop bubbl.us webs and have students manipulate them to classify, compare, and contrast content. Students can use them for brainstorming ideas, collaboration, organizing thoughts and concepts, and helping to remember key terms and relationships. Outside of the classroom, teachers can use this in proffessional development to share and structure ideas, collaborate, and organize thoughts and strategies. Like other tools I've mentioned, bubbl.us can be a platform for a variety of activities and tasks.
One of the benchmarks I need to address with my students surrounds their knowledge of the different parts of speech. I created a bubbl.us to help organize the different parts and their types, as well as examples of each for students to use as reference:
Finding bubbl.us online is as easy as it is to use. In the address bar type: bubbl.us
Bubbl.us is free to use but is limited to three posters. After that, there is a scale for cost. I took as screenshot that can be found on bubbl.us' home screen:
While pencil and paper has been used for years with students and teachers alike to structure their ideas, brainstorm, and create webs, bubbl.us allows users the flexibility to make changes quickly and easily without having to erase and rewrite work. Webs can be saved and revisited anytime and anyplace that has internet access, saving valuable time and space for educators and students alike. As technology is used more and more in our world, it is important that we equip teachers and learners with the knowledge and tools necessary to become efficient, engaged, and productive members of society. In these regards, bubbl.us is a significant step beyond traditional forms of thought collections.
All information and screenshots captured came from bubbl.us
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (a. b. c. d.)
Communication and collaboration (a. b. c. d.)
Research and information fluency (a. b. c. d.)
Critical thinking, problem solving, and decision
making (a. b. c.)
Digital citizenship (a. b. c.)
Technology operations and concepts (a. b. c. d.)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and
creativity (a. b. c. d.)
Design and develop digital age learning
experiences and assessments (a. b. c.)
Model digital age work and learning (a. b. c. d.)
Promote and model digital citizenship and
responsibility (a. b. c.)
Engage in professional growth and leadership (a. b.)
Resources:
Pricing information: https://bubbl.us/
ISTE standards for Teachers http://www.iste.org/standards/iste-standards/standards-for-teachers
ISTE Standards for Students http://www.iste.org/standards/iste-standards/standards-for-students
STORE IT IN A CLOUD
It was once a nightmare of students to lose their files to a faulty disk or
malfunctioned computer. Today there are dozens of companies that offer the
service of storing your files on their servers, giving you the ability to
upload and download your files from anyplace that has an internet connection as
well as any necessary software for transferring the files. Dropbox is one such
tool that allow you the flexibility to access and use your digital material no
matter where you are.
Dropbox is a site and a program that allows you to quickly
and easily upload and download your files to and from their servers. It is as
simple as clicking on your file and dragging to the Dropbox folder when you
wish to upload. To download, open Dropbox or access it online (dropbox.com) and
drag or download the file, depending on the device you are using. Dropbox can
be used on computers, tablets, and smartphones. A pdf file that provides a quick
tutorial for usage is waiting in the folder once you download the software.
Concerning pedagogical use, I see Dropbox being most
advantageous for providing safe storage of files for both teachers as well as
older students. Assignments will not typically be as complex for elementary
aged students to justify storage of large projects to be regularly accessed
from places outside of school. That said, there are benefits to introducing
students to new technologies at a younger age, even if some resources won’t be
fully realized or utilized until they are older. For secondary, undergraduate
and graduate students, however, this tool is valuable for providing the student
the access and reliability required to be flexible in navigating their academic
pursuits. Teachers will see the same benefit in being able to access their work
beyond the classroom.
Here’s a screenshot of me saving myself a ton of gray hair
should my computer fail and memory keys suddenly disappear:
As with many popular sites, finding this tool is as easy as
typing its name in an app store or going to www.dropbox.com
The cost of Dropbox is free in its basic form, providing you
with 2 GB of storage. However, recommending friends can get you up to 16GB. If
you wish to upgrade to Dropbox Pro, the price is 9.99 a month (or $99/year) for
a 1 TB (1,000 GB). Dropbox also offers a business package, giving a minimum of
5 users 1 TB each at $12.50 a month per user.
Teachers would want to take the 5 minutes to learn this tool
for one simple reason: piece of mind. As convenient as technology has made our
lives, it can also bring problems and frustrations when it fails. Having
another place to store your valuable digital material is a valuable insurance
that costs only the few minutes you’re willing to invest in using it.
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (a. b.)
Communication and collaboration (a. b. d.)
Research and information fluency (b)
Digital citizenship (a. b.)
Technology operations and concepts (a. b. c. d.)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and
creativity (a. b)
Model digital age work and learning (a. b.)
Promote and model digital citizenship and
responsibility (a.)
Engage in professional growth and leadership (a.)
Resources:
Information on Dropbox:
Pricing information: https://www.dropbox.com/pro , https://www.dropbox.com/business/pricing ,
ISTE standards for Teachers http://www.iste.org/standards/iste-standards/standards-for-teachers
ISTE Standards for Students http://www.iste.org/standards/iste-standards/standards-for-students
YOUTUBE
Of all of the tools I've learned thus far, I think YouTube is the most well-known by everyone. Simply stated, YouTube is a video sharing site. Users can create their own YouTube page, subcribe to others' pages, or just watch videos that are of interest to them. Being a bit shy in social settings, I really wanted to skip this one and look for other tools that wouldn't reveal me to the world, but to do that would deny myself a great learning experience about one of the most popular sites on the web.
Pedogogical Uses: If my classes are any indicator, instructors can use YouTube to create their own videos to upload and be viewed by their students. They could give lectures, answer questions that students have posted, show tutorials.. there are so many possibilities for allowing your students to access your teaching content when they're not physically in the classroom. I could see this being used by secondary students that may make videos as part of class projects and homework assignments but would not recommend it for younger students, as this site is not as appropriate for all ages as others.
Despite my social anxieties and lack of technology training, I was still able to create and upload a video onto YouTube. Here's my screenshot as proof:
Still don't believe me? I don't blame you, so I even managed to upload my YouTube video to my blog:
Pedogogical Uses: If my classes are any indicator, instructors can use YouTube to create their own videos to upload and be viewed by their students. They could give lectures, answer questions that students have posted, show tutorials.. there are so many possibilities for allowing your students to access your teaching content when they're not physically in the classroom. I could see this being used by secondary students that may make videos as part of class projects and homework assignments but would not recommend it for younger students, as this site is not as appropriate for all ages as others.
Despite my social anxieties and lack of technology training, I was still able to create and upload a video onto YouTube. Here's my screenshot as proof:
Still don't believe me? I don't blame you, so I even managed to upload my YouTube video to my blog:
I know the video quality isn't the greatest. I was concerned about the file size and probably reduced the resolution more than I needed to when I was working with Windows VideoMaker. Considering I wasn't too excited about sharing my mug with the world, I'll consider the glass half full that my face isn't shown with the greatest clarity.
YouTube is easier to find than it is to avoid. The app is on most smartphones and is found on the web at: https://www.youtube.com/ and is free to use..
Why would a teacher want to use YouTube? Aside from containing thousands of videos that could be shared in the classroom, YouTube allows you to upload your own videos. This could be used to introduce lessons, discuss homework, even address work for students that are absent. Teachers do need to be aware that YouTube contains content for all ages and interests. It is important to preview all material intended to be shared. In addition, the screen at the end of the video is often filled with screenshots of recommended videos, and the pictures themselves may not be considered by the teacher to be inapproprite for her/his students. Because of the sheer volume and variety of content, educators need to be extra careful when sharing.
(Click on the link above for descriptions of the following standards this tool can address.)
Creativity and innovation (a. b.)
Communication and collaboration (a. b. c. d.)
Research and information fluency (b. c.)
Digital citizenship (a. b. c. d.)
Technology operations and concepts (a. b. c. d.)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and
creativity (a. b. c. d.)
Design and develop digital age learning
experiences and assessments (a. b. c.)
Model digital age work and learning (a. b. d.)
Promote and model digital citizenship and
responsibility (a. b. c.)
Engage in professional growth and leadership (a. b. c. d.)
Resources:
ISTE standards for Teachers http://www.iste.org/standards/iste-standards/standards-for-teachers
ISTE Standards for Students http://www.iste.org/standards/iste-standards/standards-for-students
KAHOOT!
I've seen a few classroom response systems before, but Kahoot! is the first I've used that incorporates games into student learning an assessment. It can serve as an instructional tool, a source for collaboration, and a powerful formative assessment piece that is easy to set up and use. It can be used with computers, tablets, and smartphones with as many students are you are able to provide with devices.
Pedagogical Uses: Kahoot! allows the teacher to make her/his own games or choose from thousands that have already been created, giving countless opportunities to address and assess learning content in a variety of grades. Students are able to respond in live time and the teacher can see immediate results of the students' responses, making this an entertaining and helpful formative tool of assessment.
Here are a couple of screenshots I took, one from the computer that was administering the quiz and another from my smart phone, showing the format for selected response:
To set up your Kahoot! account, go here first: https://getkahoot.com/
Once you have your Kahoot account set up and a quiz made (or selected), you will be given a number that students will use to locate your quiz and take part. Student access is found at: https://kahoot.it/#/
Kahoot! is free! There is no cost for using this tool.
Why would a teacher want to learn more about Kahoot!? Besides the facts that it is easy to use, can provide timely feedback in your formative assessments, and is free, Kahoot! is just plain fun to use and explore! The possibilities are as limited as your imagination. As students use technology more and more in the home and school, this tool will be appreciated by both them and yourself much more than standard pencil and paper tests.
All information from my review has been found at https://getkahoot.com/
Pedagogical Uses: Kahoot! allows the teacher to make her/his own games or choose from thousands that have already been created, giving countless opportunities to address and assess learning content in a variety of grades. Students are able to respond in live time and the teacher can see immediate results of the students' responses, making this an entertaining and helpful formative tool of assessment.
Here are a couple of screenshots I took, one from the computer that was administering the quiz and another from my smart phone, showing the format for selected response:
Once you have your Kahoot account set up and a quiz made (or selected), you will be given a number that students will use to locate your quiz and take part. Student access is found at: https://kahoot.it/#/
Kahoot! is free! There is no cost for using this tool.
Why would a teacher want to learn more about Kahoot!? Besides the facts that it is easy to use, can provide timely feedback in your formative assessments, and is free, Kahoot! is just plain fun to use and explore! The possibilities are as limited as your imagination. As students use technology more and more in the home and school, this tool will be appreciated by both them and yourself much more than standard pencil and paper tests.
All information from my review has been found at https://getkahoot.com/
(Click on the link above for descriptions of the following standards this tool can address.)
Communication and collaboration (a. b.)
Research and information fluency (c. d.)
Critical thinking, problem solving, and decision
making (a. b. c.)
Digital citizenship (a. b. c.)
Technology operations and concepts (a. b. c. d.)
(Click on the link above for descriptions of the following standards this tool can address.)
Facilitate and Inspire student learning and
creativity (a. b. c.)
Design and develop digital age learning
experiences and assessments (d.)
Model digital age work and learning (a. c.)
Promote and model digital citizenship and
responsibility (a.)
Information on Kahoot!: https://getkahoot.com/tutorials/Kahoot_Tutorials.pdf
ISTE standards for Teachers http://www.iste.org/standards/iste-standards/standards-for-teachers
ISTE Standards for Students http://www.iste.org/standards/iste-standards/standards-for-students
Below is a lesson plan I created that incorporates a Kahoot! game into a lesson on arrays.
Arrays
Purpose: Students
will use multiplication to figure out the total number of objects in an array.
Materials/Resources
Grid
paper
Objects
(pennies, counters) that can be used to make an array
Computers/Tablets
with Kahoot!
Pencil/paper
Flash
cards
Examples
of student work that shows multiplication pictures
Vocabulary: Array
Factors
Product
Standards Used:
Operations and Algebraic Thinking
3.OA.1 Interpret products of whole numbers, e.g.,
interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
For example, describe a context in which a total number of objects can be
expressed as 5 x 7.
3.OA.7 Fluently multiply and divide within 100,
using strategies such as the relationship between multiplication and division
(e.g. knowing that 8 x 5 = 40, one know 40 / 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.
3.OA.9 Identify arithmetic
patterns (including patterns in the addition table or multiplication table),
and explain them using properties of operations.
Teaching Procedures/Activities:
1) Review
some basic facts with the students that they’ve already practiced with a game
of “Around the World.” Students will sit in a circle. Choose two to begin the
game. Show them a flash card, and the first to answer it will move on to the
next student and go against them to see who can correctly answer the next flash
card. If the student loses, the will sit in the open seat behind them. The
first student to make it all the way around the room.
2) Pass
out the grid paper, telling the students that today we’re going to learn how
multiplication problems can be shown in another way. Show examples of student work, explaining how
the first number (or factor) in the multiplication problem shows the number of
groups; the second number tells you how many in each group. For example, Johnny
drew 4 cookies. They represent the groups. In each cookie, Johnny drew 3
chocolate chips. The answer tells you the total number of things in all of the groups.
In this case, 4 cookies each having 3 chocolate chips will give us a total of
12 chocolate chips. The product of 4 x 3
is 12.
3) Hand
out pencil and paper to the students, asking them to draw a picture has groups
with the same number of things in each group. Allow students to share their
work, assessing that each understands the activity.
4) Now
pass out another sheet of paper and tell the kids that we’re going to show the
problem with another type of picture called an array. Instead of making and
counting groups, we’re going to make rows instead. Piggybacking off the
previous problem, we need to make how many rows? (4) Let’s use dots as our “things”
to count. Put 4 dots going down to represent the rows. Now, each row already
has 1 dot, but we need to make sure that each row has 3 dots altogether. How
many total dots now? (12)
5)
Kahoot! game. Set students up at a computer or
tablet and log in to your Kahoot account before selecting the game: Multiply This… (Found at https://create.kahoot.it/#quiz/1ad4fa4e-67d1-4e67-a7ea-aad35e23659e
)
6) Administer
quiz and assess which students understand arrays and which need more practice.
As students finish, allow them to use paper to make more arrays, writing the
multiplication problem next to the array to show they understand the problem
the array represents.
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