Assessment Knowledge
A connection bulb instantly came on when I read that words that stated, “Instruction used to constantly stop in my classroom so I could answer individual student’s questions or walk over and show a student what they did wrong when explaining a new way of using a computer application”, (Watson, 2017). This is how I felt last year as an Inclusion co-teacher. I constantly wondered how teachers alone did this in their classrooms. It was taking both of us, the general education teacher and myself, to be able to answer the questions and help students get logged-in to the programs that we were using. I felt like “I forgot my username and password” were the only questions I was ever getting to fully answer before time was up. I was very engaged in reading about the flipped classroom approach, although I am not quite sure how it would work with the students who do not have access to the internet at home. Some of the students will say, “I could get on my mom’s phone, but she won’t let me do that.” However, I do like the fact that teachers can use this approach for the days that they are not able to be at school. Even as a child myself, I was guilty of turning the learning off when I walked in the room and saw a substitute teacher. I would always think that the work that we completed that day would be busy work that wouldn’t count anyway, so what did it matter if I tried? However, if more teachers were able to create videos of themselves teaching the material and leave it for students, then we might not lose as much instructional time.
I also enjoyed reading about and exploring a variety of Web 2.0 tools that can be used for assessment. I chose to explore some that I had heard of before, like Kahoot, and some that I had not heard of before, like Quizlet, Edpuzzle, and Nearpod. All of these tools seemed like they would be very engaging for students. Students can even create their own assessments for other students to take and provide the correct answers. This would be a good way of having a formative assessment. These assessment opportunities not only help the students realize what they need to work on, and how well they are comprehending, but they also help the teachers understand how well the students are grasping the concepts and what needs to be retaught or extended upon.
When reading through an edtech resource about how to make formative assessments more student-centered, I couldn’t help but think of a few teachers that I know. The “old school” teachers tend to think that any kind of assessment is a test, or a quiz. However, these days, formative assessments can be anything that they can do to show that they know the material. For example, drawing a picture, working a problem, using manipulatives to be able to model their thinking, are all ways that students can show their knowledge on a formative assessment without it being only paper and pencil, quiz format.
Click to set custom HTML
Click to set custom HTML
Screencast Knowledge
youtu.be/pKKDN4iG9lY
https://drive.google.com/file/d/1qrwyzJ5O2kZBdLbUQnzXhg8m7zpSWTu1/view
Screencast is fun! I wasn’t nervous at all when creating these videos, because I guess I just don’t really think about how many people will be watching it, or if anyone at all will be. This was my third time using the screencasting tool Screencastify. I used this tool once this summer, and once last semester as well to create videos. I become more familiar with it every time that I use it. I have noticed that I speak really fast, so the edit tool is difficult for me to use because when I try and fix mistakes I end up cutting off words that I need to keep. I also don’t love having my picture in the corner, because most of the time I’m completing this work at night so I’m looking pretty rough. However, I do enjoy being able to cast the screen that I am using and explain it to others.
I believe that screencasting would be a great fit for students when they are completing research projects. I would personally have students create a Google Slides presentation, Glogster, etc. and then use the screencasting to be able to lead students through the presentations. I feel like screencasting would hold the students more accountable for what they are learning. It is easy to create presentations, but it takes more knowledge and composure to be able to describe and discuss everything that pertains to that topic. Another way that teachers could use this tool in their classroom is to lead the students through an online lesson. The teacher could record himself/herself teaching about a certain topic and working through problems in order to show students how to correctly complete a task. This way, the students would be able to pause and replay if they had questions on how the teacher presented the information. This goes right along with the idea of having a flipped classroom. The teachers could also use this tool on the days that they are absent. It would make things a lot easier on substitute teachers who did not fully understand the material.
References
Beavers, Brandy. “Jan 23, 2019 8:12 PM.” YouTube, YouTube, 29 Jan. 2019, www.youtube.com/watch?v=pKKDN4iG9lY&feature=youtu.be.
“Common Sense Education.” Common Sense Education, Common Sense Education, www.commonsense.org/education/.
“Edpuzzle.” Edpuzzle, edpuzzle.com/.
“Learning Games | Make Learning Awesome!” Kahoot!, 22 Jan. 2019, kahoot.com/.
“Quizlet.” Quizlet, quizlet.com/.
“Transforming Teaching. Together.” Nearpod - Create, Engage, Assess through Mobile Devices, nearpod.com/.
youtu.be/pKKDN4iG9lY
https://drive.google.com/file/d/1qrwyzJ5O2kZBdLbUQnzXhg8m7zpSWTu1/view
Screencast is fun! I wasn’t nervous at all when creating these videos, because I guess I just don’t really think about how many people will be watching it, or if anyone at all will be. This was my third time using the screencasting tool Screencastify. I used this tool once this summer, and once last semester as well to create videos. I become more familiar with it every time that I use it. I have noticed that I speak really fast, so the edit tool is difficult for me to use because when I try and fix mistakes I end up cutting off words that I need to keep. I also don’t love having my picture in the corner, because most of the time I’m completing this work at night so I’m looking pretty rough. However, I do enjoy being able to cast the screen that I am using and explain it to others.
I believe that screencasting would be a great fit for students when they are completing research projects. I would personally have students create a Google Slides presentation, Glogster, etc. and then use the screencasting to be able to lead students through the presentations. I feel like screencasting would hold the students more accountable for what they are learning. It is easy to create presentations, but it takes more knowledge and composure to be able to describe and discuss everything that pertains to that topic. Another way that teachers could use this tool in their classroom is to lead the students through an online lesson. The teacher could record himself/herself teaching about a certain topic and working through problems in order to show students how to correctly complete a task. This way, the students would be able to pause and replay if they had questions on how the teacher presented the information. This goes right along with the idea of having a flipped classroom. The teachers could also use this tool on the days that they are absent. It would make things a lot easier on substitute teachers who did not fully understand the material.
References
Beavers, Brandy. “Jan 23, 2019 8:12 PM.” YouTube, YouTube, 29 Jan. 2019, www.youtube.com/watch?v=pKKDN4iG9lY&feature=youtu.be.
“Common Sense Education.” Common Sense Education, Common Sense Education, www.commonsense.org/education/.
“Edpuzzle.” Edpuzzle, edpuzzle.com/.
“Learning Games | Make Learning Awesome!” Kahoot!, 22 Jan. 2019, kahoot.com/.
“Quizlet.” Quizlet, quizlet.com/.
“Transforming Teaching. Together.” Nearpod - Create, Engage, Assess through Mobile Devices, nearpod.com/.