Assessment Tools Reflection
After exploring the assessment tools and reading the required readings, I believe that assessments tools are beneficial to students learning. The assessment tools that stood out to me are Quizziz, Kahoot, Quizlet, and Nearpod. I have been using Quizziz, Kahoot, and Quizlet in my classroom, but have not had the opportunity to explore Nearpod in-depth as I would like. However, a few colleagues have provided me with useful feedback on how they are using Nearpod in their classes to engage and increase student learning. I plan to implement Nearpod for the upcoming school year.
Next, an effective way that I think Web 2.0 tools can be used to assess student learning is by allowing students to use tools that are found interesting and comfortable with expressing their learning. For example, my math students enjoy Quizziz and Kahoot, and they put forth their best effort while participating in the live game activity. Once students have completed the live game, Quizziz and Kahoot analyze their data, informing me of what skills the students have mastered and what skills need remediation. Web 2.0 tools allow teachers to spend less time grading and analyzing data, to more time planning activities that will increase student learning. Students can also use Web 2.0 tools to share their learning with their peers and community partners, such as projects and peer responses and feedback that they will submit for grading. Also, I believe that using Web 2.0 tools to allow students to summarize their learning and provide students with feedback on projects will help allow the students to express their learning engagingly.
After reading the required materials and watching the videos, I reflected on the Flipped Classroom strategy. I use the Blended Classroom strategy in my class at times. Although the Flipped Classroom has some benefits, that Tim Watson discussed in his article, Flipping the Flipped Classroom, I am still having a hard time buying into this strategy. Watson stated, "For anyone that has tried the flipped classroom, the biggest obstruction are students that do not watch the instruction videos as homework. Then they do not know what to do in class, so you are stuck reteaching." Watson took my thoughts and put them into words in his article! What about the students that do not have access to the internet and a computer at home? What about the students that have access to the internet and a computer at home but chooses not to watch the instructional videos before coming to school the next day? Will I, the teacher, have to spend the allocated in class time reteaching because of these issues and fall behind? But, Watson stated a question that intrigued me. The question was "Why not record a lesson as if you were recording for a flipped classroom, but then play the video the first part of the class?" The benefit of playing the video during the beginning of class is all students will have an opportunity to watch the video before engaging in the daily in class assignments.
In addition to Watson solution to his flipped classroom dilemma, although I chose not to buy into flipped classrooms, I would put the "flipping the flipped classroom" strategy as Watson refers to it to use when I am away for a meeting, conference, or workshop. With this method, my students are not only being provided with instruction while I am away, but they can also refer back to the videos at any given time during class while completing their assignment. Also, I can link the instructional videos to the Google Classroom for easy access to students.
In closing, I believe that providing students with instructional videos with the availability of access at any time will help all students, but also students with diverse needs. Also, using Web 2.0 tools in the classroom will allow for students with diverse needs to have an equal opportunity to have the same instruction and learning opportunities as their peers so they can use a software tool that meets their learning needs to demonstrate their learning appropriately while meeting them at their at their levels. In my opinion, using a variety of Web 2.0 also allows for differentiated instruction to ensure that all students needs are met.
Reference:
Watson, T. (2017, July 10). Flipping the Flipped Classroom. Retrieved from https://www.edutopia.org/discussion/flipping-flipped-classroom
Next, an effective way that I think Web 2.0 tools can be used to assess student learning is by allowing students to use tools that are found interesting and comfortable with expressing their learning. For example, my math students enjoy Quizziz and Kahoot, and they put forth their best effort while participating in the live game activity. Once students have completed the live game, Quizziz and Kahoot analyze their data, informing me of what skills the students have mastered and what skills need remediation. Web 2.0 tools allow teachers to spend less time grading and analyzing data, to more time planning activities that will increase student learning. Students can also use Web 2.0 tools to share their learning with their peers and community partners, such as projects and peer responses and feedback that they will submit for grading. Also, I believe that using Web 2.0 tools to allow students to summarize their learning and provide students with feedback on projects will help allow the students to express their learning engagingly.
After reading the required materials and watching the videos, I reflected on the Flipped Classroom strategy. I use the Blended Classroom strategy in my class at times. Although the Flipped Classroom has some benefits, that Tim Watson discussed in his article, Flipping the Flipped Classroom, I am still having a hard time buying into this strategy. Watson stated, "For anyone that has tried the flipped classroom, the biggest obstruction are students that do not watch the instruction videos as homework. Then they do not know what to do in class, so you are stuck reteaching." Watson took my thoughts and put them into words in his article! What about the students that do not have access to the internet and a computer at home? What about the students that have access to the internet and a computer at home but chooses not to watch the instructional videos before coming to school the next day? Will I, the teacher, have to spend the allocated in class time reteaching because of these issues and fall behind? But, Watson stated a question that intrigued me. The question was "Why not record a lesson as if you were recording for a flipped classroom, but then play the video the first part of the class?" The benefit of playing the video during the beginning of class is all students will have an opportunity to watch the video before engaging in the daily in class assignments.
In addition to Watson solution to his flipped classroom dilemma, although I chose not to buy into flipped classrooms, I would put the "flipping the flipped classroom" strategy as Watson refers to it to use when I am away for a meeting, conference, or workshop. With this method, my students are not only being provided with instruction while I am away, but they can also refer back to the videos at any given time during class while completing their assignment. Also, I can link the instructional videos to the Google Classroom for easy access to students.
In closing, I believe that providing students with instructional videos with the availability of access at any time will help all students, but also students with diverse needs. Also, using Web 2.0 tools in the classroom will allow for students with diverse needs to have an equal opportunity to have the same instruction and learning opportunities as their peers so they can use a software tool that meets their learning needs to demonstrate their learning appropriately while meeting them at their at their levels. In my opinion, using a variety of Web 2.0 also allows for differentiated instruction to ensure that all students needs are met.
Reference:
Watson, T. (2017, July 10). Flipping the Flipped Classroom. Retrieved from https://www.edutopia.org/discussion/flipping-flipped-classroom
Screencast Activity Reflection
I had my initial experience with the screencasting tool Screencast-O-Matic when I first began the Instructional Technology Educational Specialist program with Kennesaw State. My initial experience with the screencast went well. While screencast is not my favorite thing to do because I dislike recording myself, it is a beneficial tool for education and other professions as well. I decided that I will create a screencast for my students while I am away at a workshop or conference. I am confident that the screencast will work well with my students while I have a substitute because I can briefly review their tasks and instructions of how to complete the tasks. Students will have the ability to access the screencast anytime they need to hear the instructions again. Another idea I have thought about implementing screencasts in my classroom is to have students complete a screencast after they have completed a project, summarizing their project and what they have learned. Often, students have to write a summary along with their projects, but creating a screencast will allow students to express their learning in unique and creative ways using screencasts. I believe that screencast will alleviate anxiety and nervousness that some students experience when they have to present in front of the class. Students are always on social media posting videos and photos, so why not allow them to create a screencast video to discuss what they have learned.