Assessment Tools Reflection
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