Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU

#educhat

Originally published on Getting Smart on 

Every day brings a new opportunity to implement a new tool or method into the classroom, and what better way than to have students be able to immerse in a learning experience. Augmented and virtual reality are becoming more commonly used in K-12 classrooms and higher ed for this purpose. With the increased focus on and questions surrounding the use of AR and VR tools, educators and parents may be wondering about the benefits for student learning. In a recent report from Common Sense, 62% of the parents surveyed, stated they believe that VR will provide educational experiences, this same belief was shared by 84% of parents surveyed, who have children already using VR. In the recently published book Learning Transported, author Jaime Donally focuses a chapter on the reasons that these tools should be welcomed into our classrooms. Some reasons include more authentic learning, innovative learning spaces and a means to transform how students are learning.

The use of AR and VR is about providing powerful opportunities for students to explore objects or places, in ways that traditional tools such as textbooks and videos cannot provide. It enables students to have more control over how they are learning. It is through these augmented and virtual reality tools and apps that we bring never before possible learning experiences, such as travel and the use of holograms, to students. Students can travel anywhere around the world or outer space even and explore these places more closely, looking at what they want and learning in a more authentic way. It is a truly personalized way to learn and one which serves to engage students more by helping them to drive their learning and exploration.

Even more important than having students be able to immerse in learning by interacting with the content, it is of far greater benefit to move students from being simply consumers to being the creators. With the different educational AR and VR tools now available, we not only afford students the possibility of interacting with these objects as they have been, but we create a more engaging opportunity for them to develop the skills that will benefit them in the future. Learning how to create with these different tools and in some cases, being able to collaborate with their peers on projects, will help students to develop critical 21st-century skills. Students will build their ability to problem-solve, to think critically, and to enhance their creativity in the learning process.

Technology of the Future: Tools to get started with AR and VR in your classroom

With so many different apps available, it can be difficult to figure out where to start. As many wind down the school year, this can be a great opportunity to try one of these tools within your classroom. Students learn how to interact with these tools very quickly, it boosts student engagement, which is something that may be decreasing at this time of the year. Here are two tools and how we used them. They each offer many options for classroom use as well as ready-made examples that can be used to get started.

As a long-standing fan of technology and the endless possibilities, any time I learn about a new tool, I either immediately create an account and try to figure it out on my own or I learn just enough about it to get my students started working on something. In the last couple of years, I’ve come across CoSpacesEDU and Metaverse. I had no idea what to expect other than knowing I would be able to include unique learning experiences for my students, through the use of augmented and virtual reality tools.

So what’s the learning curve with some of these tools? Personally, I am the type of learner who would rather struggle and figure things out on my own first. Only after I have seemingly exhausted all of my efforts, will I then turn to YouTube or the tool’s website for video tutorials, or connect with other educators in a variety of educational communities found on social media.

CoSpaces: Bring a story to life

Two years ago, when I started creating with CoSpacesEDU, a virtual reality platform, I was immediately amazed at the possibilities for creating my own virtual reality space. Initially, there was a bit of a learning curve, but I was determined to work through it on my own. The benefit is that by allowing myself to push through the challenges I encountered, it helped me to better understand some areas that might require me to step in and help my students as they created their own space. I wanted to be prepared for their questions, and be able to help some, but not too much, as it is important for students to learn to problem solve and develop these skills on their own.

In prior years, students in Spanish II would narrate their childhood by creating a drawing and writing a story below their illustration. Authentic work such as this helps students to connect more to the content and it is a great way for teachers to learn more about students. However, this year, I wanted to take a different approach and decided to try CoSpacesEDU, with my Spanish II classes. I thought it would be a fun way to create a story and then be able to use headsets to walk through the spaces they created.

I started by grouping students randomly, having them select from chapter vocabulary cards, and then using the newer “Collaborate” feature of CoSpaces EDU, to have them create their story together. Students can now be placed in groups and collaborate on one project. Students began creating their spaces, adding in objects, animations and sound, using Blockly to code and more. They were amazed at the ability to collaborate in the same space and see objects moving on each of their screens. They worked as a team to create amazing, memorable stories that help them to meaningfully practice the content, narrate a story and have fun while learning.

We know that using technology just for the sake of using it does not make sense. However using technology that enables students to create, collaborate, problem-solve and be curious in learning, leads to more motivation and student engagement. It was a risk to do this, but one which had tremendous benefits for all of us “learners” in the classroom.

MetaverseApp

Metaverse enables the user to create an “experience” which includes activities and different features, for augmented and virtual reality. Creating with Metaverse offers students immersive ways to interact with the content. It can be rather simple to get started, as Metaverse has a library full of helpful tutorial videos and they are also available through the chat feature within the platform. Metaverse can be used to create an immersive, interactive learning “experience”, where students have so many choices in design, libraries full of different characters, GIFS, various objects, 360 images or videos, portals, Google Vision options and more.

When we began using Metaverse, I wasn’t sure if students would be able to navigate the platform (the layout is a storyboard). What I found was that students were able to quickly create their own experiences, which led me to ask them to also facilitate in the class and answer any questions that their classmates had.  What I noticed was an emergence of “student leaders,” a team of Metaverse creators, 8th-grade students who were sharing their knowledge and excited to do so.

How to use it? Have students create a quiz, a fun game, or simply tell a story.

Learning together

I don’t have all of the answers, but I enjoy being able to turn to students for help. I enjoy learning with and from them. Empowering students with the opportunity to share their skills brings about positive changes in the classroom, especially in terms of peer relationships and collaboration. Trying out new technologies shows we are interested in bringing new ideas and ways to learn into our classrooms, which is a good model for students.

Want to know more? There are a lot of resources available. I recommend joining in the weekly #ARVRinedu Twitter chat on Wednesday nights at 8 CT/9ET or taking a look at the many resources available on Jaime Donally’s website.

Updated from the Original Post on Getting Smart, January 19, 2018

Looking for new ideas to try before the end of the school year? If you have not tried some of this, now is the time!

There are so many digital tools available today that offer opportunities for promoting student creativity, student voice, and expanding where and how students learn. I had my own list of the tools that I found made a big difference in my classroom, but decided to ask students for their input.

Here is a list of tools to try in 2018, (or to try before the end of the year, let’s keep learning!)

Each of these offer multiple ways for students to create, connect and engage in more authentic learning experiences.

Promoting Connected Learners

We were able to take our learning to a whole new level this year through Project Based Learning (PBL). Using these tools enabled us to connect with students from several Spanish speaking countries, which created tremendous possibilities for more authentic learning and broadening our cultural understanding.

1) Edmodo: Virtual learning space, where teachers can set up a digital classroom to connect students with the resources they need, in a safe learning environment. Edmodo can be used for assessments and integrates with Microsoft Office and Google, making it easy to share files with students. Students relied on Edmodo to connect with students in Argentina, Mexico and Spain for their PBL. One student said “these connections enabled me to sculpt my PBL, and learn in ways that books, videos and regular classroom lessons cannot provide.”

2) Flipgrid: Video response tool, which became one of the most talked about tools this past year after launching new features, making it even easier and more fun for students to share their ideas. Students can record up to a five minute response, add emojis to their photos and access the “grid” quickly through a grid code. It is a great tool for helping students to become more comfortable and confident in sharing their ideas and sparking curiosity with their peers.

3) Padlet: Padlet, a virtual wall, is a favorite in our classroom. Students can create a digital portfolio by uploading files and links to projects, curate resources for PBL, or have discussions with classrooms around the world. Other popular ways to use Padlet are to ask questions, post homework, or as a classroom website. Newer features include being able to “like”, “grade” or “upvote” a post and directly transfer posts to another Padlet wall.

4) Recap: Recap 2.0 is a free video response tool, which integrates with Edmodo, Canvas, Schoology, Google Classroom and Blackboard, making it easy to implement right away. It provides a comfortable way for teachers and students to ask questions by setting them up in a “Queue”. Students can submit questions and receive direct feedback, in a safe moderated environment.

Tools to Engage Students in Learning

5) Quizlet Live: Quizlet Live is a fun way to encourage student collaboration by playing a team game using a set of Quizlet study cards. Teachers select a set of study cards, launch a Live game by providing students with a join code, and students are divided into teams. To play, you need at least four players and a study set with at least 12 unique terms. Only one member of the team has the correct answer and answering incorrectly bounces the team score back to zero.

6) Quizizz: Quizizz has launched some new features, including integrating with Edmodo and Google Classroom, which makes sharing or assigning games and reviewing results much easier. When playing live, students can see the class accuracy reflected as it updates the leaderboard live with each response. There are thousands of games available in the library, making it easy to get started or create your own.

7) Kahoot!: Some big changes to the layout and options of the platform make it easier to navigate and review questions in class. Teachers can now assign “challenges” to students as a fun way to practice by sharing a code. The new “Nickname Generator” creates fun and unique usernames such as “Mystery Panda” or “Fantastic Bat” to students. It definitely saves time rather than waiting for students try to come up with their own “creative” names.

8) Kidblog: Blogging has many benefits for helping students to express themselves and begin to develop their online presence. Teachers can provide students with a variety of writing prompts to not only assess student learning, but promote creativity, communication, collaboration and digital citizenship skills. With Kidblog, teachers can even AppSmash (use two or more apps or tools together to complete a task) by embedding other tech tools into the platform, such as Buncee, Flipgrid or by uploading images and documents directly from Google Drive.

Creativity, Assessments, Interactive Lessons and More

9) Buncee: Buncee, a versatile presentation and assessment tool, is great for creating multimedia projects full of animations, graphics, audio, and videos. Choose from thousands of templates, backgrounds, animations and other graphics to create invitations, classroom signs, and unique “Buncees” for any purpose. Buncee enables every student to find exactly what they need to add into their project and to bring out their creativity.

10) Formative: An interactive tool for creating formative assessments, for use in class or as student-paced practice. Students enjoy using Formative because they receive feedback quickly, they are able to “show” their work and when done as practice, move at their own pace. Teachers can create Formatives with different question types, content and even the ability to upload and transform files. Try having students create their own Formatives as a way to have more personalized and authentic practice.

Immersive Learning, Coding and Problem Solving

11) Nearpod: Nearpod continues to be a game changer in our classroom. It provides so many options for presenting material as well as assessing students through diverse activities. The chance to be immersed in the virtual field trips and explore places around the world is of tremendous value for students. Educators can quickly create interactive lessons which include multiple question formats, the ability to upload content, BBC lessons, PhET simulations, and even add in GIFS! Nearpod integrates with Google Classroom and Canvas, and most recently with Remind, making it even easier to share lessons. Nearpod also added 27 “College Tours”, available in VR, a great way to have students experience different schools by immersing in the campus, without having to travel the distance.

12) CoSpacesEDU: CoSpacesEDU provides students with a way to not only create their own “spaces”, but to be able to walk in the spaces created by their peers. To explore in VR (Virtual Reality) and problem solve by figuring out how to code using Blockly, offers students a truly authentic way to learn, create and problem solve. The Gallery is full of examples to get you started with ideas for your classroom. Use CoSpaces to have students represent a scientific concept, a book report, or create a scene representing something studied in any content area. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

In the End

These are just 12 of the many tools out there for education. The most important thing to remember is the “Why”? behind using these in the classroom. While these 12 tools made a difference in my classroom, they may not have the same impact in yours, but I do recommend giving them a try. Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these be used in place of another, as a way to engage students more in learning, or even better, provide opportunities for students to move from consumers to creators?

My advice is to simply choose one of these 12 tools and give it a try. See how it goes, ask your students for some feedback, and then plan your next steps.

Honored and Amazed: EdmodoCon 2017

 

I have been a huge fan of Edmodo the last four years and it has really brought about tremendous, positive changes in my classroom, for my students and opened up a lot of new opportunities for me as well  Edmodocon, an online conference, takes place in August and is held at Edmodo headquarters in San Mateo, California. Each spring, Edmodo accepts proposals from educators to be selected as one of the featured speakers during this event. The last two years I had submitted a proposal to speak at EdmodoCon, not fully understanding the magnitude of it even though I had watched it each year, and definitely not expecting that I would be one of those selected to present.  I took a chance again this past year and submitted a proposal and definitely put some extra time into what I wanted to say and decided to just go for it. Honestly, I did not think that I would be selected.

​Finding out I was one of the educators selected to speak at ​EdmodoCon was really an emotional moment where I felt a little bit overwhelmed, very surprised, tremendously honored, and definitely scared. There was also ongoing disbelief that I had been chosen.

I had watched ​EdmodoCon the last two years and knew how it was set up​,​ where the people were speaking from​,​ and also that many thousands of people were watching from around the world while the event was ​streaming live. All of these images passed through my mind a​t​ a glimpse when I found out I was selected but the excitement ​was sometimes exchanged for nerves. I​ just could not believe that I was chosen and could not wait to attend.
I have been using Edmodo ​since 2015 and it truly has made a huge impact in my classroom. I found it almost accidentally, looking to find a way to open up more access for my students and to help solve some problems in communication, and availability. Over the years, the way​s​ that we have used Edmodo has changed and many new features have been added, making it even better than it already was. Having the opportunity to see the people working behind the scenes at Edmodo and to talk with ​each person was phenomenal.

How does one prepare for ​EdmodoCon?

Unlike any other presentation you have prepared for! While I have given many presentations in the form of Professional Development sessions, speaking at conferences and online learning ​events, preparing for something like this was a much greater feat. My session would be a ​2​​0 to ​30 minute presentation, speaking ​live from​ Edmodo. I needed to craft a message that would inform the participants or “Edmodians”, who were​ ​already familiar with Edmodo and knew so much about it. My goal was to convey my message of why and how it has made such an impact ​in​ my classroom.
Countless hours spent crafting the presentation​,​ re​-​working the images​,​ thinking through what I would say on August 1st, and lots of communication between myself and N​iccolina and ​Claire. The support I received was fantastic. The team was always readily available to give guidance and feedback, to do practice run​s​ ​or​ whatever was needed. They were there to support me and all of the speakers and definitely made the whole experience phenomenal, and always found ways to calm those nerves with reassurances and positive encouragement.

 

Prepping for EdmodoCon

I think I lucked out because I had the benefit of a little preparation when I was asked to speak about Edmodo during the Microsoft Hack the Classroom in San Antonio​ while at ISTE​ this summer. I prepared a​ ​5 minute “Ignite” talk on the integration of Microsoft Office with Edmodo and this experience definitely help​ed​ me to better prepare for EdmodoCon, but then again it was unlike any other experience I have had. It gave me some practice speaking in a studio setting with a live audience, microphone and cameras, but it didn’t quite prepare me for the full experience since it was only a five minute talk. But nevertheless, I am grateful for having had that opportunity to connect and to get a little bit of practice in before heading to the main event. Being able to step out of my comfort zone, and do something like this for the first time, was a challenge and I was very nervous about it, but having this experience definitely helped.

Heading to EdmodoCon

Going ​to San Francisco, arriving at Edmodo Headquarters, and meeting the other educators was tremendous. I was very excited about the day, getting to spend time at Edmodo, practicing a little and just being in the same space with educators from around the world, and having time to sit down with them and share how we use Edmodo was awesome. Being there and having the support and generosity of the whole Edmodo team, becoming connected with these other educators, really added so much more to what I already love about Edmodo. The whole team of Edmodo is people focus​ed,​ they work ​​for the students, they are a family and they are there to be a constant source of  support and encouragement to one another.

The way that we were all welcomed by the team was unlike anything I have ever experienced. We were greeted at check-in with welcome bags full of Edmodo gear, picked up by members of the team and driven to Edmodo headquarters where we had time to tour the office and also to ask questions of all of the team members working hard to make Edmodo what it is. We had catered meals, access to anything we could possibly want to make our time there more comfortable and most of all, we experienced a true sense of belonging and being part of the Edmodo family. Being able to meet for the first time people who have done nothing but work to make Edmodo a better platform for students and for education and who truly value the input from educators and the connections made, was an honor. Edmodo is how I made changes to my classroom that enabled me to open up more access to the resources the students need and also access to a world full of learning opportunities. Being selected to speak there and to share my experience with so many educators around the world was very humbling.

It is probably the most nervous I have ever been before a presentation and waiting for it to be my turn to speak was definitely a challenge for me to stay calm and focused.  But hearing Jennifer’s presentation before mine helped and once I entered into the room and put the headset on, my nerves pushed aside and I was ready to go. Of course I was still nervous but I felt like I could get through it, I was ready to share our story.  And I think the one thing that really helped to break the ice for me was when my slide deck would not load correctly and I just had to go on and start talking with fingers crossed that it would actually work. It’s really not much of a surprise that I would have some kind of a technical difficulty because I often joke that the technology cloud of darkness follows me at times. But the show must go on and if my slides did not work well then I was just going to have to talk my way through it as best as I could. Fortunately it only took a few minutes for everything to reload and so I was able to carry on through the presentation.

How did it go? I think for the most part I am pleased with how it went and I caught myself getting a little emotional at the start because it really hit me that I was speaking there and I have been so thankful for what Edmodo has provided for me to make things available for my students in my classroom. But standing there and having that chance to speak and share our experience with my own personal learning revelations about my teaching methods and why I needed to change was bittersweet.

Because I’m a reflective person and I did want to evaluate my speaking and be mindful of words or mannerisms that catch my attention, I watch the replay of the video. I first noticed the look on my face when told that my slides weren’t loading and then I should just start, it was a look of wait what? And as for my overall presentation, of course I did come up with a few things  that I would change. But that’s how we learn and grow and move forward. We have to reflect, we will make mistakes, we will face challenges and while it is important to acknowledge these, the most important thing is that we share our message and that we also share our learning and reflections in the process.

 

Edmodocon was amazing and it gave me a lot of new ideas for this school year and ways we can use Edmodo to knock down those classroom walls and to bring in opportunities for students to learn more about the world and to provide a safe space for them to connect with other students in the world. We can empower our connected learners.

Celebrating together after EdmodoCon 2017

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Posted on Teach ThoughtPBLTT.jpg

One area that I’ve tried to focus on more in my teaching recently is collaboration, specifically how students collaborate with one another, and finding more ways to do this in class so that I can facilitate their learning.

I enjoy having students work together within the same class because I believe in the value of building relationships and establishing a positive classroom culture. I also know how effective it is to take advantage of the time in class for students to become more familiar with each other and to work together towards a common goal.

Understanding that not everything can be accomplished in a classroom is a big reason for this shift in my teaching–and this is where I believe that technology can be extraordinarily useful with a real sense of purpose.

The Tools Of Collaboration

I have been using various tools over the past few years which have really opened up the possibilities of how, when, and where students communicate and collaborate.

Our interactions are ​​no longer confined to being in the same classroom, let alone the same school. Collaboration can occur between students across the globe and does not have to be done synchronously. The nature of tools such as Padlet or Wikispaces for example allows students to collaborate on their own terms. Time and place don’t matter as much as purpose and connectivity.

Thinking Bigger

I recall driving home one day and trying to come up with innovative ways to have students create with the language.

I liked the idea of projects, but wanted something more than simply having every student completing an individual project on the same topic. Each of my Spanish courses were at a place where I thought it would be great for them to do a project and work through learning in their own authentic way, so I decided to go big and involve the students from levels 1 through 4 as part of a team project.

I didn’t have a clue how this would work, but it seemed worth figuring out. I hoped that something like this would bring students together and show them the power of technology for collaborating and putting a project like this together, so I gave it some thought and this is what I came up with: A cross-level, cross class team project.

Executing The Project In The Classroom

Here’s how it worked: Spanish IV students had been studying careers and planning for the future. Spanish III was focused on travel and preparing for a trip. Spanish II was learning vocabulary related to a community and and types of activities that one can do in a neighborhood. Spanish I was learning vocabulary for houses, chores and describing living arrangements.

Taking all of these themes into consideration, I decided that one student from Spanish IV would be the ‘Team leader,’ and their ‘mission’ would be finding a job to apply for in a Spanish speaking country with the idea of going to work abroad.

Their task was to create a collaborative space, whether that be by creating a Padlet or Google Slides or something else altogether, and share it with the other members of their ‘team.’

Team leaders also had to write a brief note to their Travel Agent, Community Specialist and Realtor (students from Spanish I, II, and III) to let them know their travel interests and needs they have for moving abroad. The team members would then take this information when creating their part of the project. Spanish III would then plan how their team leader was getting there.

To make it more fun, I included a requirement that each Team Leader wanted a chance to sightsee before starting work, so the Travel Agent’s task was to plan a two-day tour that would meet the interests of their client.

Spanish II would research the neighborhoods where the client would be living and let them know what types of services and businesses were available for their new community. Spanish I, with two members assigned to each team, had to prepare to real estate ads for the clients. Each group would take the information from the notes and try to cater to the needs of their client.

There was a tricky part to this which was that I had to be out of school for a period of time. I was not there to oversee the work, however I use messaging tools like Celly, Voxer, and edmodo to communicate. The biggest tool I used, though, was the concept of collaboration among students.

While I didn’t plan this wrinkle in the beginning, I started to see that I relied on them as much as they relied on me and one another.

Stepping Aside & Letting Students Work: The Outcome

I distributed list of teams to each student. I put the team list on the board and left a space for the team leaders to put their link and their notes or however they saw fit to share this information.

There were problems at first. Students said they did not have the link, or had the link but did not have access and a few other issues, all of which I had expected and told the students to send messages or leave a note on the board. Always plan for failure, and have a backup for your backup.

 

Ultimately, I wanted the students to practice the vocabulary in their respective Spanish classes, but I also wanted them to learn how to work towards a common goal and without having to be in the same physical space or during the same time. I wanted them to see what great resources are available through technology and how they can work as a team without being in the same place.

The team leaders had the opportunity to say whether or not they really liked what the group members had put together for them, and for me it gave me another opportunity to let the students be creative, independent, to decide whatever they wanted to in terms of this project and that’s very important.

Giving the students a choice in how they show what they know and can do with the material and being open to their ideas was crucial to the success of the project. When planning, keep in mind that even if things don’t turn out the way you had planned, if the critical objectives of the project are met (whether academic standard-based, soft-skill, or something else), then the project has to be considered successful.

While planning is important and leadership essential, the tighter you hold to your vision of things as a teacher, the less ownership students can take over their learning.

 

Ever since I had the opportunity to talk to the creators of Quizizz in January of 2016, I have been fascinated by how hard they work and appreciate how active they are in continuing to seek feedback from educators.
Quizizz began in 2015, the idea of Ankit and Deepak, who wanted to create a learning tool that would help students and teachers in the classroom. I remember that first conversation. Hearing their story was so inspiring, knowing how hard they worked to achieve success, not giving up, really emphasizes the importance of working through challenges, setting goals, reflecting and to keep moving forward when you believe in something like they did. They did not give up but rather worked harder. 


I had the chance to meet them face to face at ISTE in Denver last summer. I really enjoyed the conversation and seeing people learning about Quizizz for the first time. We have kept in touch, they send updates and announcements about new features on a regular basis and I have been fortunate enough to be included in some of the testing and conversations. My students even had some fun creating their own memes to be used in our games, imagine their surprise when I added some of theirs into our game the first time. 

ISTE 2017

Photo from #ISTE17 Twitter feed


If you have not yet tried Quizizz, I recommend giving it a try for some additional ways to engage your students in learning and provide more opportunities for practicing the material. In addition to reinforcing the content material, students will definitely have a lot of fun in the process. The benefits of Quizizz are that not only can you play it live in class, it can be assigned for practice and students can redo the Quizizz game for extra practice and preparation whenever they want. Students can start a game and continue later as long as they use the same join code and user name, which makes it really beneficial for having the opportunity to learn anywhere and anytime, regardless of their schedule.

I caught up with the Quizizz team again this year at ISTE in San Antonio, before the conference officially kicked off and I was excited to learn about their newest app which is called ZipQuiz. I definitely enjoyed playing it, although I did not do so well and felt really bad when I was told at what grade level the questions were. I will not share that information now. But you can’t always remember everything, can you? Or maybe there is a way. This is what ZipQuiz can help you do!

So here is how ZipQuiz works:


Quizizz itself is a great way to review in the classroom and even use the games as an assessment for quick feedback for the students and for you to plan your next steps. And now, with the new app ZipQuiz, students are able to continue practicing and even compete against friends and others, on various school subjects whenever and wherever they want.


ZipQuiz is easy to use. Once students have the app, they simply need to select their appropriate grade level from 1st through 12th grade and choose one of the subjects that are currently available: math, science, English, history, geography, or even select the “fun” subject.​ A​ll​ of​ the content ​in ZipQuiz​  is created by teachers  and curated by editors at Quizizz.
Once the subject is selected, a quiz will be generated with a 60 second timer that the students can then start to play. Once the game ends, they have an option to challenge someone to try the same quiz and beat their score.​ Students can play these “s​olo” games and then​ share the​ games​ as challenges to friends​ ​or​ they can play​ in a ​ “Versus” mode where ​they will be pair​ed​ with other students from around the world.​ As for safety, I have been told there is no​t a ​way for students to communicate with each other through the app​ and so it is safe to play.
They showed me a few of the games and some of the features of ZipQuiz. I had a lot of fun playing it and trying to figure out the correct answers was not always easy, as the subjects were ones that I had studied many years ago. I look forward to trying this with my students and sharing it with colleagues and who knows maybe even challenging a few friends myself. But I think I should probably practice first to see if I need to practice on my subject knowledge

Currently it is available as an app for the iOS systems and they are of course working on the Android app, which I am sure will come out soon.

ZipQuiz

​As for Quizizz, some of the other great features ​are that Quizizz integrates with Google classroom, it has great ​d​ata ​t​racking​,​ teachers can look at reports ​and quickly understand which questions were answered incorrectly by all ​students and they can also look at each student’s response​, question by ​question. ​Reports are saved, making it easy to go back in and check the ​results. There is also the option to ​s​end an email to parents with the student’s’ ​results from the ​Quizizz, which is a great way to keep that communication open with parents and share the assessment data.

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Another fun meme, thanks Quizizz 🙂



For added fun, Quizizz also offers memes​,​ question timers, ​music and the ​option of including a l​eaderboard​,​ all of which can be turn​ed​ on or off by the teacher, depending on their preferences.
Not a lot of time to create a game?  No worries. There are thousands of public Quizizz games available, and creating a game is quite easy with the “search” feature. You can quickly create a game by gathering questions and adapting them to your specific content or changing the choices by using the search and pulling questions from the various public games available.

 

If you are looking for a new tool to start the school year with that provides some different options for learning and fun, try Quizizz. And if you have some fun ways to play or ideas to share, let me know, or contact Quizizz directly. They will be happy to hear from you!

Thanks Quizizz for making the meme for me!

Thanks Quizizz for making the meme for me!

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Wrong again!  This is the next in the series of posts about how I was wrong about the value of Social Media.

Instagram

I really did not have any understanding about Instagram. I thought it was just another place for posting photos, although very vibrant ones, enhanced with filters and more. I had an account, one which I created at some point, but had not really used. I just didn’t understand it.

My account had a few photos, nothing too exciting, but it somehow was enough to get a few followers. I am not even sure how people found my account and I did not know anything about the settings, there was just no time investment on my part to learn about it.

I had not checked it in a long time and the one day I did, I noticed that several students were now following me. I couldn’t imagine why they would want to follow my account, especially since it was really quite boring. I actually did not even know my own user name. There were maybe 3 photos, and they were not too interesting or vibrant.  I also was surprised that they were able to follow me, but then again, I had not really checked into anything about it, especially the settings. So this made me curious to learn more about it, starting with the settings.

Well, after I changed my username…a few times, I still did not really have intentions to use it, as I already had several other accounts and did not have extra time to post on another site. But then one day, I was selected to carry the Edmodo EdTech baton.  I am an Edmodo Ambassador and I enjoy doing activities which share the uses of Edmodo, especially because it has brought about so many positive changes for my classroom and opened up tremendous learning opportunities for the students.  I did not know what “carrying the baton” meant.  But, it turned out that I had to post photos on Instagram throughout the day I carried the baton.

So this was my purpose for using Instagram and I admit that I had to ask the students exactly how to post things. I did not have a clue! But that is okay because as much as I enjoy learning new things and sharing the information with students, it is so much better to learn from them. There are so many benefits. One, because I can see them engaged at a different level and two, it gives them a different perspective in the classroom, one in which they are the leaders.  You can sense their excitement when they are the ones teaching about something they use and understand.

My use of Instagram was short, only for that Edmodo time period of one day, however, I do enjoy seeing the posts of others, the different filters, and truly appreciate the ability to share information and photos so quickly. I have since posted some photos, and sort of figured out the collages, but I prefer to see the posts of friends.  It is still not something that I use on a regular basis, but I admit, I was again wrong about the value of another social media platform.

I am trying to stay connected through Instagram. I do appreciate the opportunity to stay connected with  friends and family. But there is this whole other side to the use of Instagram which I really did not know. Instagram can also be used for educational purposes, not something that I had thought of aside from when I carried the Edmodo baton.  However, I am currently reading “Social Leadia” by Jennifer Casa-Todd @JCasaTodd and just read about some really fantastic, educational uses of Instagram for all levels of students, kindergarten through high school, and so I think I need to give it a try this year. I just need to think about the ways to use it that would be the most beneficial for students.

But before that, I need to remember what my user name is.

Next up…Snapchat…I have no idea how to use it. But, I am fascinated by #booksnaps thank you Tara Martin @TaraMartinEDU

 

 

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