#gamebasedlearning

 

Best practices for blending or flipping your classroom continue to be topics of discussion in education today. Much of the discussion focuses on finding clear definitions of what these terms mean and the benefit to classrooms.

There are many resources and ways to educate yourself on this topic available including a diverse selection of books and blogs (such as the book Blended by Michael B. Horn and Heather Staker, and of course the Getting Smart blog) related to the topic, reaching out to colleagues or members of your PLN or attending conferences such as FETC, ISTE, state edtech conferences, edcamps and other professional development experiences.

All of these are great for finding examples, vignettes, templates, suggested tools and ideas. But even with all of these options, sometimes it is more valuable to take a risk and try something out on your own. The outcomes will not always be the same for each teacher, classroom or student, but it’s at least worth a try.

There are different models for implementing blended learning, and the method used will vary depending on your classroom. I recommend starting with one method–if you see positive effects, that you have more time to collaborate in class and your students are more engaged then continue. If not, then use this opportunity as a way to learn more about your students and their needs. As teachers, we need to constantly reflect on our methods and encourage self-assessment with our students, all part of learning and growing together. Getting started can take some risk and exploration, and definitely time.

Here are some different ways to use technology to “blend” or “flip” learning that in my experience have worked well. These tools can offer innovative or creative learning methods in your classroom, opening up the time and space for where and when the learning occurs.

1. Flipping and Blending with Videos

In the past when I heard “flipped classroom” I thought that meant simply assigning a video for students to watch. It can be, as it was originally considered the traditional way of flipping the classroom, but there has to be follow-up, accountability and more than just simply assigning a video. How will we know what the students gained from the experience?

The benefit of having students watch a video outside of class is that it reserves the class time for discussion and peer collaboration, and moves the teacher to more of a facilitator in the classroom. There are video tools such as EDpuzzle and PlayPosit, through which students interact with the video.

By responding to questions throughout, they are held accountable for the material and can show what they are learning. The teacher has instant feedback and can better understand how the students are learning and provide more personalized instruction. Either of these tools are great for the teacher to create lessons, but also provide the opportunity for students to create lessons that can be shared with other students.

In my experience, these tools have both provided a lot of authentic learning, problem-solving, critical thinking and collaboration. More importantly, they create an opportunity for students to move from learners to leaders, and from consumers to creators in the classroom. This is one of our main goals as teachers–to provide opportunities which empower students to take more control and drive their own learning. These leadership opportunities also help the students to feel valued because of the work that they are doing. There are sample lessons or “bulbs” available, so try one of from the library, and see how it works in your classroom.

2. Game Based Learning and “Practice” as Homework Alternatives

Perhaps you want students to simply play a game or have some practice beyond the school day. There are lots of options available, some of which enable students to create and share their games as well.

A few of these that you are probably familiar with are Kahoot, Quizizz and Quizlet. Creating a game with any of these three apps is simple. There are many public games and Quizlet flashcards available to choose from, and it is simple to create your own or for students to create something to share with the class. You can use these to differentiate homework and have students create something more personalized and beneficial for their own learning, and then share these new resources with other students and classes.

It’s another great opportunity to understand student needs because of the types of questions they design and the vocabulary they choose to include. Another bonus is that using something like Quizizz means students can complete it anywhere. Have you tried these  three? Give Gimkit a go. Created by a high school student, this is a game that students enjoy, especially because they can level up, use multipliers and really practice the content with the repetitive questions that help them to build their skills.

3. Discussion Beyond the School Day and Space

There are tools available for having students brainstorm, discuss topics or write reflections which can be accessed at any time and from any place.  For example, Padlet is a “virtual wall” where teachers can post discussion questions, ask students to brainstorm, post project links and more. It is a quick and easy way to connect students and expand where and when learning occurs. Take the posts and use them as discussion starters in the next class.

Synth is great for having students create or respond to a podcast. The idea is that students can do some of these activities outside of the classroom period, and teachers can create prompts which provide opportunities to engage students with their peers in a more comfortable way.

Even though all of these involve technology at some level, they are interactive tools to engage students, to expand and “flatten the walls” of the classroom and offer students an opportunity to do more than just sit and learn; to become more actively involved, giving them a voice and choice, through more authentic learning.

By giving the students a chance to do more than absorb information, but instead to create, design and think critically, we not only give them the knowledge to be successful, we encourage them to create their own path to success. And hopefully, in the process, they learn to better self-assess and reflect, both of which are critical skills they’ll need for success in school and in their careers.

 

PBL and GimKit

So the tool was Gimkit and I only heard bits of a conversation in the #4OCFPLN group (Thank you Laura Steinbrink) and I honestly thought it was something only for elementary school. I decided last weekend to look it up, create an account and give it a try. At the end of the school year, I love trying new tools and ideas to keep students engaged in learning and finish strong. A few years ago, Goose Chase was a huge success, and so I was excited for the possibilities with Gimkit.

It was so easy to create a game, referred to as a “kit.” I created several “kits” for my classes and then noticed that I needed to upgrade to make additional kits. I reached out to the game’s creator to find out if I could have a brief trial period, so that I could make more games. Since the school year was ending, and I had conferences coming up, I really wanted to try out as many features as I could.  I was quite surprised to find out that this is a tool that has been created by a high school junior, as a part of project-based learning.

“Being uncomfortable is a great way to increase your skill of learning”

Learning the story behind the creation of Gimkit

When I asked Josh asked about his background, he told me that during the last school year, a new project-based learning high school opened in his district and he decided to attend.(See an interview done by Michael Matera, #xplap, where he interviews Josh).

In May of 2017, as he was completing one of his projects , he thought back to traditional school, where he really enjoyed using other game based learning tools, and thought he could create something to improve upon them. He started by interviewing different students and teachers, and compiled a list of the most common issues expressed, which became part of his focus in creating Gimkit.

GimKitHW

As an assignment

Last summer he worked on creating the first version of Gimkit, and ran a small beta test in October and officially launched the day before Halloween. He says they have spent “little to no time and money on marketing,”  and the user base is growing, over the past few weeks he has seen around 20x the usage he did from just a month ago. As for the team, for the most part, it’s just Josh who does all of the engineering and responds to customer support messages. He started to code between freshman and sophomore years, and then developed GimKit over the following summer. Josh also has a mentor who works with the customers and provides business advice. Listening to his interview with Michael, there are three questions that he asked himself which impressed me. “Am I working to improve the product every single day? Am I improving myself every single day? Am I doing something to push the product further everyday?” He clearly has a growth mindset and is reflective in his “challenges” that he has set up for himself.

 

I was so surprised when I received a response to my email to Gimkit  within about fifteen minutes of having sent it. I can’t recall the last time that I got a response so quickly.

GImkitCreate

Giving it a try

So last week I decided to give it a try in my classes without really knowing what to expect. I got started over the weekend by creating classes, entering the students’ names to make it easier in class. I created a few “kits”, which are games. It is very easy to create. You can start from scratch, upload your own sets of terms or connect with Quizlet to export a list of words directly into your game. The goal is to make as much money as you can, or for students to reach a set goal. Students can play individually or in teams and logging in is done through a code, where students can then either find their name if part of a class, or enter their name.. You can also set a time period to play, I have been using 10 and 12 minutes, just as a start.

I was very excited to try this with my classes and actually only intended to play during my Spanish I classes. To start, I told them that I really wasn’t sure how it worked and told them to just go for it.

Playing this reminded me of that day five years ago when we play Kahoot! for the first time. The students wanted to keep on playing more games every day and said it was their favorite. They were excited and having fun but more importantly I noticed that they were learning the words and their recall of the words became faster and faster with each time played. It was fun to observe them as they played, learning how the game worked, and hearing their interactions. Some students were yelling at their teammates “to stop buying things”, as they can “shop” and level up with extra money per question, buy insurance, bonus streak or other options. Eventually they all had fun buying things,  when they saw how quickly the money was being added to their account.

After the first round of games, I think the total won was around three million which seemed like a lot until the next class came in and had 17 million. The third group to play earned 37 million and when we decided to continue this the next day we were in the billions!

GimkitLIbrary

Gathering feedback and assessing the benefits of the tool

Once the game is done, a report is available which opens as a PDF. The summary shows the class results and the individual report lists each student, money earned and lost, correct and incorrect answers, followed by a list of the terms asked and the number of correct and incorrect responses. It is a great way to see what areas that the class as a whole needs some review with, but more importantly, something that can be shared with each student and used as a tool to study. Teachers can create 5 kits for free and edit each kit once. There are also paid plans that enable you to create more.

 

For the determining the benefit for students, I value their feedback very much and I ask them what they liked about the game and how they felt it impacted their learning of the vocabulary. They liked the game setup and the repeated questions, the music and the teamwork made it fun as well. Creating the kits was so fast and made it easy to keep adding more into my library. Another nice feature is the ability to assign kits for students to play outside of class for practice.

There are different options available for play in class as well as assignments. I love that students can work at their own pace and that they are learning more and feeling more confident with the material.  I definitely recommend that you check them out and follow them on Twitter, @Gimkit. Just in the past few days, there are already new features added, one favorite is the messages sent to teammates letting them know when someone on the team buys something.

 

 

Published on Getting Smart, 

 

Toward the end of the past school year, I noticed some changes in student behavior. There was a decrease in student engagement, especially while I responded to the question of a student seated close to me, students around the room became distracted or stopped listening. Trying to get the group to refocus sometimes presented a challenge and resulted in a loss of valuable instruction time. A second concern was how students had been treating one another. I overheard conversations in the hallways, witnessed unkind interactions in the classroom, or heard directly from students who sought help in dealing with different situations. There were two issues to resolve: eliminate the valuable instruction time that was being lost and help students to develop more positive, collaborative peer relationships. How could I connect students more to the content and to one another, so they could work together to foster a more positive classroom. After some brainstorming, I decided to first focus on ways to promote collaboration and to step out of my role of “leader” in the classroom by stepping aside.

The changes:

My first realization was that I needed to shift roles in my classroom. I needed to get out of the way, and students needed to do more than simply sit for the entire class. To get started, look at your own classroom. Where are you and the students spending the class period? Are you the only one speaking and moving? If so, think about how you can open up space and provide a more collaborative setting for students. Think about how you can involve the students in more “active learning” that will lead to better student engagement.

One morning, I looked at the physical space of my classroom and decided to break apart the rows of desks. By doing this, it created more flexible spaces for students to interact, to create and lead, and do more than just sit and listen. Students need opportunities to work with their peers through lessons and engage in activities where they can master the content together, and that will provide opportunities to develop their interpersonal skills, self-awareness and social awareness of others.

 

Making these changes can feel uncomfortable because it means going against what likely has been the traditional classroom structure. However, many teachers have moved toward flexible learning spaces, creating a more student-centered and student-driven classroom. A classroom which moves away from simply lecturing, reviewing homework, passing out materials, assigning new homework, and repeating this same routine the very next day. While this process may promote the acquisition and application of knowledge, it does not effectively promote collaboration, invite student input, nor foster development of vital SEL (social-emotional learning) skills.

CASEL (The Collaborative for Academic, Social, and Emotional Learning), formed in 1994, is an organization which actively works toward promoting the importance of developing SEL skills in education. SEL is focused on five competencies: self-awareness, self-management, social awareness,  relationship skills and responsible decision making. The development of these skills can benefit the level of student engagement as well, leading to higher academic achievement and reduce discipline issues in the classroom. To promote the development of SEL, here are some ideas and additional resources to get started.

Practical ways to promote SEL:

  • Icebreakers: I started the school year with fun icebreakers, to get to know one another and to find out what students had in common. Why? It all starts with relationships, building a connection with peers and the teacher, and using this to connect with the content area. Returning after an extended holiday break, doing even one icebreaker can be a good way to welcome students back to the classroom, to ease into the daily routine and to start the year fresh by working on relationships. Perhaps have students share what they did over break, show a picture, talk about favorite foods for holidays even, and let students make connections on their own.
  • Games and activities: Providing opportunities for students to interact through the use of games and activities in the classroom promotes the development of social-emotional learning skills. There are many online tools available to help you get started. For elementary and middle school, Centervention provides free online games, activities and printables for teaching students about SEL. Gaming helps students to learn to problem solve, collaborate, think critically, and develop empathy through scenarios within the game itself, or as a result of being part of a team. It creates a sense of community and belonging, which foster the social-emotional skills students need. Even by using Minecraft, educators have seen a connection between the benefits of gaming for learning and the development of SEL skills.
  • Learning Stations: Something that has really made a difference in my classroom has been using learning stations. I started the year with rows and decided one morning, that the rows had to go. I quickly set up clusters of desks or “stations” to accommodate three students each, with four extra desks grouped together in the center. At each station, students spend 10-14 minutes doing a hands-on activity like a worksheet, creating flashcards, watching a video, playing a game or simply coming up with their own ways to practice. Deciding upon the activities takes some planning, especially when trying this for the first time, but it is well worth it. Start by explaining the “stations”, involving students in the discussion and asking for feedback. When we explain our goals and share any fears we may have, we are modeling “self-awareness” and “self-management”. By using stations, we also have more time to interact with each student and group, work on relationships and foster a deeper understanding of the content as well as connecting with one another and creating a more positive classroom culture.

Challenges and solutions:

  • Groups: The first few class periods there were complaints. Students wanted to work with their friends and others wanted to work alone. It can be awkward if you are the only one who doesn’t find somebody to work with, but it can also be a challenge to work with a group when you may end up being the only one doing the work. Assigning random groups can help alleviate some of these uncomfortable feelings, even though in life and for the future, students may face the same challenges and uncomfortable moments, not having a choice in collaborative work. However, for the time being, the importance is to help students to develop interpersonal skills that will enable them to be successful in the future, to develop the social and emotional learning skills, especially in terms of relationships, decision-making and developing a self- awareness.
  • Timing: It can be a challenge at first to know how much time to provide for each station. I started by spending ten minutes reviewing material, asking questions, or doing an activity with the whole class, before starting stations. I tried giving 15 minutes for each, so students would work through two each day. Some students finished early and wanted to move on. To work through this, I would use the time to speak with each group or individual students, and then make adjustments during the next station rotation. There is always room to improve, but the important thing is remembering to be flexible and open to changes that will positively impact student learning and relationships.

Benefits:

  • Student engagement: Students have been more engaged in learning, and have come in to tell me how much they look forward to coming to class. Because of the different activities within the stations, students participate more because they are active and moving, and know that each station offers a new way to learn.
  • Student leaders: Students are offering to help one another, to explain concepts, and to cheer each other on. They keep each other on task and by working in these small groups, there are less distractions than working as a whole group. Each small group can ask questions, receive individualized feedback because I can freely move around the classroom and clear up any misunderstandings.
  • Teacher-student relationships: Students are getting timely, authentic and personal feedback. By using learning stations, more time is student-focused and those individual conversations can happen as needed, to help students to be successful and be more confident.
  • Student learning: In terms of academic achievement, the participation and results of recent assessments are the highest they have been. Students enjoy coming to class because they know they’re going to be leading and making decisions about their learning, in a way that is comfortable, flexible and fun.The learning experience is more authentic and meaningful for students. Research has shown the positive benefits of incorporating SEL into the curriculum.
  • Student behaviors: As for the class distractions and the negative interactions that existed before, both have decreased tremendously. It is not something that is going to change overnight but what matters is that we make constant progress. We are learning and becoming better together.

Published on Getting Smart, November 5, 2017

What image comes to mind when you think of classrooms today? Where is the teacher and where are the students? Who is leading the discussion and doing most of the talking and moving in the classroom? For many, the image that comes to mind is that of a room of students, lined up in rows, with their attention directed to the teacher at the front of the room or involved in some activity at their desks. In this scenario, students are passively learning. Their involvement in class, in some cases, has them seated for the entire class period, while the teacher does most of the talking and moving around the room.

In the past, this may represent the typical format of classroom instruction, however today, with a greater focus on flexible learning environments, and educators looking to promote student choice and voice, this image or perception of “what classrooms look like”, has changed and continues to evolve into a more active learning space, a place where students are empowered. A space in which students take a more active role, transform students from consumers to creators and the former teacher-centered classroom into a student-centered and student-driven space.

Because students have typically spent so much of their school day seated, taking information in and do not always have time to ask questions, interact with peers, or do more than consume, they may become more passive learners. I started to notice this in my own classes. There was a decrease in student engagement, and reflecting on my methods I realized that I was spending so much time talking, that it was me making the decisions and leading all of our activities. There were not many opportunities for the students to work with peers, to move around, to really take control of their learning.

In an effort to encourage students to become more active learners as well as to be more involved in the types of activities and instruction in the classroom, I started to implement some teaching strategies involving music and games. There are many benefits to getting students more actively involved in learning and this can be done quite simply through a variety of teaching strategies. It can be a challenge to change over from the traditional classroom lecture model, however, there are some easy ways to change to a more active, engaging space.

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How to design more active learning experiences:

1. Game-Based Learning (GBL): GBL is a great way to add fun into the classroom and help build student excitement for learning. The use of gaming offers different ways for students to practice and develop their skills in more active learning environments. Games encourage students to learn and master content by problem-solving, collaborating, creating and engaging in more authentic and meaningful learning. It is a way to promote independent learning as well as by offering students choices in games to play and the means to work toward individual goals.

2. Tech: Students can create a game as a way to help themselves and their peers practice concepts and gain mastery. It can be a game created using one of the many digital tools available like KahootQuizlet or Quizizz. Students enjoy the opportunity to create a game, which leads to a more authentic learning experience when students select the specific vocabulary they need to practice, thus leading to more personalized learning opportunities. Students add to their skills by choosing how to leverage technology for the purpose of more self-directed learning.

3. No-tech: Students are very creative and offering them a chance to design a game to practice new content can lead to better retention and increase motivation. To get started, a few examples that can be used are to create a chart which includes 4 or 5 different categories or topics related to the content and grade level being taught. After deciding on categories, perhaps select 5 or 6 letters of the alphabet, or use numbers, which students must use to come up with a word, topic or date, that relates to each category. For example, in teaching Spanish, selecting categories such as classroom objects, verbs, colors, family and then deciding on the starting letter, students can brainstorm words and review in unique ways. Students can then randomly be assigned to small groups and then share the words their group came up with. An activity like this will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas. This creates time for teachers to assess student needs and decide the next steps in the lesson.

4. Music: Music livens up the classroom and is useful for helping students retain their learning. There are many ways to include music in learning, one just as simple as playing music when students enter the room, or while they work in small groups, to add to the culture of the classroom. As instructional materials, one idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. Students can then present live in class or use a tool like Flipgrid or Recap to record and share with classmates. These student creations add to the authentic classroom resources and engage students more in learning.

In trying one or all of these activities, students have an opportunity to be more active in the classroom, work together, build relationships, collaborate and engage in more authentic learning experiences. Placing students in the lead provides the teacher with an opportunity to step aside and become a facilitator and use time in class as an opportunity to not only assess student learning but to interact more and provide feedback for students.

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There are many ways to build students skills in the classroom, and these are just a few of the ideas that we have been trying and they are a work in progress. Knowing that something works takes reflection and student input. With students creating more and working in small groups, I have more time to move around and work with every student and group and provide more individualized instruction.

Students are asking more questions like, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. Students suggest improvements, “Maybe we could… It might be better if we and This has helped me to remember…can we keep doing these activities?” And my answer to all of these has been “Yes, I think we should try it. If it works, then great. And if not, we will try again!”

Students need to be moving in the classroom and have opportunities to learn in different formats using a variety of instructional strategies and tools, and it’s okay if they are not in the traditional format.

Kahoot!

Over the past couple of years, there have been a lot of new features added to make Kahoot even more engaging for students and teachers. Some of my favorite features are the questions automatically going through to the next one, the podium feature, its method for kicking out inappropriate names, the new Kahoot! app and other subtle changes to layout and options of the platform.  This year has brought two new things, that may be my favorites so far.

The first one I learned about while at ISTE in San Antonio, when I had the opportunity to spend some time with the team of Kahoot and learned about the “challenges” that they were creating. If you haven’t had the chance, you can “challenge” students to complete one of your games by sharing a code with them, just as you do for the live games but students can log into it within the app on their phones. Students can even challenge one another on different topics that they find in the app and so it’s a good way to provide practice for students outside of the classroom, where they don’t have to rely on the Smartboard to see the questions but rather have everything available on their device.

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Photo from Kahoot! Blog

RockstarPanda, EpicFox, Friendly Moose and StellarCheetah?

But the most fun that I’ve noticed is unexpectedly was about 2 weeks ago, I created a game for my students to play and at the top of the options, I noticed the option for “generating creative usernames”. So I figured why not, selected it and couldn’t wait for the students’ responses. The generating of creative student names resulted in my students saying that I was taking away their creativity. Kind of funny but these generated names were much more original than the names that they had commonly used when joining our games. I’m not going to lie, it was quite fun to yell out who is “Mystery Panda”, “Fantastic Bat”, “Daring Dog” rather than the usual names. Plus I think it’s a nice way to have anonymity in the game so that students feel more comfortable answering and not so worried about what their score is in front of everyone else.(Even though the often yell out what their score is).

The “Nickname Generator” has a list of 800 unique two word name combinations and using it is a great idea, because it saves the time lost while students try to come up with their own “Creative” names.

Games for the Hour of Code

In recognition of the week of December 4th through the 10th, being Computer Science Education Week, and the “Hour of Code”, Kahoot has added some games to help students understand some basics of coding. Try these out for some fun ways to get the students involved with coding and use the game as a starting point for some class discussion.

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From Kahoot!

New Look for the Kahoot details page

 I noticed something different when I launched a Kahoot game and that was the appearance of the page once I clicked on the game we wanted to play. It has a much clearer appearance, easy to navigate and a nicer layout. Here is how it looks:

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The “Play” and “Challenge” buttons are easy to find. You can see the questions and timers for each. By selecting the “Show Answer”, you are then able to see the choices for each and the correct response for each question.

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 Original Post Published on Teach Thought May 22, 2017, few updates added

 

Are you looking for some new ways to get students engaged this school year?

Here are 6 tools that I had found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.

 

Flipgrid

Flipgrid is another video response tool that offers ways for students and teachers to interact with a variety of discussion topics. You start by creating a “grid” and then adding a “topic.” There have been some major updates and new features added to Flipgrid this summer. Longer recording length, stickers, gifs, integrations and more. Be sure to check it out!

A grid in my case is one of my Spanish classes.  Students go to the grid to see new topics which are posted for discussion and then record a response and even reply to classmates.

I have used Flipgrid as a way for students to reflect on their project-based learning, and for basic speaking assessments with my Spanish 1 and 2 students, where I can listen to their pronunciation and provide feedback. Flipgrid is also a way to connect students with other classrooms or even professionals in different fields, to connect with real-world applications of the content material.

Some additional features include the ability to give a rating to the response, read the transcript, provide written feedback which can then be emailed to each respondent, as long as an email address has been provided.

When setting up the topic, there are options for recording a video prompt, adding additional details in writing, and then customizing the topic based on whether or not other people can see the responses. You can freeze a topic, so new responses cannot be recorded but all prior responses can be viewed.

There are other features such as tracking the number of views, likes, and comments. Flipgrid is available on Chromebooks, iOS and Android devices and can also be embedded into an LMS or other websites. It is another tool that is easy to set up and might just be what you are looking for, especially at the end of the year,  to have students provide feedback on the course, to offer some information to help with the summer reflection.

 

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Recap 2.0

Recap 2.0 is a Question and Answer platform available on Chromebooks, iPads, iPhones and Android devices, which can be implemented right away and is easy to use. Recap enables teachers and students to ask questions, share a reflection, and provides a comfortable way for students to communicate their thoughts. Recap also had many new updates this summer and is a great way to spark curiosity in students and to help students learn ways of asking questions and seeking more independent learning.

Students can submit questions and receive direct feedback from the teacher, parents can receive feedback by email through Recap, and there are many other features available for assessment and classroom management. Recently Recap added another feature to its platform by introducing ‘Journeys.’

In a Recap Journey, teachers create a multi-step path for students. It starts with a 60-second video and then the learning path, which leads to more independent learning and can also be a great way to differentiate instruction. As an end to the “Journey”, students can share their information or create a presentation.

In my experience with the Journeys, I had students explore Spanish-speaking countries and included different links for them to explore more based on their own interests.

It was very easy to create my own Journey and there are also many Journeys available to try through the Recap Discover.

2016 Pioneer Badge

Kahoot!

By now, you’ve likely heard of Kahoot! Especially last week when CHALLENGES came out after a period of Beta testing following discussions at ISTE in San Antonio. I was fortunate to be one of the testers and Challenges are great for having students practice the content and even for fun with family and friends.

Kahoot! is great for assessments and having a game based learning element added to your classroom. It can even be used for professional development or family fun. Kahoot! offers many quizzes in the public library which can be duplicated and then edited to make your own.

When playing, it also has added new features for auto advancing, playing in ” ghost mode ” which enables players to try and beat their first score. ‘Jumble,’ which is one of the most recent additions has proved to be a lot of fun and very beneficial for learning.

In Jumble, you create a question and each of the four colored tiles becomes part of the response. When the question appears on the board, the squares on the board are shown but the order is “jumbled.” Players must then slide the squares into the right order to either spell the word, properly form the sentence, or answer the question.

As a foreign language teacher, this has been quite beneficial for having students practice their spelling as well as for reinforcing proper word order for sentence structure in Spanish. Playing with Jumble mode has livened up the classroom because it is something different to try and the students are always excited about trying new things.

Setting up a game played in Jumble mode, or encouraging students to create games as a review, will add to classroom resources and be more authentic practice for the students.

Buncee

Buncee is a multimedia presentation tool which can be used to create interactive presentations, cards, signs and other engaging visuals.  (see recent post on new Buncee features, and look into Buncee Classroom)

There are many new items added to their library and some additional features, including the ability to use it for assessment. I have enjoyed testing out Buncee with my students. It is easy to create with Buncee, you can add multiple items o n to the canvas and move them around very easily. Teachers can create lessons with assessments through the classroom edition.

But what is most exciting about Buncee is that it offers many ways for students to be creative and more engaged in learning by creating something authentic, as there are thousands of items that you can add to bring it to life and make it your own.

Students can design Buncees for any class and will have the opportunity to create more authentic work which represents what they can do with the language material we have covered. Creating will be a lot of fun for students and teachers. And great for doing a Twitter Chat too! Lots of great templates.

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Telegraph

Telegraph is a very easy site to publish a stand-alone web page, which can be used to create a sign, a newsletter, a journal entry, or anything as an alternative format to pen and paper or using a Word or Google Document.

It is simple to use: type in the website, add a title to it, your name and add some pictures or links to other websites and once you’re finished, you publish it and it provides you with a web address. You can easily share that link with anyone.

My students created a site to tell about a favorite trip, one to talk about sports and favorite athletes, and another some even made Mother’s Day pages and then printed them. If you’re looking for a way to have students practice simple writing skills and do so in a more digital way, I’d recommend trying Telegraph. No log-in is required and it’s very easy to use.

Quizizz

Quizziz is a fun assessment tool that continues to add more features, which makes obtaining feedback from students and providing feedback to them much easier. Some of the newer features include receiving a daily report of the Quizizz summary and being able to send parents the results of a student’s Quizizz game. (See new Quizizz features)

The daily summary report shows the number of Quizizz games used, number of responses, percentage correct as well as additional information. It’s nice to be able to have that data available so quickly. There is also the option to email the data directly to parents, which is great especially for communicating student progress and in a timely manner.

Quizizz is another tool which is easy to implement, you simply create your own by adding your own questions or search from the public Quizizz available and drag in the questions you want and then edit them according to your preferences.

Other benefits include the ability to either play it live or assign it as “practice” or homework. You can store your Quizizz games into Collections to find them easily, quickly build games and it has a much improved UI, and it was pretty good to begin with.

And if you create the Quizizz and do not have enough time for students to finish, no worries because when students use the same login and pin number, they can pick up right where they left off in the game.

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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. 

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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.

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​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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