Category: Formative Assessment

December Blog Series

12/1/2020

This December we bring you Premium Pear Deck! Make sure to follow along with us on Tuesdays and Thursdays to learn more about your Premium Pear Deck Account as a GWAEA Educator! Let's get started!

An Intro to Premium Pear Deck

Google Slides just got better.

Pear Deck Premium was recently purchased for all of our Iowa educators as an excellent add-on for Google Slides for teaching in both synchronous and asynchronous learning environments. It allows the teacher to create and add interactive elements to a Google Slides presentation to engage students, gauge social emotional well-being, and gain data and feedback about student learning. Additionally, Pear Deck allows students to respond during an instructor-paced or student-paced mode, providing a variety of learning opportunities for any learning environment.

To get started with Pear Deck there are a few things you need to do. First of all, log into Pear Deck by using your school domain Google account to authenticate. Once you are logged in, your profile picture should be wearing a crown (see below) to signify you have a Premium account.

Next, start a Google Slides Presentation and click on ‘Add-ons’. Then, select ‘Get Add-ons’ and search for, select, and install Pear Deck. Now Pear Deck will be accessible in each Google Slides presentation you initiate.

Lastly, you may want to install the Pear Deck Power Up Chrome Extension. It helps run videos and gifs more smoothly in Pear Deck. After installing it, you will see it in your Google Slides toolbar.

Now you are ready to explore Pear Deck! By clicking on the Pear Deck icon in your Google Slides toolbar, you will instantly open up a side panel to help you begin building. At the top of the panel, you will find a template library full of lesson builders, learning development, and content area slides ready to be selected and added to your Slides.

Feeling creative? You can build your own interactive slides from scratch by choosing a question type to add to the Slide and building from there. Additionally, you can add audio files to your Slides for a multimedia approach to your questions (more to come about that in a later post).

A few things to consider during the building phase of your lesson:

Add a social emotional check in from the template library at the start of each lesson.
Decide on whether the Pear Deck will be shared as an instructor-paced lesson (synchronous) or student-paced lesson (asynchronous). This might help form the types of Pear Deck templates/questions you choose. (Watch for a future blog post about why and when you might use these different paces.)
Add content you would like students to engage with onto Slides between the added Pear Deck Slides, especially for student-paced lessons. Pear Deck Slides should be used as a processing, reflecting, connecting or formative assessment tool.
Once your build is complete, it will be time to share the lesson with your students. In the side panel, you will find the green ‘Start Lesson’ button. Once you click this, it will give you two different options to deliver the lesson to your students. Choose instructor-paced or student-paced.

If you have chosen instructor-paced mode, students can go to joinpd.com and enter the code that is generated at this time. Or click on ‘Give Students a Link’ below the big pear and send the link through a Zoom/Meet chat or in your learning management system, like Google Classroom.

Now you are ready to play! We suggest pairing your Pear Deck with a colleague to try it out before using it with students. Let us know what questions you have! Check back on Thursday to learn when to use instructor-paced and student-paced sessions!

Additional Resources

DLGWAEA's Pear Deck One-Pager
DLGWAEA's Pear Deck Handbook
Edtech Take Out: Episode 81: Perfect Pear Deck Presentations

Connect with Us

We'd love to hear how you are using Pear Deck! Let us know in the comments below!

~Mindy, Amber, and Beth

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Empowering Students: Self-assessment with a Single Point Rubric

11/10/2020

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Why self-assessment?
Self-assessment provides students the opportunity to build awareness and reflect on what they understand and do not understand. Self-assessment provides students the opportunity to empower themselves through:

Promoting the skills of reflective practice and self-monitoring.
Promoting academic integrity through student self-reporting of learning progress.
Developing self-directed learning.
Increasing student motivation.
Helping students develop a range of personal, transferable skills.
Learn more about self-assessment from Cornell Center for Teaching Innovation

What is a single point rubric?
The first step is making sure students are able to identify where they are in the learning through self-assessment. This means providing them with a tool like a single point rubric. We first learned about single point rubrics from the amazing Jennifer Gonzales at the Cult of Pedagogy blog. With a single point rubric, you, as the teacher, provide students with one column of a traditional rubric and the students reflect and decide on whether they match it, or are below or above that place. Learn more about single-point rubrics from Jennifer Gonzalez.

Why would we want to share a single point rubric with students?
By focusing on one criteria, it narrows and simplifies the learning path for students. This self-reflection through the single point rubric helps to determine if the student is on the path, off the path and needs reteaching, or ahead of the pack. Students will step up to the responsibility of identifying where they are at on this path and share their reflection and evidence back.

How will students use a single point rubric?
To introduce students to the use of a single-point rubric, consider the ‘I do, we do, you do’ structure. Providing students with a body of work (with low cognitive load) and working through the single-point rubric to assess gives students the opportunity to practice.
As students move to independently use a single-point rubric, giving them a space and giving them time to work on this within the classroom is essential. Whether you are asking them to physically look at work or giving them a digital space where they can compile their work, you need to make space for this reflection to happen with work that they have already completed. This process will not work overnight and will require modeling, patience, and perseverance.

Digital Space through Google Slides coming during Part II of our series

What will teachers learn about the students when they go through this process?

Identify where the gaps are in the instruction.
Learn where instruction is the strongest.
Begin to see how students can be learners in the learning community.

What will students learn about themselves when they go through this process?

Learning is a process.
Identify personal gaps in the own learning.
Make personal connections across content lines.

Be part of the conversation! Share in the comments or reach out to us on Twitter--@DLGWAEA

~Beth, Amber, and Mindy

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Concept Mapping: The Map that Leads to Effective Instruction

3/25/2019

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Gif of a variety of people viewing the same map

When thinking of concept mapping, graphic organizers often come to mind. But concept mapping is more than that. The graphic organizer is the tool for this strategy, but can often be confining to our students that see connections outside of the typical graphic organizer. Concept mapping has an effect size of .64. It is important to highlight that this is effective when students are making their own connections and not the connections predetermined by the teacher.

This instructional strategy is comprised of three specific steps.

Step 1. Predetermine the topic or question for the concept map. “A helpful way to determine the context of your concept map is to choose a focus question--something that needs to be solved or a conclusion that needs to be reached (Kieschnick, Bold School, pg. 124).” Teachers can help students focus their concept map by asking essential questions.
Step 2. Pull a list of key terms or ideas from the topic being addressed. Students should work to classify those key terms or ideas in some way. For example, they might identify the broadest ideas working down to the most specific details. Because students may visualize this in different ways, it is important they have the freedom to choose a tool that best supports their thinking.
Step 3. Connect concepts by creating linking concepts and words. In this step students might need language stems to support the connections they are making. For example, “is related to”, “as a result of”, “caused or causes”, “leds to”, etc.

Incorporating Digital Tools

It is important to provide kids with a variety of options for concept mapping, both digital and unplugged. For example, Mindy would rather create a sketchnote as a tool for concept mapping while Gina really likes being able to have a stack of manipulatives with a broad canvas to organize and connect. Online tools that support concept mapping might include Jamboard, Mindmup, Lucidchart , or Google Drawings. For kids who prefer an unplugged option, the Post-its App can allow students to start their work in an analogue environment and then move it and manipulate it online. Finally, for kids who prefer a drawing or sketching method for organizing their thoughts, consider using a camera to capture and share unplugged work.

Key Takeaways

Concept maps are NOT graphic organizers. Instead, it is the process of organizing thoughts and key ideas.
Concept mapping is a scaffolded process facilitated by the teacher. Teachers help students identify the relationship between key terms by asking probing questions and providing language stems.
It is crucial to honor student voice and choice when concept mapping to support personal visualization of the connected concepts.

~Gina Rogers
~Mindy Cairney

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Reciprocal Teaching, it’s Not Just for Literacy Teachers!

3/15/2019

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Chances are if you have heard of reciprocal teaching you have thought of it in the context of an English Language Arts class. Although reciprocal teaching is a text processing strategy, its application is further reaching than the English classroom. Reciprocal teaching has a .74 effect size making it a powerful instructional strategy for all content areas where text is being used.

What is Reciprocal Teaching?

Reciprocal teaching includes four steps:

Predict
Clarify
Question
Summarize

Reciprocal teaching is a process that best works in a collaborative environment so most commonly small groups will be used in this strategy. Additionally, the process helps students organize their thinking about text. Creating a Doc or Slide Deck template for groups to use (see examples in Step 1) can be used to record ideas and provide links to additional tools used in the process.

Incorporating Digital Tools

Step 1 - Predict: The predict step can look different in different grade levels and content areas, however, no matter what grade level or what content area prediction involves previewing the text and connecting prior knowledge to what is seen. Additionally, students think a little bit about what the text might focus on based on the quick previewing that they did. Collaborative conversations are imperative to the prediction process. Recording thoughts on a table in a Google Doc or collaborative Google Slides can help classmates when returning to the conversation and for later evaluation of predictions.

Step 2 - Clarify: In this step students read through the text and note any areas that are unclear for them. One area that can be focused on is vocabulary. To clarify and further make meaning out of unknown terms, students can use an online dictionary tool (like the dictionary feature in Read & Write for Google or the Google Dictionary Chrome Extension) , but additional development of this new vocabulary might be needed. Vocabulary programs have an effect size of .62. One model that can support the explicit teaching of vocabulary is the Frayer Model. On a collaborative doc, students determine words needing clarification. Repeated words from the doc are collected and distributed to groups for further investigation. A shared Frayer Model tool can be used to further build the group’s understanding of their assigned words. Google Slides or Google Drawings fulfill the need to share and collaborate as a class.

Step 3 - Question: After all of the predictions have been made and all unknown terms have been clarified, groups begin in-depth reading of the text. Each group will record three questions they have as they read. Groups are encouraged to come up with a ‘right there’ question, a ‘between the lines’ question, and a critical thinking question (Kieschnick, Bold School). Teachers will need to model the question generation process prior to turning kids loose with this responsibility in addition to providing language scaffolds to help students generate questions. To learn more about question generation check out some of the resources in our Riddle Me This blog post.

Step 4 - Summarize: The final step in reciprocal teaching is summarizing. As a small group, students create a summary of what they just read and come to consensus on how they will show what they know about the text. There are a variety of different ways that students might share their summary of the text. With the time constraints of a classroom, this strategy might not be completed in one day. Flipgrid allows students to share their summary in the moment, with the ability to view with the class at a later time as they evaluate their summaries against previous predictions. This could also be great for students to reflect and review before an assessment.

Key Takeaways

Organization and planning for this strategy is essential. Use collaborative tools to keep groups organized.
Digital tools should not replace collaborative conversations, but instead help collect and record the ideas shared in small groups and provide an artifact to return to throughout the process.

~Gina Rogers
~Mindy Cairney

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Putting it all together: Using the Jigsaw Method with Instructional Technology

3/11/2019

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If you have ever attended PD at Grant Wood AEA chances are you have been exposed to the obligatory Jigsaw Method for processing learning. Although this is said with a hint of sarcasm, the Jigsaw Method ranks as a 1.2 high effect size instructional strategy. Originally the Jigsaw Method was implemented in Austin, Texas as a way to diffuse racial tensions in a recently desegregated school. In order to get the students to work together and learn from one another’s diverse perspectives, researchers devised a method that focused on cooperative learning. The history of the Jigsaw Method is quite fascinating and can be read about here.

What is the Jigsaw Method?

The Jigsaw Method includes a few steps:
1.) Divide students into groups of 5 or 6 that include diverse representations. Appoint a group leader and, as a group, segment the learning into equal chunks (teacher should provide guidance in how to segment), each individual taking one chunk.
2.) Provide enough time for students to read and reread their material and become familiar with the content. Then, the students that have read the same chunks gather together to become experts, discussing main points and preparing a presentation to share with the original group.
3.) Students return to their original group to share the presentation that has been prepared, answering any clarifying questions. During this time, the teacher moves from group to group making observations and providing support where needed.
4.) Finally, students should be formatively assessed to check for understanding and to guide future instruction.

Google for the Win!

We have to admit, it’s Google for the win when it comes to the Jigsaw Method! Google Slides provides an excellent opportunity for student collaboration while working within expert and ‘home’ groups. As a teacher, create a collaborative slide deck for the whole class (Alice Keeler example here), with each group assigned one slide in the deck. Allow expert groups to collaboratively add notes, main ideas, talking points, or even images. When students return to home groups, each student, not just the expert, will be able to access the notes digitally. Pro tip: View all the Slides at once by clicking on ‘Grid View’ in the View Menu.

This same idea is possible within Google Docs, as well. Creating a table in Google Docs allows for the same collaborative power, just with a different feel. As a teacher, create a template for your students. Each home group should have one template. Use ‘Force Make a Copy’ with the group leader. The group leader will share the template with the rest of the group. Pro tip: Thirty kids in one doc is usually frustrating! This idea works best in smaller groups.

Modifications

One concern that we have when looking at the Jigsaw Method is that it places a high level of independent learning on students who might need support in order to fully participate in the learning. We recommended supporting learning objects (texts) be digital in nature and accessible to a screen reader so students who need the decoding support of a screen reader will be able to fully participate. Additionally, we feel that allowing students to record the summary of the learning from the expert group with something like Screencastify or another recording tool might help ease the anxiety of students who are quieter and don’t like to share even in the smaller group.

Key Takeaways

The Jigsaw Method has a rich history of enhancing cooperative learning in diverse learning environments.
Students are responsible for becoming experts in the room and sharing their learning with one another.
Digital tools enhance the collaborative nature of the Jigsaw method, as well as providing accessibility supports to all learners.

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Riddle Me This? Incorporating Questioning into Instructional Technology

3/4/2019

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Questioning as an instructional factor weighs in at a .48 effect size, demonstrating the capacity to have a significant impact on student growth. Teachers ask anywhere between 300 and 400 questions a day, with the vast majority of those questions being lower level questions - recalling facts, demonstrating knowledge of procedures, etc) (Wilen, 1991). The researchers suggest that since these questions are lower in their cognitive level, teachers need to use many of them to get students to recall concepts (Wilen, 1991).

Effective questioning is a complex teaching task and should be planned for. Scripting out questions and evaluating them for their complexity has a significant effect on student’s ability to more deeply understand and evaluate concepts. According to Weston Kieschink, “What gets scripted gets asked”, and spontaneous questions are often low-level questions (Bold School). Additionally, supporting students in developing their own questions about concepts can lead them to deeper levels of conceptual understanding (Hattie, 1998).

Using a resource to develop and evaluate teacher and/or student questions is key in this process. Here are a few tools that we use at GWAEA:

Looking to get your students to ask more questions?

Incorporating Digital Tools

So, what does this look like in practice in a tech-rich environment? Pre-planned scripted questions can be loaded into a variety of different tech options. Poll Everywhere lays the foundation for high-level, pre-planned questions. With one click, teachers can display responses or additional questions for a deeper classroom discussion around misconceptions or opinions. Additionally, teachers could also structure a series of higher order questions into Socrative or Nearpod. These could be used to launch into a longer discussion of a concept or as an exit ticket to help plan for further discussion and instruction. Teachers can display student answers anonymously for further consideration by the class.
With regards to soliciting student questions and structuring student-led discussions, a few approaches and tools come to mind. Students can contribute their questions to an online board like Padlet. The ‘Shelf’ feature in Padlet can be used to model, organize, and scaffold student questions from recall to analysis/evaluative questions. This online question board may also serve as a spot for students to begin to prepare for a Socratic Seminar.
As students are engaged in discussion, Google Slides Q&A option allows students to pose questions in real-time and additionally upvote questions they find intriguing. Teachers or student moderators are able to choose and present any question to the whole class to build-up the discussion or introduce a new thought.

Key Takeaways

Research suggests effective questioning by teachers and students has a positive effect on student achievement.
Effective Questioning is a skill. It should be planned for using a tool to develop and evaluate rigorous questions. Students also need tools/scaffolds to develop their own questions.
Well chosen technology can amplify teacher’s and student’s ability to pose and respond to thoughtful questions.

~Gina Rogers
~Mindy Cairney
Digital Learning Consultants

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<<Previous

December Blog Series

An Intro to Premium Pear Deck

Additional Resources

Connect with Us

Empowering Students: Self-assessment with a Single Point Rubric

Concept Mapping: The Map that Leads to Effective Instruction

Incorporating Digital Tools

Key Takeaways

Reciprocal Teaching, it’s Not Just for Literacy Teachers!

What is Reciprocal Teaching?

Incorporating Digital Tools

Key Takeaways

Putting it all together: Using the Jigsaw Method with Instructional Technology

What is the Jigsaw Method?

Google for the Win!

Modifications

Key Takeaways

Riddle Me This? Incorporating Questioning into Instructional Technology

Incorporating Digital Tools

Key Takeaways

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