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Okay *cracks fingers* here& #39;s my idea––hear me out.
Instead of Google Slides/Nearpod/etc., I& #39;m trying out using a simple, shared, collaborative and editable GOOGLE DOC to run class. https://twitter.com/NorthwoodMrFox/status/1311849459341578240">https://twitter.com/Northwood...
Instead of Google Slides/Nearpod/etc., I& #39;m trying out using a simple, shared, collaborative and editable GOOGLE DOC to run class. https://twitter.com/NorthwoodMrFox/status/1311849459341578240">https://twitter.com/Northwood...
Here are some reasons why:
• I got really tired of making endless Slideshows for each class;
• It felt weird how often I was asking students to stare at a Slideshow;
• Now, I can share the doc and not my screen;
• That way, talking with kids is more organic.
• I got really tired of making endless Slideshows for each class;
• It felt weird how often I was asking students to stare at a Slideshow;
• Now, I can share the doc and not my screen;
• That way, talking with kids is more organic.
• And of course, I& #39;m learning you can& #39;t rely on simple spoken interaction (like I& #39;m so accustomed to in face-to-face learning); I am constantly thinking and rethinking ways to get dialogue, whether it& #39;s spoken or typed. This gives us lots of possibilities (more on this later).
I tried this out last class. Here was what the first page looked like where I introduced the objective, framed the learning, and did a very little bit of direct instruction:
And look what came of this! Everyone present responded to the warmup question––simultaneously!
a REALLY AWESOME THING I learned at this step: I could actually see kids write and edit their responses BASED ON THEIR PEERS in real time, BUT without copying/plagiarizing.
In other words: They were learning from their peers by reading what they wrote.
In other words: They were learning from their peers by reading what they wrote.
I also created a makeshift Virtual Whiteboard: This is table in a document, I think about 8 x 8, but with all the interior borders made invisible. After we watched a short cartoon/story, I asked students to post their response on the whiteboard. . .
Here& #39;s what the result of that looked like––again, with the bonus of students seeing and responding to their peers& #39; ideas in real time!
We did it again with a different short narrative. It worked again.
You want to finish with an exit pass that allows a check for understanding. Here& #39;s what we did:
(One thing I learned here: though I love how students respond to their peers, depending on what you want to learn from students, this step could be made more/less summative.)
(One thing I learned here: though I love how students respond to their peers, depending on what you want to learn from students, this step could be made more/less summative.)
CHECK THIS OUT: For the next class, we can ***literally*** access prior knowledge by using students& #39; direct answers in our instruction. I am calling this, "What we know."
Another takeaway: we thought lesson 1 went really well! But: it was slightly quieter than usual because we were so focused on asking students to write and not speak.
So: for next class, I& #39;ve built in a "Vocal Round" to unlock the next steps after the warmup questions.
So: for next class, I& #39;ve built in a "Vocal Round" to unlock the next steps after the warmup questions.
(Talking, of course, is always encouraged.)
We& #39;re going to read an essay together. I recorded a video of me reading the essay, but I also added this step with "mini" virtual whiteboards to log student responses. Again, an aspect of this I love: we get to keep responses forever.
Another experiment: a built-in space for small group breakout room work. I could easily make this a separate doc, but I am sort of keen to see what results when students work in groups and see others& #39; group work.
(I mean, in face-to-face, groups overhear each other. . .)
(I mean, in face-to-face, groups overhear each other. . .)
