Boston Chinatown Neighborhood Center (BCNC)

Boston Chinatown Neighborhood Center

TAGS: #InstructionalRoutine #Gamification #Wordwall #BCNC

WHAT: Learners review and deepen their understanding of new language and concepts by independently completing instructor-designed games and activities on an online game and activity platform.

WHY: By completing games and activities on Wordwall, students review concepts and both check and further solidify their understanding. Students receive instant feedback, unlike a paper test.

The templates also gamify the materials. Gamified activities are typically more engaging than worksheets; students feel motivated to keep playing and learning. Students can choose from a variety of game templates to play with the same materials in different ways, which supports student choice and differentiation. The templates also support multiple modalities, including audio, pictures, and text, scaffolding student understanding in many ways.

Unlike Kahoot or Socrative, Wordwall does not require students to type their names or enter a certain “room.” This makes it easy to use regardless of students’ digital skills. Students can complete Wordwall activities as many times as they like asynchronously to self-assess and increase mastery of class concepts. It is a safe way to practice concepts independently; there are no grades, and students do not compete against one another.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Error Analysis

• Game-based Learning

• Formative Assessment

• Foster Growth Mindset

• Immediate Feedback

HOW | Wordwall:

1. Log into BCNC’s Wordwall account.

2. Click “Create activity” and choose a template that is good for independent practice, such as Matchup, Quiz, Find the Match, Missing Word, True or False, Categorize, Flash Cards, Group Sort, or Unjumble.

3. Give the activity a title. 

4. Type instructions for students.

5. Fill in the class content and language you’d like to assess using text, pictures, and/or audio.

6. Click “Done” to see how the activity will look to students. Scroll down to adjust timer, music, sound effect, leaderboard, and theme settings as needed.

7. Click “Share” → “Public” to allow students to access the activity.

8. Share the link or QR code with students.

   1. To use synchronously, share your screen with students during class.

   2. Remind students that they can repeat the activity many times asynchronously. 

   3. Show students how to change the template by selecting a template from the “Switch Template” bar on the right hand side of the screen.

Optional: Check the “Set Assignment” box on the activity page. This requires students to type their name before completing the assignment.

• Click “My Results” to see a report of student answers. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Wordwall games and activities promote independent practice. Students get instant feedback on their comprehension. When they repeat the activity or try a new template, they can see their progress and identify which areas require further study.

• LL.2: Adapt to New Technology: Wordwall games and activities are an easy on-ramp to self-directed and independent learning. The games are simple and intuitive, building students’ confidence to use technology independently. Wordwall requires very little onboarding. Students can even play through the activities without typing their names. Mastering Wordwall can help students build confidence for mastering more difficult digital skills down the road.

Boston Chinatown Neighborhood Center

TAGS: #InstructionalRoutine #LearningManagementSystem #GoogleClassroom #BCNC

WHAT: Learners add almost any type of material to class assignments, including links, PDFs, scans, pictures, video, audio, and GSuite documents, on a learning management platform regardless of their class structure. Teachers also share extra practice materials, class announcements, and meaningful feedback in the same place as assignments.

WHY: The goal of using Google Classroom is to provide students with a free and user-friendly platform that aligns with the widespread use of GSuite tools in universities, workplaces, and community organizations. Organizing class material with Google Classroom simplifies the learning process for students. Teachers can choose how to organize resources and assignments to suit their class’ needs (ex. by topic, date). It is easy to change the organizational structure based on student feedback to make learning easier for students. 

Google Classroom is easy for students to use for many reasons. Learners can access Google Classroom and the rest of GSuite with only one login across any device. Hosting all assignments and materials in one place lowers barriers to completing assignments; students do not need to open multiple digital tools to finish their work. They can access everything through Google Classroom, and important handouts will not get lost at the bottom of a backpack. What’s more, students can upload assignments and multimedia on a phone, tablet, or laptop. This flexibility enhances accessibility as students develop digital literacy with different devices. This routine also minimizes learning disruption as students move to higher levels. They will still have access to their previous class materials on Google Classroom, and they will not have to learn a new LMS when they change classes.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure & Presentation

• Explicit Instruction: Computer Basics

• Handouts/Online Guides/Visual Reading Aids

• Multimodal Instruction

• Multiple Methods of Assessment

HOW | Google Classroom: 

NOTE: “Teacher view” and “Student view” are different on Google Classroom. We recommend using your BCNC Gmail for your teacher account and making a separate Gmail for a student account. Joining your own class as a student will allow you to preview how students will see your assignments.

1. Log in:

1. Open a web browser on your computer or mobile device.

2. Visit the Google Classroom website (classroom.google.com) or open the Google Classroom app.

3. Sign in using your BCNC AEP-provided Google account username and password.
   
   

2. Create a class: 

1. Click “+” in the top right-hand corner. Click “Create Class”.

2. Check the box “I've read and understand the above notice, and I'm not using Classroom at a school with students.”

3. Type the class name, section, subject, and room number. Some teachers prefer two separate Google Classrooms for their AM and PM classes. Others prefer one Google Classroom for all their students.
   
   

3. Post materials and assignments:

1. At the top of the class page, there are four different tabs: Stream, Classwork, People, and Grades.

2. Click “Classwork”.

3. Click “Create”. Select “Topic”. Potential topics could be “Important Materials” (a topic always pinned to the top of the Classwork page), “Week 1: September 6 - 8”, or “SMART GOALS”. 

4. Click “Create”. Select “Assignment”, “Quiz Assignment”, “Question”, “Material”, or “Reuse Post”. 

5. Write a title and instructions for your assignment/material. Attach relevant files. Select the topic where you’d like the assignment to “live” on Google Classroom.

6. Optionally, set due dates, point values, and categories.

7. Click “Assign”. Students will see your post instantly.

4. Add students to your class using an email invitation or by sharing the class code:

1. Students will need a Gmail to use Google Classroom. They will need to log in with their Gmail address and password.

2. Students will need to download the Google Classroom app to access Classroom on a Chromebook, tablet, or phone.

5. Show students how to access materials and assignments:

1. While sharing your screen, show students how to navigate to the “Classwork” tab on Google Classroom. Scroll to the appropriate topic and assignment.  

2. Demonstrate clicking on the assignment and reading the instructions. 

3. Demonstrate how to open/complete any additional materials connected to the assignment, such as Google Docs, videos, or links. 

4. Demonstrate how to turn in/mark assignment as done. 

5. Remind students they can check their assignments to follow up on teacher feedback and review class material.

This routine will be easy for some students, and it will take a lot of practice and repetition for other students. We recommend introducing this routine early in the year during an in-person class. Encourage tech-savvy students to help their classmates with troubleshooting. Share screenshots and screen recordings.

Additional guidance for teachers: https://edu.gcfglobal.org/en/google-classroom/# 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.6: Organize Information & Files: Learners and teachers can organize and store all class files and information in one place using Google Classroom. Assignments are automatically saved in users’ GDrives in clearly titled folders. Materials and assignments can be organized by topic or date for ease of access. Through clear color coding, students can see which assignments they have turned in, when assignments are due, and what they should work on next. The “Grades” section is also helpful for teachers to track asynchronous attendance information; teachers can see who has completed and turned in which assignments at a glance.

• LL.1: Find Learning Resources: Google Classroom makes it easy for students to access and find all resources they need to complete assignments. It is a central hub of upcoming assignments, class announcements, extra practice, completed work, helpful resources, and individualized instructor feedback.

• OL.10: Save and Manage Content: All assignments and materials shared on Google Classroom are automatically saved to users’ GDrives. The Google Classroom app is available on all mobile devices. Students can start a writing assignment in class on the computer, for example, and pick up where they left off on their cell phone during the train ride home. They can also easily upload photos of hand-written assignments with their phones. 

Boston Chinatown Neighborhood Center

TAGS: #InstructionalRoutine #Collaborative #Padlet #BCNC

WHAT | Learners respond to instructor prompts and peer responses on an online bulletin board in order to explore new topics and connect class content to their lives: Teachers introduce a new topic by posing a prompt or question on the online bulletin board. Learners respond with their name and a personal example using text, pictures, video, and/or audio. To follow up, learners view their classmates’ responses and comment on or react to their posts. 

WHY: Using Padlet to explore new topics and draw connections gives students time to prepare their responses, and, depending on the assignment, students can choose the modality they use to respond. This lowers the affective filter that sometimes prevents students from contributing to in-person class discussions. What’s more, our students come in with various digital literacy levels. Padlet is easy for students to use to explore new topics regardless of current digital literacy level or language level. Because this routine requires little onboarding, it is a good step to build confidence and readiness to use new, more challenging tech tools.  

Sharing on Padlet is collaborative, helping students to learn from each other and participate in class community, even while remote. Online bulletin boards are effective because students can post asynchronously from a variety of devices. Students usually know how to take pictures and record audio/video on their phones. Padlet makes it easy for students to share personal, multimodal responses with their classmates digitally instead of, for example, bringing in a printed photo for an in-person show-and-tell. 

Online bulletin boards like Padlet increase student engagement with the class content and help to build class community. Students have the freedom to share their life experiences and personalize their learning when sharing on Padlet. Engaging with their classmates’ responses opens their perspectives to their classmates’ viewpoints as well. 

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Multimodal Instruction

• Peer Discussion 

• Engage and Explore

HOW | Padlet:

1. Log into BCNC’s Padlet account.

2. Create a Padlet with the “shelf” layout. Assign a column to each student by typing their name on the top box of each shelf. Use the first column for yourself.

3. Help students sign up with their emails and their passwords. 

   1. Note: Anyone can post on Padlet without an account. But accounts are useful because the poster’s name appears on all their posts. 

4. Share the link/QR code to the Padlet on the class website/LMS. 

5. Post a question or a prompt for students to respond to. 

6. Put an example post on the Padlet or show some student work from a previous year  to scaffold understanding of the assignment. 

7. At a later date, students can like/comment on their classmates’ responses, or the Padlet can be viewed as a virtual gallery walk.

Example BCNC Padlet

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology: Through Padlet, students can share their ideas with one another in a variety of modalities (photos, text, audio, video). This allows for creativity and student choice as they explore a new topic or engage with a prompt in new ways. They can build upon their classmates’ ideas asynchronously, taking their time to present their contribution to the group. This strengthens confidence for students who might be shy adding to an in-person group discussion off the cuff.

• LL.2: Adapt to New Technology: Padlet requires very little onboarding. It is even possible to post on a Padlet without an email address. Students with a wide range of digital literacy skills (and language skills) can use Padlet after only a few minutes of instruction. Mastering Padlet can help students build confidence for mastering more difficult digital skills down the road. Padlet is also relatively private. The Padlet creator can modify the settings so that one must have the specific link to be able to post on a page. Padlets can even be password-protected. It is a beginner-friendly foray into social media and sharing information on the internet, setting the foundations for future discussions of online privacy and safety.