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Below are some seed ideas for generating insights into students understanding and personal learning paths in order to give quality feedback and assessment that are connected to ideas in this article on Formative Assessment in Distance Learning
Below are some seed ideas for generating insights into students understanding and personal learning paths in order to give quality feedback and assessment that are connected to ideas in this article on Formative Assessment in Distance Learning
EdPuzzle Interactive Video
EdPuzzle Interactive Video
Add Questions, Notes, and Prompts to videos
Add Questions, Notes, and Prompts to videos
Allows teachers to create and/or import videos and embed questions to check for understanding.
The videos can be of your minilesson with additional questions, notes, narration added, or any video on Youtube and embed your questions.
If you connect your class through Google Classroom you can see the data from their responses and track who is watching, for how long, and more!
Google Forms File Upload
Google Forms File Upload
Students upload video/audio/docs to answer questions in forms
Students upload video/audio/docs to answer questions in forms
Recently a high school teacher having tried many more complex ways of getting students to respond substantively has been having success with 1 question checks for understandings with students via Google Forms.
She will post a question to Google forms with a question, and she has had a lot of responses directly through mobile phones. If she uses the File Upload option they can record and upload a video, document, voice recording, or anything else that she allows in the File Upload options.
Students often feel isolated in remote learning environments -- we want to offer more ways of communicating that engage their personalities and learning styles.
Students often feel isolated in remote learning environments -- we want to offer more ways of communicating that engage their personalities and learning styles.
Screencast Reflections
Screencast Reflections
Ask students to turn on the webcam and speak their mind, and/or record over any digital work or image.
Ask students to turn on the webcam and speak their mind, and/or record over any digital work or image.
Options:
Respond to a prompt by speaking into the webcam
Take a picture of your work, or show digital work to demonstrate understanding, or teach others how to do something
Give a review of a piece of media, or another students work (see below)
Post your questions by showing your screen as a visual resource
SEL check-in; speak to how you are feeling (about ______. )
Process for students to turn in to Classroom:
Install screencastify extension (right),
Record and/or annotate,
‘Copy Link’ to Google Drive video that results and paste into Google Classroom.
Peer Feedback & Commenting
Peer Feedback & Commenting
"3 before me"
"3 before me"
Ask students to share digital work with partner(s) and have them leave comments according to a rubric, with simple accountable talk prompts or guidelines for feedback BEFORE they turn their work in via Google Classroom.
Some call this "3 before me" and ask that 3 students review a draft before it is shared to the teacher.
This can be done through Google Docs/Slides comments having students share with peer editors as "Comment only" so that their content can't be changed, but comments and suggestions can be made.
Another option is to have students share any piece of work, and have students give feedback or a review via a screencast (see block above on Screencastify).
Student Video Demonstrations of Understanding
Student Video Demonstrations of Understanding
Creating Videos to Showcase their Work or Understanding
Creating Videos to Showcase their Work or Understanding
Animoto and Adobe Spark online video creation tools are a nice alternative for students that have gotten used to Slide Decks (i.e. Google Slides) to present via video.
They both have templates for introducing ideas, inspiring action, etc. that can be helpful for students to think through how to present their work, or what they know on a subject.
These platforms are a scaffolded way of creating slick looking productions and can be a nice entry point to making videos for various projects.
One on One or small-group Meetings
One on One or small-group Meetings
By phone, web conference, or 'breakout' meetings
By phone, web conference, or 'breakout' meetings
With any of the above practices, checking in live will often be the best way to understand where the students are in the learning process.
Breakout rooms, a feature in Zoom meetings that allow small groups of students to meet in a teacher-moderated sub-meeting of a larger group meeting, these can also be organized using Google Meets (see link) with a little setup.
Conference calling from a mobile phone, or one-on-one or student-to-student calls* to check in on how any of your remote learning processes are taking with students might be the best way to break the ice with students who aren't showing up online, or don't have access.
* a student role could be created to phone students who can't connect and report on the content of the call to the teacher as an assignment.
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