Classroom Strategies, GSuite

Student-Created Games with Quizizz

Quizizz is quickly becoming one of our favorite class games. My students enjoy the memes between questions and appreciate that they can work at their own speed while still being competitive. They’re always asking, “can I play again?” Of course!

As a teacher, I like that I can make a Quizizz “homework” — I don’t actually assign it for homework, but rather make it asynchronous and push it out through Google Classroom.

One of the best parts about Quizizz is that I can use it during stations work or for early finishers.

I’ve had students create Kahoot and Quizizz games in the past, but I’ve found it a bit cumbersome when they’re working in groups. Inevitably, one person does the majority of the work creating the game, while everyone else sits around doing nothing.

I have a solution for you!

Did you know you can upload a spreadsheet of questions and answers to Quizizz? This makes the process 100x easier for all of us! And, I’m making it 1000x easier for you by creating handy templates.

Creating Crowd-sourced Quizizz Games:
It’s fast and simple to have students create their own collaborative Quizizz games. As a teacher, you can either upload their questions or have them do it.

  1. Make a copy of this Google Form (view here).
  2. Send the Form out to collect questions for your Quizizz.
  3. Delete the timestamp and name questions. Download as an xls file.
  4. Create a new quiz on Quizizz and import in the spreadsheet.
  5. Play!

To make it even easier for you, here’s a walkthrough video!

Content Review
No matter your stance on testing and grading practices, inevitably your students will have to review content at some time. Have students create their own review questions. (Best tip from student teaching: never do something you can have a kid do for you!) Divide students into groups by topic, and assign individuals or groups to create a 1-2 review questions. Early classwork finishers? Ask them to preview an upcoming topic and create a pre-assessment quiz for the class!

2 Truths and a Lie
If you’re looking for a fun getting-to-know you activity? Create a class game of 2 Truths & a Lie with this template. (Change “name” to “question” on the spreadsheet before you download, or you’ll get an error message.) The best part is you can play along with your students, but no peeking at the response sheet too early.

→ Make this content focused by creating 2 truths & a lie questions about famous people, book characters, math operations, or even organelles!

Big thanks to Meagan, Katie, Casey, Joanne, Carlos, Carrie, Aubrey, and Nick for playing along and filling out the original template form! (Want to play this game? Go to join.quizizz.com → game code: 858171 → open until April 12, 2018!)

Classroom Strategies

Restorative Practices Starts with Empathy

“Kids do well if they can.” -Dr. Stuart Ablon

I recently watched the TED Talk “Rethinking Challenging Kids-Where There’s a Skill There’s a Way” by Dr. J. Stuart Albon. His phenomenal message helps us shift they way we approach behavior challenges, by empowering students with the skills to do well. We can teach these three skills: flexibility, frustration tolerance, and problem solving.

It’s incredible to watch a student shift from being a tuned-out behavior challenge to one who turns in their work and asks questions! When I approach a student with empathy, work on skills, and set them up for small successes, it’s amazing what happens!

What is Restorative Practices?

Restorative Practices is an approach to discipline where there is a high level of control and a high level of support. Individuals are encouraged to uphold community expectations, and when they don’t, they are held accountable for their choices. We “restore” an individual to the community after a trust-breaking incident through forgiveness and making different choices.

I highly recommend these two of the books: Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators and Restorative Circles in Schools: Building Community and Enhancing Learning. I’ve been using these ideas consistently, both dealing with minor incidents in the classroom and larger issues between students.

It is about our mindset, rather than rigid practices. We build a community of empathy, every single day–my kids know I’ve got their back, even when they make poor choices. Far more frequently after a 1:1 conversation with a student, it ends with a “would you like a hug?” rather than consequences.

Here are some of the strategies I use as I’ve implemented Restorative Practices in my classroom:

Daily Check-in Form

Every day I check in with my students through their daily check-in and warm-up questions (read more here). This gives me an excellent read on the class at the very beginning, and I can prioritize students’ needs.

When I notice a trend with a student, such as things are overall a “1” for more than a single day, I will find a ways to loop back to that student multiple times during class, making casual conversation, complimenting them, or asking general questions. If a student tells me something in the “anything else I need to know” question, I will speak with them privately about what they shared.

This has allowed me to make quick personal connections with each student in the first 5 minutes of class.

Student Behavior Log Reflection

When minor incidents happen in class, I use progressive consequences to address them: warning, behavior log, change seat, referral. Rarely do we get past a behavior log! Although, for larger or more serious issues where a student is interfering with our safety or productively, we will skip to a referral.

After a student receives a warning, the next step is a behavior log. Students fill out this Form (Make a copy) at one of the computers in our room, then sit back down. The majority of behavior log entries are for a forgotten or dead iPad (no warnings, automatic behavior log) or off-task behavior, especially chatting.

When students take responsibility for reflecting on how their choices impact our wider community, they usually make immediate changes. Occasionally I’ll have a quick follow-up conversation with the student, either during class or just after. This gives me an opportunity to listen to their thought process, and how they will take ownership of their actions.

Restorative Circles

Our favorite part of Restorative Practices is the use of circles! My students and I use community-building proactive circles for check-ins and to share the positives in their lives. At the beginning of the year, we do circles almost every Friday. As the school year progresses and we get busier, they seem to get pushed to the side and happen every couple weeks. Students have grown accustomed to our talking piece, a small stuffed penguin–it signals to all to listen and be respectful to the speaker (some do need a reminder, or two!).

We ask a variety of questions in circles, some I come up with and others are student suggestions. Here are some examples:

  • If you could have any superpower, what would you have and what would you do with it?
  • What qualities make a good friend?
  • What was the best part of your week?
  • What is one goal you have for next (week, semester, year, etc.)?

Many of my quietest students feel confident enough to contribute in the circle, especially towards the end of first semester. If a student wants to pass their turn, they are allowed to; although their neighbors usually encourage them to share something.

Other times, we need to use circles for restorative conversations. In these circles, something major has happened that we need to process together then figure out a plan for moving forward.

We go through the following restorative questions together:

  • What happened?
  • Who was affected by this?
  • What needs to happen to fix the harm caused?

This year, two of my classes made poor choices with subs, both in my class and in our other teamed classes. I took the majority of a block period to have students write their answers to the restorative circle questions, followed by a lengthy circle discussion. Many students talked about how some students’ behavior was disruptive or disrespectful, and they felt embarrassed that our subs had a difficult time keeping the class under control. The students who were responsible for more outright acts of defiance listened, contributed on a surface-level, but I could see the gears working as they heard their peers talking about behavior. That is powerful! Since this specific circle in early February, I’ve had fewer sub behavior incidents–they’re not perfect, but they’re more aware of their actions.

I love that my classroom is a community where all are welcome! How have you implemented Restorative Practices in your classroom?

Classroom Strategies, GSuite, Technology

Peer Feedback with Forms

Class presentations are a lot of fun, and it’s essential to give students the experience of speaking in front of others. Very early on in my teaching career, I realized it was difficult to keep presentations flowing, because in the transition time between presenters, students saw this as an opportunity to chat–and they had a tough time settling down again. Repeat this 30+ times, and we have one frustrated Ms. V.

Around the same time I decided to have students start to provide peer feedback for student presentations. They would fill out a Google Form (here’s an example or make a copy) after each presenter. Yes, after. I expect their iPads “apple up” on their desks while their peer is presenting, both as a sign of respect and to eliminate other distractions.

TAG Feedback template

Unintended results! Off-task behavior between presentations was almost nonexistent! Students had something meaningful to do between the time it took for the presenter to sit down, and then next student to get up and connect their iPad.

One of the things I’m working on with students is how to write feedback. I’m realizing that I need to provide more sentence frames to help students share what the student does well, and what they can do to improve. I’ve used TAG Feedback, and it has helped!

This peer evaluation form has been such a big hit, that now I’m tasked with creating copies for all our AVID teachers when we do presentation projects.

Below are some tricks I’ve made data analysis even easier!

Conditional Formatting
I use conditional formatting on Sheets to change the fill color for each rubric level. I can glance at the spreadsheet, and see overall how peers feel the presenter did.

Screenshot of student project feedback.

Form Values
Form Values is an incredible add-on for Forms. It creates a template spreadsheet where you can create lists that can then be imported into a Form for a multiple choice, checkbox, or dropdown question. I use this for my class lists, so I don’t have to constantly type in names into the “my name” and “presenter’s name” questions.

Screen Shot 2017-03-16 at 1.29.21 PM.png
Form Values add-on

RowCall
RowCall is an add-on for Sheets that takes all the unique values in a column, and creates individual sheets for each value. The way I use it is to separate each student presenter into their own tab. Then, I can quickly see how each student did, without having to sort or filter the main sheet. In the past, I’ve printed each student’s tab. Lately, I’ve asked students if they’re ok if I share the whole spreadsheet view only with all students (via Google Classroom), and I have not had any objections. They like seeing their own feedback, and also learning from how their peers were evaluated too.

Screen Shot 2017-03-16 at 1.30.31 PM.png
RowCall add-on

I’d love to hear how you use peer feedback in your classroom! 

Classroom Strategies, Science

Bringing State Parks into our Classroom with PORTS

Parks Online Resources for Students and Teachers, or PORTS, is a phenomenal and engaging program for K-12 students and their teachers. It’s offered through the California State parks, and is open to all classrooms! Yes, even y’all outside California!

Chatting with Ranger Francesca from Crystal Cove State Park

Last year was my first opportunity to participate in PORTS. My classes talked with Ranger Jennifer at the Baldwin Hills Scenic Overlook, and learned more about weather and climate. Although her program was geared for grades 3-5, she was excited to speak with older students and have slightly different conversations.

This year, my 7th grade science students had the opportunity to video chat with Ranger Francesca from the Crystal Cove State Park in Laguna Beach, CA about habitat protection and restoration. Just like Ranger Jennifer, Ranger Francesca was delightful to work with! She was engaging, patient, and excited to share her park with our class. Students were attentive as she showed us around her park, displayed and annotated graphics, and answered their questions. At the end, we even had time to ask Ranger Francesca about her college experience and why she picked this career.

The video chat was done through Zoom, which was perfect because Ranger Francesca was able to show and annotate graphics during our presentation.

Students were super engaged while chatting with Ranger Francesca

To prepare for our video chat, I modified some of the provided lessons in the unit, and adapted them for our needs. I also let the ranger know ahead of time what we had studied so far, to make our time more efficient. For example, for habitat protection and restoration, we were already ⅔ of the way through our ecology unit, and had studied ecosystems, food webs, and resource availability.

Although it isn’t required or suggested in the program, I also asked my students to write thank you letters to our guest speakers. Many have little experience writing thank you letters, so we brainstormed sentence frames and what to include together (“Thank you for talking to our class about… “ or “Thank you for taking time to talk to us…” or “My favorite part was…”). Many students also drew pictures showing what they learned.

I highly recommend PORTS to all K-12 teachers! It’s a ton of fun, and the kids love it! They’ve been talking about it non-stop for the last 2 weeks!

Classroom Strategies

Creating and Implementing Mastery-Based Assignments

This is the third blog post in my Mastery-Based Grading series. The first post, My Journey to Mastery-Based Grading talks about the why’s and a little bit of the how’s, and the second post, Tracking Data in Mastery-Based Grading discusses how I keep track of student data.

Many have asked about example Mastery Tasks, and what this looks like in my classroom. I’ll be entirely honest that this post is a little intimidating to write, knowing I’m not the only one who does Mastery-Based Grading, and I still have a lot to learn. But, you know what, that’s the best part! I model a growth mindset for my students in that I am always learning and finding ways to improve.

Day-to-day in the Classroom

Our day-to-day doesn’t look too much different than it did before. However, I am more focused on the end product as we do lessons, labs, and activities. In my first post, I detail the overall Mastery-Based workflow in classroom instruction.

Since I don’t grade anything other than Mastery Tasks, many have asked how I hold my students accountable for their classwork and homework. For homework, that’s easy–I don’t assign homework (except on the very rare “if you don’t finish it in class, it’s homework!”). For classwork, I do a mix of stamping and checking work before students can leave. Even the prospect of being dismissed 30 seconds after their friends is enough to motivate students to get work completed correctly before the bell. Additionally, after a while, most students realize that what we do in class is directly related to our Mastery Tasks, and therefore will benefit them.

Playing “Oh Deer!” in science, in preparation for a mastery task!

If you’re thinking, “this will never work for my students/my school!” please stop for a moment to reconsider. My school is one of the lowest performing in our district, we have attendance and behavior challenges, and parent engagement is almost non-existent. But. My students work hard, because I believe in them and we have created a classroom community where they are safe and supported. I rarely have behavior challenges in class, simply because my students believe they can succeed.

Planning for Mastery Tasks

With my PLC, we start with our Next Generation Science Standards, and try to distill down exactly what my students need to know and do. The Crosscutting Concepts and Science and Engineering Practices guide us to the “how” of mastery. Since writing Claim-Evidence-Reasoning (CER) paragraphs is one of our essential skills in science, many of the Mastery Tasks have students write a CER based on a lab or activity. Other Mastery Tasks are videos, lab reports (usually using Google Slides), or digital/analog creations such as comic strips or mini posters.

The rest of my 7th grade science PLC has not implemented Mastery-Based Grading…yet! They are interested, and are hoping to introduce it next school year. The 8th grade science teachers are using it, so thankfully I’m not entirely alone.

That being said, many of my Mastery Tasks are still common assessments, even though they are graded slightly differently.

Example Mastery Task

Below is a screenshot of a Mastery Task on Google Classroom. Attached to the assignment are instructions, the Doc students will edit, and sentence frames to support struggling students (provided on the day of the lesson to specific students, then added to the assignment later to help students with revisions).

Screenshot of a mastery task on Google Classroom

Students did a lab on the Law of Conservation of Mass, where they mix baking soda and vinegar in a flask with a balloon over the top. This lab was glued in students interactive notebooks, and students wrote the first draft of their CER in their notebooks.

Then, students traded notebooks with a partner, and used 3 colors to underline the claim, evidence, and reasoning. They also identified how their partner did based on the rubric. This was both an informal assessment of the partner’s CER and of the grading student’s ability to identify claim, evidence, and reasoning. When students received their notebooks back, they then went to Google Classroom and typed their CER into the Mastery Task Google Doc.

This Mastery Task came about a week after another CER on chemical reactions, where almost every student initially earned an In Progress grade. This led us to add in the additional draft, peer feedback, and finally their Mastery Task draft.

I love mixing in analog projects as well, such as One Pagers and 11×17 mini posters. While watching “The Lorax” movie, students analyzed it for how humans impact ecosystems and created a One Pager based on what they learned. You’ll notice there’s a spot in the corner for a stamp. This allows me to check the One Pager in class and stamp it. Then, students take a picture and submit it to the Mastery Task. If I see a stamp, I know it’s automatically Mastery. If there isn’t a stamp, then I know I need to check it (zoom in a bit, usually), and provide feedback either way.

The Lorax one pager, student example

Some Mastery Tasks are entirely skill-based. I have chosen to include notebook checks as Mastery Tasks because my students are working on their organization skills. They self-check their notebooks and answer a few reflection questions, then turn in pictures of both. I know some teachers may disagree with this, but it’s what works for me and my students.

Each 18 week semester comes down to about 20 Mastery Tasks. It’s not always one per week. Some weeks have none, while others have two.

Advice for getting started

Don’t be afraid to jump in and try! Use an assessment you already have, add a mastery rubric, ask students to complete the assignment, provide feedback, and allow them unlimited opportunities to revise and resubmit their work. Take it one step further by asking students for feedback on how to improve the assignment, and what lessons or activities were helpful in preparing them for the mastery task.

As I said in my first post, one of my next big steps is using One-Point Rubrics, simplifying the feedback process, and allowing me to give more targeted and individualized feedback. I love that I can grow as a teacher as my kids grow as students!

What was do you use to assess mastery in your classroom?