Category: Classroom Strategies

Classroom Strategies, GSuite, Technology

Final Course Evaluation with Google Forms

Mari Venturino

One thing I really love about my classroom is that feedback is a two-way street. I try to collect formal and informal feedback from my students as often as I give them feedback. Informal feedback may be an exit ticket question or walking around and chatting with students as they are working.

At the end of each semester, I ask students for formal feedback in our course evaluation survey (make a copy of this template). Students fill this out during the final week of the semester, and I read the feedback after grades have been submitted.

Some of the questions I ask are about what they like about our class, what they wish we did more of, and how they feel as learners in our class. One of my favorite sections is where students rate their feelings toward our class. This tells me so much about the class culture of our classroom. If they’re not feeling valued and supported, then all the rest of the academics are pointless.

Rating questions on our course evaluation.

Asking students for feedback

My students know that I value their feedback and that our goal is for everyone to grow and learn together (we use Mastery Based Grading in our class!). They see it in the actions I take in class: I will ask them for feedback, then talk through changes I’ve made based on what I’ve seen work and not work.

We’re still working on making feedback specific, actionable, and kind–they have improved greatly from the beginning to the end of the year. Although, I still do get responses like “nothing” and “idk” a little more often than I’d like. We’re not perfect and we’re learning.

Evaluating multiple teachers

Since I am working with two student teachers this semester, we duplicated the Feedback on your teacher questions and separated each set into their own section on the Form. Each of us modified and added questions for areas we’d like feedback. On the class period question, we turned on the setting “Go to section based on response” (3 dots in the bottom right of the question). Need help? Here is a template already set up for 2 teachers!

How to evaluate multiple teachers based on the class period they teach. 

The feedback process is important for my growth as a teacher. I am grateful my students are willing to help me improve!

What types of feedback questions do you ask your students?

 

Classroom Strategies, Technology

Showcase Student Work on Your Digital Fridge

Mari Venturino

I miss my kids. A lot. One thing I miss a ton is their creativity.

Whenever we have a less-structured minute in class, such as when some students finish an assignment early, many students choose to draw. They love the Sketchbook iPad app. Over the course of the year, I’ve seen many students improve their drawing skills. And, if allowing them to draw in class means they’re more likely to bring their iPad charged to school every day, then I’m all for it!

The best thing ever is when students gift me one of their drawings to hang up in my room! Their art immediately goes up on the wall or on a cabinet. If it’s a digital drawing, then I’ll email (with a pretty please) one of two staff members who have access to the color printer and ask them to print out the drawing.

A while back, I saw someone post a picture of an area in their classroom that they called the classroom “fridge.” (I can’t remember who you are! If someone finds the source, please send them or the post my way so I can give credit!) I love this idea, and it’s been on my list of things to do for over a year. Now I will have to wait until we can physically go back to schools–I already have the perfect place picked out.

On our weekly check-in Form, some of my students have mentioned cool art projects they are working on. I wanted to provide a digital outlet for my students to share their artwork with our class. So, I created a Digital Fridge using Padlet! The linked example is filled with contributions from teacher friends–feel free to contribute something!

Digital Fridge: Teacher Edition

In my Digital Fridge, I required all posts to be approved (Settings > Require Approval). This allows me to make sure a student does not misuse our Padlet. Plus, submitting a post for approval means students know I am looking at their artwork and hanging it up by clicking approve. So far, I have approved every post that contains an attached picture (I had a couple where the student must have started, then forgotten to upload anything), including one of a stick figure. One incredibly quiet student has posted multiple drawings; it’s incredible to see them so willing to share online!

If you want to use this idea, simply click the “remake” button on the top right corner. Then, share the link with your students through your online platform (Google Classroom, class website, email, or other LMS). Don’t have a Padlet account yet? Use this referral link and we both get a free extra Padlet!

What cool submissions have you received on your Digital Fridge? Share in the comments below!

 

Classroom Strategies, Technology

Digital Citizenship for Class Video Chats

Mari Venturino

With the shift to online learning, students and teachers are learning an entirely new skillset. Classroom norms and expectations are changing.

On a recent video chat with some of my students, one student asked “do we have to get dressed for school?” Much to their enjoyment, I explained the beauty of the Video Chat Mullet: business on the top, party on the bottom. And, if they do not want us to see their kitty cat jammy bottoms, they can always turn off their video!

Even though we were laughing and joking, I also wanted my students to know that there are real expectations for when we interact for school, both synchronously and asynchronously. At the beginning of the year in science, we spend a lot of time building community and practicing teamwork through activities like Saving Sam and our paper airplane lab. We also begin to reflect on the teamwork process.

The transition to online learning has forced me to consider how I will set expectations and norms together. I wanted to keep the expectations simple, concise, and clear. Finally, I settled on these community expectations:

Additionally, I created a mini Digital Citizenship for Distance Learning lesson using one of my favorite tools: Pear Deck! This lesson briefly defines digital citizenship (according to Common Sense Media), introduces the norms, and asks students to digitally “sign” that they agree to our community video chat norms. You can view this self-paced lesson on Pear Deck (or make a copy of the Slides and customize it for yourself). I also created a short quiz (make a copy) for the end of the lesson.

My students are completing this lesson asynchronously; I am posting the link to the student paced Pear Deck on Google Classroom. We will have optional weekly video chats for each class period; and, I will offer additional drop-in office hours (really, called “Ollie Hours” because my dog, Ollie, is my co-teacher) in the afternoons.

How are you teaching and modeling digital citizenship for your students during video chats?

 

Classroom Strategies, GSuite, Technology

Stay-at-Home Mad Libs!

Mari Venturino

My goal for my blog over the next few weeks is to share out as many resources that will keep education light, fun, and easy on everyone involved. Mad Libs is one of my favorite classroom activities. It’s a goofy review activity that sneaks in parts of speech skill-building too.

Therefore, I’ve created some super fun Stay-at-Home Mad Libs! Before you continue reading, stop and play the Mad Libs 🙂

These will surely be informative and give you a good laugh! Shoutout to the CDC for the content (no spoilers on the info, link is provided with your Mad Libs).

How to set this up for your students:

  1. Make a copy of the Stay-at-Home Mad Libs Form to use with your students
  2. Create your Sheet and install the Formule add-on.
  3. Open Formule (watch this video for Formule help) copy and paste this text into Formule at the “build/preview templates” section.
  4. Test out your form!
  5. Send it out to your students using a link shortener, Google Classroom, or other messaging platform.

If you want to customize this activity with your students, here are the complete Mad Libs instructions. For additional Google Forms help, start here.

These Mad Libs can be played asynchronously or synchronously. It’s a perfect lighthearted just-for-fun activity or a good review of part of speech. If your students are already using Flipgrid, have them record themselves reading their Mad Libs to each other!

Let me know how it goes in the comments!

And, if anyone translates this into another language, please send it my way and I’ll link it in the post!

Classroom Strategies, GSuite

School Closure Check-in with Google Forms

Mari Venturino

School closure is stressful! This first week at home, I switch between worrying about my students and all of the what-if’s, and relaxing and enjoying time at home. My brain can’t figure out if I’m working or on break. I’ve been doing a little bit of both.

One thing I miss is feeling connected to my students. I’m following district guidelines and not assigning work; however, I have created some optional science home exploring resources for my students, if they want something fun and academic to work on. But, it’s just not the same!

By far my most popular blog post is Daily Check-in With Google Forms (October 2017). This post is consistently reshared; multiple people have told me how using this check-in routine has been a big classroom boost. When I was running a workshop in New York (I’m in California) in March 2018, a participant was customizing my daily check-in Form template at the beginning of my session. When I asked them where they got it, they said they learned about it in their last session. How cool is that? A presenter across the country found my blog and shared this resource! I tell you this because I strongly believe in the free sharing of educational resources that make our classrooms better.

There are so many different ways that teachers are checking-in with their students. Some are using district messaging platforms, Google Classroom, Flipgrid, or live Zoom video chats. There’s no right or wrong way to connect with your students (please first check with your district’s guidelines)–it’s important that they know we care through all this uncertainty.

School Closure Check-in

I created a school closure check-in (make a copy), loosely based off my daily check-in Form. I posted it on Google Classroom for my students to fill out. Even if students choose not to fill it out, they will still get the Google Classroom notification on their iPad, and they will know I’m thinking about them. I chose Forms because it is a familiar platform and routine for my students.

Additionally, my friend Ashley Prevo created her own quarantine check- in Form (make a copy). She regularly uses the daily check-in Form in her class, too. Ashley says, “I am currently teaching three sections of PE as well as ASB at the middle school level. I wish there were a better way to say this, but we are living in unprecedented times and, maybe now more than ever, our students need to be reminded that we care.” I love the questions Ashley asks her students, especially “name one thing you have done for yourself this week” and “name one thing you have done for someone else this week.”

Family Check-in

I know this time is stressful for families too! I created a family check-in Form (make a copy) to check in with my students’ families too. I sent out this Form through our gradebook’s messaging tool. In my message to families, I also included information about free student meals during the closure and over spring break. A couple parents thanked me for checking in and asked for regular updates with regards to district decisions.

There are so many great ideas out there. Remember, you know what your students need the most!

How are you checking in with your students? If you have a resource or idea, please share it in the comments!

 

Classroom Strategies, Science, Technology

Digital Learning Resources for Middle School Science

Mari Venturino

On Friday, we received the official announcement that our school district will be closed as a preventative measure to reduce the spread of COVID-19. Our district is considering the closure as a weeklong extension of spring break with the intention of returning to school on Monday, April 6th. Teachers are not expected to provide work for students for the week of March 16-20. If the closure extends beyond spring break, the district will reevaluate this plan and possibly incorporate distance learning.

I am not requiring my students to complete any home learning activities because I realize that there is an equity issue with internet access; not all of my students have WiFi at home, even though they all have a school-issued iPad. However, I do know that I have some inquisitive students who have access and who would enjoy some guided home exploration. Additionally, some of my students are responsible for their younger siblings and are interested in easy science activities to keep their siblings engaged next week.

I polled my students via our classroom Instagram account and asked them the following questions:

  1. What science topics do you want to learn about? (Free response question)
  2. Where do you want to learn? (Poll: Instagram or Google Classroom)
  3. Do you have younger siblings who you need to watch next week? If so, do you want fun/easy science for preschool and elementary kids too? (Poll: Yes or No)

As of writing this post, 65 students and parents have viewed my Instagram story. Of the students who responded to the questions, 22 of 28 students preferred learning on Instagram and 11 of 20 wanted resources for younger siblings and friends.

Home Learning in Science

Since the only students who would see these polls are students who follow our classroom Instagram account, I decided to create a Google Classroom titled “Science Home Exploring” and I messaged the join code to students through our online gradebook. I explained to all students and families that this learning is optional and ungraded. Moreover, I shared the join code and message with the rest of my science department, in case they were interested in sharing it with their students.

Science Resources

Over the next week, I will be sharing fun science resources, games, videos, and easy experiments with my students each day on both Instagram and Google Classroom. For planning purposes, I am adding ideas to this collaborative resources Google Doc; anyone is welcome to contribute their personal favorites. Not only will these resources be helpful for the next several months, but also these websites will be great in the future for early-finisher activities.

Additionally, I created a duplicate Google Classroom (join code: nbq3rjt; make sure to join with a personal Google account) for other teachers and administrators to see how I am facilitating this optional online learning. Each time I post on my class’s Google Classroom, I will share an identical assignment with this class. Plus, I have included a section for teacher resources and discussion.

Furthermore, I created five days’ worth of digital science exploration resources on Google Slides. I recognize that most of the resources here require a device and internet access; with libraries and local businesses closing, it may be increasingly difficult for some students to engage with these activities.

Additional Resources

Finally, many other educators have created resources to support distance and home learning. For example, Google for Education has curated resources for distance learning. Additionally, this Amazing Educational Resources website lists every educational company offering free resources or subscriptions during school closures. There is also an Amazing Educational Resources Facebook group that is a very active discussion place for sharing and requesting ideas.

No matter what happens in the coming weeks and months, we will all do our best to support our students with our resources and knowledge. How are you facilitating learning while your school is closed?

Classroom Strategies, GSuite

Getting to Know You with Quizlet Live!

Mari Venturino

After the first few weeks of school, I struggle to keep the “getting to know you” activities going. In middle school, as much as I try to collect student information and spend time chatting with all of my students, it can be difficult to sustain this as we dig into content. Plus, my students are adjusting to middle school, and need a lot of energy and love guide them through this transition.

One of my favorite activities I did last year with my students was a getting to know you Quizlet Live game! When I first tried it, I had students write their name and something interesting, unique, or fun about themselves on a piece of paper. Then, I typed in all their answers into Quizlet. Luckily, I first tried it in a class of 16 students, where this was manageable. With my larger classes, I iterated and created a Google Form to more quickly collect responses.

Students playing Quizlet Live!

What is Quizlet Live?

You may be familiar with Quizlet, an online flashcard making and studying tool. They also have a game called Quizlet Live! Students join the live game with a join code, then are randomly sorted into teams of 3-4. Everyone on the team is shown the definition, and they each have a list of 2-4 unique words. Only one person has the correct answer, so they must communicate. Don’t be discouraged if teams are frustrated during the first game, it takes a couple minutes for them to get the hang of it.

Setting up the Quizlet deck

After gathering fun facts about each student via Google Forms, I copied and pasted the names and facts into Quizlet to create a new deck (watch this tutorial video)!

My students had so much fun with this, they begged to play again! We ended up making a second set of trivia, and playing another couple rounds. Plus, it’s easy to squeeze this in over multiple days. Collect trivia as an exit ticket on one day, then play Quizlet Live during the last 10 minutes of the next day. It’s fast-paced, and requires very little set-up on the teacher end (bonus!).

To get started for your class, make a copy of this Form (view form). Since you’re just copying and pasting data, you can use this same Form for multiple classes. Just sort by class period, then copy just that class’s data.

If you’re an administrator, this would be a fun way to start the school year with your staff. Not only is it a fun getting to know you activity, but also it models a technology tool your teachers can try out in their classrooms!

Classroom Strategies, GSuite, Technology

Student-Created Kahoot Games!

Mari Venturino

Whenever we finish a task early, my students beg me, “Let’s play Kahoot!” They don’t care if it’s content-related or just for fun, they’re super competitive. Whenever we play, the top 3 winners in each round earn a prize–the prizes are usually the trinkets (pens, pencils, sticky notes, etc.) I pick up from conference exhibit halls. Or, if there’s only a couple minutes left in class, I’ll let the winners relax outside my room until the bell rings.

Back in March 2018, I wrote a post called Student-Created Games with Quizizz. At that time, Kahoot didn’t have an option to batch upload questions. Thankfully, Kahoot now has integrated a feature to upload a spreadsheet of questions too. My students like Quizizz when working on an early finisher assignment or stations rotation game, and prefer Kahoot when we’re playing with the whole class.

Using student created Kahoot games in class

Kahoot is a perfect platform for final exam review. To prepare for our upcoming final exams, I’ll assign different students topics, and have them write final exam questions. We’ll play their crowdsourced Kahoot in class. Inevitably, at least one student whines at how hard it is to write a question, a correct answer, and three convincing incorrect answers. Yep, welcome to teacher life!Student Created Kahoot Google Form

Creating a student crowdsourced Kahoot

1. Make a copy of this Google Form (view it here).

2. Have students fill out the Form.

3. Create the Sheet of responses.

4. Delete the timestamp and name columns.

5. Download the spreadsheet as an .xlsx file.

6. Create a new Kahoot game. Upload the spreadsheet.

7. Play and have fun!

I created a video walkthrough to show you through the process. Having them template makes the whole process very quick!

Thank you Debra and Cesar for contributing trivia questions to the example set!

My students love the opportunity to create their own Kahoot games, and are thrilled when their questions are up on the screen. Student-created Kahoots are such a fun opportunity to get everyone involved in the learning!

Classroom Strategies, Technology

Spark learning with a Fliphunt

Mari Venturino

I first learned about Fliphunts from Natasha Rachell (read her blog here!). It seemed like such a cool idea that I bookmarked it and made a mental note to try it soon. Soon came along just after spring break, and I couldn’t wait to jump in with my students.

A Fliphunt is a scavenger hunt using Flipgrid! Students work in teams to record videos for as many challenges as they can in the alloted time period. At the end, watch the videos and tally up each team’s points to determine a winner.

Setting up a Fliphunt

The setup was super easy — I created this Slide with three levels of challenges (one star, two star, three star) based on difficulty level. A quick Google search or scroll through #Fliphunt on Twitter will lead you to lots of examples and fun ideas. I also created a student handout they could take with them when they went outside to record and check off challenges as they go. At the bottom of the student handout is the class scorecard; I printed one per period, then recorded scores as we watched the Flipgrid videos together as a class.

I created one grid on Flipgrid for the assignment, and separate topics for each class period. This is where “duplicate topic” comes in very handy!

Fliphunt directions

Running the FlipHunt in class

I used this Fliphunt as an introduction to a new unit, so each topic was something new they needed to search up and explore.

Students worked in teams of 3-4 to complete as many challenges as they could in about 30 minutes. I released them for 10 minutes to record at least one video, then had them come back in to watch what had been submitted, record scores, and quickly debrief the recording process. They went back out for the remaining 20 minutes, then came back in to watch and record final scores.

Students recording a video for our Fliphunt

Some groups weren’t as into the Fliphunt as others, and other groups struggled with effective teamwork; breaking up the work time helped keep these groups on track. Next time, I’ll add our lab group roles as an additional teamwork scaffold. Even with all the progress we’ve made with Mastery-Based Grading, some still struggle with motivation if they know there isn’t a grade attached–we’re working on it.

Using one iPad to research, and another to record.

On the bright side, the groups that were participating and excited made this a lot of fun for all of us! Some groups were extremely competitive and worked super hard. Many students let their personalities and sense of humor shine in the videos. It will be helpful to look back on these videos as learning tools as we learn more about the Earth.

Additionally, my teacher next-door neighbor is interested in trying a Fliphunt at some point, so we may create another one for an end of the semester review!

I’ll definitely do another Fliphunt with my class. We had a great time, and it was fun to watch students explore a new topic, navigate effective teamwork, and share their creativity with the class.

What are your tips for running Fliphunts with your students or staff?
Comment below so we can all learn from you!

 

Classroom Strategies, GSuite, Technology

Getting Started with Applied Digital Skills

Mari Venturino

Raise your hand if you use any Google Apps (search, Docs, Sheets, Slides, Forms, etc.) in your personal life?

It’s as simple as this blog post, which I drafted on Google Docs, and inserted images and links. Or the spreadsheet I created to compare and contrast different cars to organize my new car search. Even geekier, I use spreadsheets is to keep track of the books I read each year–this one is massive, complete with charts and formulas.

These digital skills, plus collaboration and communication, are essential for our students to learn to prepare them for the working world beyond our classrooms.

Teaching these skills

Student working through an Applied Digital Skills lesson.

This is where Google’s Applied Digital Skills comes into play!

Applied Digital Skills a student-paced “project-based video curriculum” where students create and collaborate on real-world-applicable lessons. And, it’s FREE!

Before you turn up your nose at the word “curriculum,” it’s not strict and boxy. Instead, it provides the skills for students in short video lessons, and allows the teacher to circulate the room and assist students. Additionally, these sample projects can easily be customized to your content class.

Watch Google’s intro video to learn more!

Getting Started with Applied Digital Skills

  1. Sign up for Applied Digital Skills
  2. Create your class
  3. Click “add a lesson” and pick which lesson you’d like to use. I highly recommend “If/Then Adventure Stories” and “Organize College Information in 
    My students use both their iPads and the computers in the lab to maximize their efficiency.

    Google Sheets” for starters.

I made a quick screencast to show you how to get started.

For each lesson, there are sample projects and a rubric too!

My students love Applied Digital skills because it gave them the freedom to create and explore, and work at their own pace. Students who finished their “Organize Information in Google Sheets” early added in additional columns and rows as they researched more universities.

College spreadsheet created by one of my students! They enjoyed coming up with their own research criteria for comparing universities.

Since we are 1:1 iPad, I took my students to the computer lab (you can’t freeze a row/column on the iOS app). Most either watched the videos on their iPad and created on the computer, or split screen their computer monitor to watch and work. I loved watching how each student organized their physical and digital workspace.

Try it out as a student

Join my demo class to see Applied Digital Skills from the learner perspective!

  1. Go to g.co/applieddigitalskills
  2. Click “Sign In,” and sign in with your Google account
  3. Select “I am a student”*
  4. Enter class code T2WZYB

In this demo class, you can get a feel for how students will access their lessons, watch the videos, and begin creating their project.

*You can switch back to teacher mode by clicking on your email on the top right > join a class > I am a teacher.

Have fun!

Applied Digital Skills is a whole lot of fun! K-12 and adult learners love the self-paced engaging curriculum.

Have you tried Applied Digital Skills? What are your favorite activities and how have you customized it for your classroom?