Classroom Strategies, GSuite

Getting to Know You with Quizlet Live!

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!

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!

Books

Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

One thing I appreciate about my district is our Teacher Leadership Book Study. This phenomenal professional development opportunity is spearheaded by Amy Illingworth, our Director of Professional Growth. For the past 2 years, we’ve had four book studies spread throughout the year–at each book study, we meet teachers from across the district, discuss the book, and reflect on our teaching practices. This year’s version allowed us to select from a list of books around a unifying topic.

The fourth book study focused on social-emotional learner, and I opted to read Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom by Kristin Souers and Pete Hall. This book was originally recommended to me by my dear friend Rosy Burke last year, and is such a great read. While the overall concept of the book was familiar to me, I learned a lot about trauma and how it affects our students’ lives.

My takeaways:

One of my biggest takeaways from this book is “the power of seven seconds,” which Pete Hall describes as, “every morning, ever student who enters the school has a story…we don’t know these stories, and we can’t control what has already happened. But we can control our ability to say, ‘Good morning!’ right off the bat. The first seven seconds of our interaction with every student in our school should be brimming with enthusiasm, joy, compliments, or some sort of friendly banter” (Souers & Hall, 110). These relationships mean everything to our students!

A student walks into first period 10 minutes late. Instead of putting them on the defensive by grilling them for why they’re late, cheerfully say, “I’m so glad you’re here today! I was worried we wouldn’t see you. You’re just in time for our lab!” The students’ entire demeanor changes when they realize they’re being celebrated, not scolded.

Another big takeaway from the book is the concept of the downstairs brain (fight or flight reflexes) and the upstairs brain (empathetic response). It made me sit back and realize that when a student is in their downstairs brain and acting out or refusing to work, I need to stay in my upstairs brain and not get sucked into the frustrating back-and-forth with the student. I know when I’m frustrated with a student’s actions, I’m not the empathetic and caring listener that they need at that moment.

Here are some strategies I already use in my classroom:

Restorative practices: Restorative practices is a mindset where students are held accountable for their behavior in conjunction with a high level of empathy. The goal is to have students empathetically understand how their actions impact those around them, and take steps to repair any harm caused. This can be a whole-class strategy for discussing an incident, running a mediation between two students, or having a conversation with an individual student. In any case, we use the same three guiding questions: What happened? Who was impacted? What needs to be done to repair the harm?

Fidget box: I know my students come to class burdened with all kinds of trauma and stress. Some is the everyday middle school drama, while others are deeply rooted life experiences. I provide a fidget box that students can choose an item to help focus or calm down in class. In order to use the fidget box, students must first meet with me to discuss expectations. These expectations include trying out a few different fidgets to see what works, not sharing a fidget with another student (it quickly becomes a toy that way), and to select and return their fidget without distracting their peers. It has worked out great for my students!

Behavior log: When we do have minor incidents in class, I track these with a behavior log. It’s a simple Google Form a student fills out as the second chance in class (after a warning). The purpose is to reflect on what happened in class, and how they can make a change. After class or during work time, I’ll quickly conference with the student to debrief the incident. One new thing I will implement next year is behavior log cards; these will allow me to nonverbally ask students to complete behavior logs.

Each student and each class presents their own unique set of challenges and successes. I am grateful to support my students, no matter their circumstances outside our classroom.

GSuite

Choose Your Own Adventures with Google Forms

Technology can take us on adventures, far and wide! Where will you go?

I love working with teachers from all over the country, and helping them find meaningful ways to integrate technology into their classroom. So often, I come in for a day or a couple hours and hope something sticks. Occasionally, I’ll receive an email or tweet from someone in a workshop, sometimes months or even a year later, sharing what they tried and how it went.

Back in November, I received this happy email from Norm Peckham, an edtech trainer in Mesa, AZ: “I already had a teacher at one of my junior highs call me and he’s changed his whole lesson plan about migration in science so that his students are creating a [Choose Your Own Adventure] story in the Google Form template you created, and I’m helping him and his students out on Monday!!…” He went on to share some resources and example Forms he created as models for his teachers.

Seriously, how cool is that! It’s the kind of email that puts a smile on my face for days!

Student-created example, CYOA to USC

You’ve probably already figured out that Google Forms is my go-to tool for just about everything in my classroom. However, I haven’t talked much about student-created Forms. These Choose Your Own Adventure (CYOA) stories are a perfect way to get students comfortable with building Forms, since the template is already done.

Last fall, I had my 8th grade AVID students create Choose Your Own Adventure stories to take us on a tour of a university. This required a lot of background research to create interesting and compelling CYOA campus tours.

Here’s how we did it:

1. Students first researched the university, including history, average freshman profiles, campus features, and interesting facts.

2. Students planned out their journeys using this CYOA Google Doc. This took a little bit of explaining on my part, to help them see how the doc would eventually lead to a branching Form.

3. Finally, students made a copy of the CYOA Form to take us through their adventure.

Excellent description with 2 new options to visit next.

Once students were done, they presented their story and allowed us to choose two different adventure paths. Each student received peer feedback using, you guessed it, another Form!

Looking back, I wish I had an example to share with students before hand (I know, rookie move) so they could see the vision for the final product. Luckily, Norm created this awesome tutorial video and an example story, The Online Adventures of Mousey and Mickey. Huge shout out to Norm for allowing me to share these with y’all!!

How have you used Choose Your Own Adventure activities in your classroom? Share your best tips in the comments!

 

 

 

 

Classroom Strategies, GSuite

Analyzing Teamwork with Google Forms

A few weeks ago, I blogged about Saving Sam, one of my favorite teamwork challenges. It’s one of the activities my kids talk about all year! And, it’s how we begin our discussion to build our teamwork foundation for the year.

Saving Sam in 7th grade science

In addition to the labs and activities in our science class, I also use Breakout Edu to have students interact with content and practice their teamwork skills. I have even had my classes create student-created Breakout Edu game.

So, how do we continue these conversations surrounding teamwork throughout the year?

Teamwork observations with Google Forms

I love having students observe their peers and evaluate how effectively they are working as a team. Early in the year, before we work in teams, we create our Teamwork T-Charts. This helps us develop common language around our teamwork conversations.

Then, I take my students’ T-chart responses, and put them into this form (make a copy). We use this form throughout the year for teamwork peer, group, and self evaluations.

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Teamwork Evaluation Google Form

Students evaluate themselves and their teamwork in different ways. Sometimes it’s through a fishbowl observation (see below), or I’ll set a timer and everyone must freeze and evaluate. Always, at the end of a lab or teamwork challenge, we reflect.

Fishbowl observations

Talking about and reflecting on teamwork is great, although sometimes it’s hard to recognize the nuances of how we work together. When we really want to dig in and analyze how we work in teams, I use a fishbowl observation. This can easily be done as a whole class, or in multiple smaller groups. And, not only is it great for kids, it is also excellent for adult learners and professional development.

Adult learners playing a Breakout Edu Digital game, fishbowl observation style

Typically, I use a 1:1 ratio, where half are working on a teamwork challenge, and half are observing. At the end of the challenge, students switch roles, and we begin a second challenge. Shorter challenges work best–I aim for short, 5 minute challenges. There are only so many boxes the observers can check, and after they’ve spent a few minutes observing, they may get distracted.

Always end with a debrief

As with any teamwork activity, it is essential to build in reflection at the end. No matter what, this is the most important part! It can be a quick exit ticket, or a more active walk and talk.

Try using these debrief cards as part of a walk and talk (make enough cards for size of class + 5), partner or group discussions, or as quickwrite prompts.

Teamwork is a growing and evolving process, and it’s essential for us to honor and cultivate this journey with our students!

 

 

Classroom Strategies, GSuite

Daily Exit Tickets with Google Forms

Around my school, I have a reputation as the techy one. My friends look at me, and know I’m about to say something like, “we need to make a Google Doc!”

Somehow, within this reputation, there is a misconception that I already know everything, and I have nothing left to learn as a teacher. I walk into some colleagues’ classrooms for an informal observation, and they nicely wonder why I’m there and how I could possibly learn something.

will do
Observing other teachers is essential to my own growth!

I am grateful to work on a campus where informal observations and walking into others’ classrooms is welcomed and encouraged. I am always seeking to be a better teacher, and I have so much to learn! Each year, I set goals and growth areas, and constantly reflect on how I’m doing.

Over the last several years, I watched my teacher neighbor effectively use exit tickets at the end of every class period as he dismisses his class. I love how he signaled the end of class, was able to check in with each students, and had a quick formative assessment for each lesson. When I told him I appreciate his use of exit tickets and I was going to start using them in my classroom, he looked at me like I’m crazy for learning something new from him.

So, I’ve taken his exit ticket procedures and merged it with my favorite tech tool: Google Forms!

I already use Forms for our daily check-in and warm-up–so now our class periods are book-ended with Google Forms.

Using Exit Tickets

Exit Ticket Slide

With about 5 minutes left in class, I project this Slide and have my students reflect on their learning for the day by filling out the daily exit ticket (make a copy). As my students are silently filling out their exit ticket, I also reflect on how I felt they day went, and what changes I will make for the next class.

Not only is this a way for students to reflect on what they learned, but also it’s instant feedback for me on how the lesson went, including many social-emotional factors, such as “today in class, I felt treated kindly by my teacher.”

Reflecting on the Data

I watch my students’ data come in on the response sheet to see if there are any students I need to check-in with after class. I have had students mark “disagree” to “I felt treated kindly by my teacher,” and it forces me to immediately reflect on our interactions in class that day, and how I handled a situation in class.

Screen Shot 2018-08-18 at 8.41.53 AM
Daily Exit Ticket data, using Conditional Formatting to show Agree in green, and Disagree in red.

In the response sheet, I inserted a row below the questions to calculate the percentage of agree with each statement. [Formula: =(countif(I3:I, “Agree”))/counta(I3:I), then Format > Number > Percent]. I also use Conditional Formatting to fill “Agree” cells green and “Disagree” cells red.

Header row and % Agree data from our Daily Exit Ticket.

As you can see, I’m getting my butt kicked for not challenging my class academically–we’re a month into school, and while we have been doing all the science basics, this tells me I need to build in some more engagement and meaningful work.

I am grateful for another way to reach my students, address their questions and curiosities, and receive consistent feedback on how we can make our class better.

How do you use exit tickets in your class? What kinds of questions do you ask?

 

 

Classroom Strategies, GSuite

Getting to Know You Survey

Back to school is always an exciting time! I love preparing my classroom for my new students, thinking about how to best meet their needs, and anticipating the fun we’re going to have. I loosely plan out what skills I want to hit, but I don’t lesson plan until I actually meet my kids!

In my first year of teaching, I had the (mis)guidance of the teacher I was taking over for. They instructed me to talk about the syllabus on the first day of school, teach lab safety on the second day, then jump right into content on the third day. Even though I planned out fun first-two-weeks activities in my credential/masters program and talked extensively about building relationships, I assumed this strong-willed teacher knew what was best. So, I did what they told me.

Boy, was I wrong. While I did end up getting to know my students eventually, the class cohesiveness wasn’t there from the start and behavior was sometimes a struggle.

The one thing I did do well was a getting to know you survey (on paper). I used that information to learn about my students’ backgrounds, and incorporate their interests into some of our examples from class.

Fast forward to the present: My biggest strength and emphasis as a teacher are building relationships, and making sure each and every student feels welcome in our class. It’s not always easy, and there are plenty of ups, downs, and mistakes–and also many moments of joy!

I have transitioned my Getting to Know You Survey (make a copy!) to Google Forms. Data collection is easier–and, I don’t have to decode handwriting.

This is the perfect first assignment on the Google Classroom set-up day. Students join the class, then immediately complete their first assignment.

The questions range from simple, such as birthday and interests, to more thought-provoking, such as “when I get mad, I …” I like having a mix, and seeing how my students choose to answer. For example, when I ask “What is something you are really good at?” not only am I asking for their strengths, but also I am checking for self confidence; when a student writes “nothing,” then I know I will need to intentionally search for areas of strength to share with them.

A hidden teacher agenda item in this activity: I can see who is able to focus on an independent and silent task for 10 minutes, and who needs constant refocusing.

After my students fill out the survey in class, I go through the response spreadsheet and highlight interesting and concerning responses. I make a note to follow up with students, bring up their interests in conversation, and share commonalities.

The getting to know you survey is one of the best parts of my first few weeks of school!

What types of questions do you ask in your getting to know you survey? Please share your favorites in the comments below!

Classroom Strategies, Technology

Mad Libs get Googley

Growing up one of my favorite games to play was Mad Libs, I would play with my friends during recess, or with my family on car trips. I still have a giant stack of half-used Mad Libs books in my classroom waiting for some more love. I can’t remember a time I laughed harder than when playing Mad Libs.

I love using Mad Libs with my students. When playing with my class, it can be tough to keep all students engaged because only one person contributes for each part of speech. I started using Google Forms so each student can play: each student fills out the Form and receives their copy via email. Then, a few volunteers read their examples out loud. It’s a great activity as part of a lesson, as a review, or just for fun at the end of the day.

First, let’s play!

Fill out this Form then check your email to see your Mad Libs.

Next, let’s build!

  1. Create a Google Doc with your story. This works great with short fables, primary source documents, or informational texts.
  2. Replace parts of speech with the tags. For example, “Replace <<plural noun>> of speech with the tags.” For duplicates, use <<plural noun 1>> then <<plural noun 2>>.
  3. Create a Google Form with short answer questions for each tag. Remember to also ask for email address.
  4. Create your Sheet, and install the Formule add-on.
  5. Watch this video for how to set up Formule.

If your student don’t have email set up, but do have Google Drive, then use Autocrat instead. You will still need a question for email/Google account. It will use the Form and a Doc, then share the merged Doc with the student. Watch this video where I show how to use Autocrat.

Also, Formule does limit to 100 emails per day. If you have 100+ students, either spread the fun over a couple days, or use Autocrat.

Last, let’s teach!

Send out the Form to your students and get ready to laugh!

We’d love to see your examples. Create one and share it below in the comments. 

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, 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.

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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!