Activities with Assessment Qualities

BackChannel Chat-

This app allows students and teachers to have a digital conversation while multi-tasking in a live in-class discussion. When the teacher closes the discussion, there is even an option to print out the dialogue. This is a quick and easy way to use a CFU while students are working on their discussions or projects. Many of my fellow teachers have used this during socratic seminars with an "inside-outside" circle. The inside circle provides the face to face discussion while the outside circle responds and comments in the BackChannel Chat. The teacher will then bring up points made in the BCC to help generate a new topic for the inside circle. You can also rotate students fluently in and out of the live/digital chats. The print option is used for absent students, struggling students, or students with special needs/circumstances. They can use it to help generate thoughts, ideas, and evidence when writing responses for assessments.

As a teacher, it is important to keep an eye on the digital conversation because it can turn south fast! Be sure to review the expectations for the lesson prior to participating in the BackChannel Chat. When used correctly, students develop a sense of comfort and deeper understanding of the topic. Students can quickly search items to aide in the discussion, however, be sure that your students have the capability to do more than 1 thing as a time.



Wordle-

This website allows you to generate word clouds based on a given text. The more often the word appears, the larger it grows in the display. You can use Wordle for a variety of activities; getting to know your students, finding the main theme of a text, generating key ideas, and main points of conversations. I have created a lesson regarding censorship in America and around the world, I would like to use Wordle in conjunction with our main texts that we read, plus the information gathered by students. I would be able to create a whole-class diagram that will be different for each section, depending on their specific research. Students are sometimes amazed at the words that are enlarged. It also helps generate discussion on the topic.



Orange Slice-

This is a google add-on that I use while grading my students papers via the google classroom and google docs. (Say that 10 times fast). Anyway, this add-on allows you to upload your own rubric by pasting it into the document. Once you open the student's paper, click add-on, orange slice, and begin grading. Rubric settings can be holistic or analysis, with percentage, points, weighted, or pass/fail. When you click the corresponding grade, there is option for feed back in which you can type directly to the students. Once the page has been graded, it highlights the exact boxes on the rubric. This allows students to see what they earned and WHY. Eliminating the "why did I get this grade?" Also, it cuts back on the time it takes to grade papers.

Parents and students love it because there is no question since the rubric is posted directly on the document they are submitting their papers on. It also provides special features such as extra credit and late penalties. I use it for ALL final writing assessments.


Coogle-

A place to create digital mindmaps for the entire class, small groups, or individuals. Coogle allows students to work in real time for optimal collaboration on an array of assignments. I enjoy this idea because it can be used throughout your unit to see the thought process of your students. It can also help them organize evidence and rationales for upcoming essays. I would pair students up and have them jigsaw information from a variety of sources and continue to add to each. Students that are more prone to visual learning will find the different colors, ability to add images, and floating text, appealing and simulating.

Digital Resources with Symbaloo

As a High School English Teacher, the students always think they are one step ahead of us. My first year teaching (before the use of google classroom and google docs), my students thought they could plagiarize their essays. They would go to the trouble of hand writing the essays onto a paper, thinking that I would not notice. These last two years, I have had significantly less try to cheat by copy-pasting online work and turning it in. The two students that tried it this year came from an honor's English class. When I caught them they said, "I didn't know you couldn't do that." Yeah, right. I wasn't born yesterday.

But after reflecting on the student's reactions, I really think they didn't know it is considered illegal. This course has taught me that I can't assume what students know and don't know when it comes to technology and the expectations we have for them. Therefore, my colleagues and I have created a Plagiarism contract and show students a short video to help them understand the severity of their actions.

I have created a symbaloo with a few of my favorite online resources; follow this link for a complete list of all my resources. Sanchez's Resources

1) No Red Ink: This resource is to help students become better writers through the use of a variety of online and printable tools. This last year, we used red ink a lot in conjunction with our new textbook. In previous years, our textbook included grammar work, but the new one does not. I like using this source for grammar quick checks that also allows me to track their progress as they move through the year. They also have great writing workshops and and prompts to get the students engaged in their learning. https://www.noredink.com/



2) EduBlog: We needed a way to get students excited about writing while exploring a variety of ways one can write. As a PLC, we decided that during the narrative unit, we should allow students to blog about the readings and make personal connections to the stories. Originally, we wanted to use Blogger, because students could sign in with their google account and make it personal, while being able to maintain observation of their online activity. However, our school's internet filters blocked the site, therefore we had to adjust and use Edu Blogs. The site is still great because I was able to access their posts via a link or a quick search. I created a google doc and had everyone paste their links on it. Then I had them visit 3-5 classmates and make comments on their posts. (I wonder where I got that idea?) https://edublogs.org/

3) Kahoot: The best way to review! It is free to create an account and I love using it while doing station work or as a class builder. This year alone, I have used it as an Anticipatory Set for To Kill a Mocking Bird, Vocabulary quizzes for The Tempest, and a comprehension review for Lord of the Flies. As I mentioned before, I like to use it during station work and have my EL students start there first to help front load information for them prior to rotating through the stations. My academic tutor runs this station and helps students take the fun quiz. I love adding personal pictures to make it more students friendly. It could really be used for any subject at any age. https://kahoot.com/



4) Google Sites: This is a great resource for both students and teachers. This year, our PLC used google sites to be used as a research engine, anticipatory set, and station work. The app allowed us to use our school gmail account to create it and it gave us a role within the group. Next year we hope to use google sites to have a class inquiry project in which individual groups are responsible for filling in all of their required research. This way, everything is in one location and they can have access to it immediately. Finally, it helps teach the students the importance of credible resources and how anyone can post something online. Here is a link to the Google Site we made as a PLC: https://sites.google.com/vusd.us/malalastations/home

5) YouTube.com: Never underestimate the power of YouTube University. You will be surprised at what students look up. What I enjoy about YouTube, besides everything, it that I can create an account with my school gmail account in which I can Post and link videos. Students then "follow" me and anytime I add something, they are notified. After completing the infographic and the paperslide show, I could add those to my account as well. If students and parents agree, I can film activities we do in class so that way absent students to not miss out. The idea of having my videos ready at any moment is the best. The You Tube search can be distracting and lead to hours of watching hilarious cat videos. https://www.youtube.com/