Assessment
When I see the word assessment, warm fuzzy feelings do not come over me. I envision my students groaning that tests are boring, I hear myself shushing everyone because this is a quiet time and I am not looking forward to the hours it will take me to grade the assessments and compile the data so it can drive my instruction.
Whoa, exhausted already? I was too until I came across Web 2.0 assessment tools. These tools can be life or “learning” changing for you and your students. Assessing does not have to be boring anymore and it is no longer a one size fits all event. How about creating assessments that students can take on any digital devices? How about creating assessments using videos were students work at their own pace? What about having students create so they can show you what they know? Edulastic and Edpuzzle can do these things. As I perused through a variety of Web 2.0 assessment tools I was amazed to find that the tools available were time saving for teachers, able to gather data to assess mastery of standards and domains (Edulastic, 2019) and provided multiple means of representation, engagement and action (Universal Learning Design Guidelines, 2011).
These Web 2.0 tools can be used in the classroom in several ways especially if you are using some type of flipped classroom model. Watson mentioned that flipping the classroom and using these tools “not only does it let me differentiate by pace, but it also lets me differentiate by level of understanding. For instance, my ELL students can pause the video to look up words they do not understand” (Watson, 2017). According to Doubet teachers “have more time to give individualized attention to students (2019). Teachers have more time to work with small groups without interruptions due to students being engaged in technology assessments or other activities that they can self-manage (Doubet, 2019). Assessment tools are here to help teachers use assessment as they were meant to be used. Let the immediate data help improve your lessons by understanding the knowledge students are gaining and finding their and your areas of weakness. This quickly generated data can now be the driving force behind your instruction.
Screencasting
I have become more familiar with screencasting as I go through the ITEC program and witness professors using this tool to communicate information and demonstrate procedures. In my previous class I, with several colleagues, created a staff workshop on Microsoft Office tools. I used Screencast-O-Matic to show viewers how to create a Notebook using OneNote, an example of how to use OneNote with students and how to use OneNote as a storage resource.
In the classroom I would like to use screencasting to give students directions and tasks. This seems to be a perfect fit for the position I am currently in. Our Core Expansion (specials) rotation is a 16 day rotation schedule. We have approximately 7 classes in each grade level. So I repeat myself at least six times a day. I probably waste so much valuable teaching time repeating directions, when students could be working at their own pace and those that comprehend directions quickly would be able to get to work or even explain to others what the expectation are. I have a feeling this tool will allow me to maximize my time with individual students. Giving students the ability to take some responsibility in their own learning is powerful, and I have the technology to make this happen. This would be a great way to use blended learning to flip my classroom.
A second way I would like to use screencasting is with an online project base activity, where all instructional and informational videos were available to students via their online learning portal. In doing so students would have the ability to manage their own learning, voice and choice and the opportunity to work at their own pace. These attributes would hopefully set students up for an engaging, meaning and authentic learning experience.
References
CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA. Retrieved from http://www.cast.org/ http://udlguidelines.cast.org/
Doubet, A. (2019). Flipping the elementary classroom. Retrieved from TEACH4LEARNING, INC: https://www.thecreativeeducator.com/
Watson, T. (2017, July 6). Flipping the Flipped Classroom. George Lucas Educational Foundation.