Saturday, May 12, 2018

GeoHunt

Created an amazing race style "Geohunt" using Google form and QR codes.



Using Google form, I made use of the setting to go to different sections according to the option chosen to enable the groups to start off their race at different stations. By setting it as a quiz, points can be awarded to the correct answer at the stations. The total points will be calculated and shown immediately after the student submit the form.

In the edit mode, create the number of sections e.g. I have 20 stations and plus the home page which they select their group, so I created 21 sections. For sections which the questions are similar e.g. the measurements for weather, I simply duplicated them and change the station number. I could also reorder them by clicking on move section.
To add question in the section just click on the plus(+)icon. You can also insert picture or video.



As shown in the picture below, set the question on whether to proceed to the next station as required. Then click on the : (next to required), which is the setting, and click on "Go to section based on answer".

The picture below shows the options of being able to direct them to different sections based on option they have chosen, in this case their group number,  as shown on the edit mode. However when the students access it, they will not see "go to section..."



The picture below shows what the student will see when they access the form. They just need to click on their group and then click on next. They will automatically be directed to the station assigned.


For e.g. when group 20 click on group 20 and then next, it will proceed to the section on station 20.

And when they have completed the task at station 20, the group will click on "Go to the next station" and they will be directed to station 1. So they will just proceed until they reach station 19 then they will choose the option "completed - submit form“ and all their responses will be captured.



I only only 5 stations with the weather trackers for measurements. I have a total of close to 100 students and did not have enough weather tracker for each group. Initial plan was to get the students to take turn to go to the five stations which the teacher will pass them the weather tracker at the station. But that would mean 4 groups or 20 students at a station which will be too crowded.

That's why I need to create the other 15 stations with QR code in which they will scan and get info to answer the question in the Google form so that they are all spread out in the 20 stations in the school. As I have set it as a quiz, points are automatically given and total up for the race.



You will need to set the question as required so that the students will choose the option to proceed to next station or if they have completed the 20 stations, they can click on "completed - submit form"



Once they choose the option to submit form after completing the 20 stations, they will be directed to this page to submit.


On the edit mode I can collate their responses using the CSV file. They will then use the data to create graphs and analyse their findings.

As introduced by Pierre in the sg learning designer circle, the Google form can be used to create customised quizzes which the students can be directed to another question/story line (section) based on their response. The Google form can be used to create a "Choose your adventure" story. Great for English and even Science.

You can check out how to create the quiz by watching the video below. Hopefully this inspires you to create a personalised quiz for your students to match their abilities. 




Tuesday, May 1, 2018

Assessment

I feel that in considering the type of assessment to use, it is important to look at the purpose.
Assessment of Learning, which is summative, is what we do in tests and exams. I would say that this is important to prepare the students for the national exams. 
However, I u
se assessment for learning more in class as a form of formative assessment- to check on what the students know and can do, and to clarify any confusions, preconceptions, or gaps they might have. I have used Kahoot and also questioning in class for that purpose. I find that useful as it motivates students and enhance their commitment to learning. 
Assessment as learning is more challenging - demanding a certain level of maturity and high level of self-directedness. I remembered giving this assignment in which students go through a decision making quiz (or game as it was called on the site) and questioning their own thinking which they posted on padlet. I have embedded it here if you would like to take a look:


https://sites.google.com/a/moe.edu.sg/sec-4-geography/global-tourism/gt-kq3-lesson-3



Play the following game on ecotourism:

After you have played the game, return to this page and post your comment on whether sustainable tourism can be achieved. Click on the pink circle with the word "Add" on the bottom left corner of the padlet wall and post with your name and class as title.


Monday, April 23, 2018

Kahoot

Kahoot is very similar to Socrative as a free online assessment tool - just that the element of gaming is stronger as the player is given a score based on accuracy and speed. As there are more students who own smart phones nowadays, using Kahoot to do a quick check on understanding with the element of game will definitely engage the students.

It is very easy to create the quiz. Just login to https://create.kahoot.it/ You can also create discussion or survey as shown below.



















The following screen shoot shows what the students will see on his/her handphone.





The score is updated after every question!



 The winner is announced!


To launch the quiz again just login to https://create.kahoot.it/


You can also preview the game first.










After the game is played you can download the results in Excel format for analysis. 

Kahoot has just introduced a new feature ‘Ghost mode’. 
After you finished a game of Kahoot! you will see a new ‘Play again’ button that also contains a ghost icon. 
When you click on the button, the same game is relaunched. As well as your ‘live’ class, all players are joined by their ‘ghosts’! The ghosts play the game alongside live players, and their answers (and answer times) will be exactly the same as those the players entered in the previous game.


Ghost mode is a great way to encourage the students to compete against themselves as well as each other. It gives the students a chance to beat their previous score and provides immediate feedback.


I have some of the kahoot in Ghost mode on the links below.
https://sites.google.com/a/moe.edu.sg/sec3geog/kahoot---revision-quiz
The students can be given the link to the ghost mode and practice at their own pace.
 


You can search in the Public Kahoot. To locate and duplicate the one I have created, search for lilylee68.

Or you can access the following links

Food: https://play.kahoot.it/#/k/1209bd54-4852-4396-b49e-91f1460c7d55

Temperature: https://play.kahoot.it/#/k/b733b365-5152-473d-b7c7-9ccc7a6be7fb There is a new game format in Kahoot - Jumble. This is good for questions which require sequence of steps. I did one on weather instrument - you can try it -

A new feature on Kahoot is Jumble.
The following is a screenshot of what the students will see on their mobile/ipad/tablet. They can drag the answer and place them in the correct sequence by looking at the projection on the teacher's screen.
Student's mobile


Teacher's screen


Limitation: However it's kind of being limited by only 4 steps and no. of words for each step.

Opportunity - can use for Chinese idioms which is four letter words - clue is given and then make them to reorder the 4 letters to form the idiom. Tried out and confirmed that Chinese inputs are accepted. But the Chinese word is a bit small.

It definitely can be used in Science for steps in experiment or steps to work a Math solution. Steps for cooking. Sequence of events or dynasty etc in History etc. 

All the kahoot on Geography I have generated for revision is on the google site.  Another plus point of using Kahoot as you can save the links and use it with the class anytime.
Physical geog - https://sites.google.com/a/moe.edu.sg/sec3geog/kahoot---revision-quiz
Human geog - https://sites.google.com/a/moe.edu.sg/sec-4-geography/kahoot-quiz

If you do use it, do save the results so that you can analyse them later and clarify with the class on questions which majority got it wrong.

I have also used Kahoot to motivate students to read up before the lessons so that they can try it at the start of the lesson and then clarify the main points of the topic.
You can read all my posts on Kahoot : http://ezitnew.blogspot.sg/search/label/kahoot


Another new feature on Kahoot is that you can assign it as homework. Students can play the challenges in their own time and get instant feedback. 
However the students can only run it on the kahoot app so they need to download it.


You can share the link and pin in the Google classroom, via email or even WhatsApp. I normally give them a 3 day window for the challenge. You can then get the results by clicking on the Kahoot you have assigned as homework and then click on the challenge followed by the leadership board. Make sure you are signed in to your account.




Click on the top menu on questions to see the results of individual question.

What I like most is that by analysing the results, I could see the questions which the students are weakest in and I could then clarify in class e.g. students are still weak in wave refraction and impacts on headland and bay.


I was rather surprised that there are students who cannot identify a sea arch. This is definitely something which the challenge help me to see parts which I have assumed that the students already knew.

Again my reservation on using this is that no all have smart phone which they need to download the app. But overtime as smartphone or even iPad are available to all, this should not be an issue then.

You can read all my posts on Kahoot : http://ezitnew.blogspot.sg/search/label/kahoot

Liveboard

Exploring the affordance of the liveboard app. It looks very promising with the ability to collaborate real time, either online or even without data with people nearby. 

Watch this video on the liveboard app:


I like the fact that I can annotate on the pictures taken and then shared instantly and the students collaborate with team members in analysing the data.  Digitising the task of annotating pictures or fieldsketch will make it easier for the students to work collaboratively in make amendment and addition together.

It can also record and share what is written on the screen.

Usage is simple. You can download the app via playstore or apple store. Just sign up for the account upon login.  Most importantly - it is free!




It can also be shared on browser (chrome) except that the recording function will not be there - https://app.liveboard.online/


Tried it out with a small group today in explaining a lesson and realised that it is a good tool for remote teaching too. 2 students from 2 diff classes needed explanation on how monsoon affect India's climate thus I told them to download and showed them using the liveboard. from home. They clarified their doubts using the chat function. So it is useful in explaining to small groups online real time.
Usage is simple too. Just start the session and invite them with the code which can be sent via WhatsApp.



The chat window is on the right hand side which made it easier to clarify any doubts the students have.


The girl find it useful as she could record the session as well.
The boy was struggling and keep erasing instead of adding to the map.


The session can be saved as shown under recording as shown above.
The following is a recording of how I explained the formation and differences between stratovolcano and shield volcano to a student during a live tutorial.


As feedback by the student it is a good app as he can converse and clarify with the teacher or collaborate with other students on an idea and able to retrieve the information even after the session has ended.

The various tools on the whiteboard as shown above. I have inserted the picture first and then annotated the picture to explain to the students.  You can also add participants by sending them the code. 




If you are conducting a tutorial and just want to show the steps without the participants drawing on it, you can disable all drawings by clicking on user. However this function is only available on the app and not on browser version.

The liveboard on Chrome. https://app.liveboard.online/