Communicative Modes: Student Driven Feedback Through the iPad
•
1 like•792 views
These are the slides for our 2013 ACTFL Conference Presentation: Communicative Modes: Student Driven Feedback Through the iPad
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (7)
Similar to Communicative Modes: Student Driven Feedback Through the iPad
Similar to Communicative Modes: Student Driven Feedback Through the iPad (20)
Recently uploaded
Recently uploaded (20)
Communicative Modes: Student Driven Feedback Through the iPad
- 1. Feedback Across the Three Modes: Empowering Students through Technology
- 2. Amanda Cummings Samuel Figueroa Spanish Teacher email: acummings@d125.org Spanish Teacher email: sfigueroa@d125.org Justin Fisk Caroline Haebig Spanish Teacher email: jfisk@d125.org Instructional Technology Coordinator email: chaebig@d125.org Twitter: @haebig
- 4. Student Perspective QuickTime™ and a H.264 decompressor are needed to see this picture.
- 5. Types of Feedback • Self Assessment • Peer to Peer Assessment • Teacher (group and individualized)
- 6. What Facilitates Powerful Feedback: • Immediate • Longitudinal Process (so learners can see the process of learning) • Actionable
- 7. Mechanisms to support Student Learning
- 8. Why Technology? • Makes learning visible & audible • Mechanisms to support physical and virtual collaboration • Expedites how teachers are able to gather and make sense of student data • Allows students to create authentic artifacts that can help them to see progress over time
- 9. Supporting Feedback: Interpersonal Mode • Peer to Peer • Self Evaluation
- 10. Interpersonal Mode QuickTime™ and a H.264 decompressor are needed to see this picture.
- 11. Presentational Video QuickTime™ and a H.264 decompressor are needed to see this picture.
- 12. Feedback in the presentational mode: • • • • General apps for recording/reviewing content: camera (upload to Google Drive), screenchomp (Internet): http://www.screenchomp.com/t/nCNxjtO5 Google Docs, Google Presentations Presentational speaking: audio recording apps Presentational writing: Google Docs w/ comments from peers/teacher
- 13. Feedback in the presentational mode: Peer to peer (group prepared) Peer to peer (group prepared) Screenchomp: collaborative or individual •http://www.screenchomp.com/t/nCNxjtO5 •Students view the “screenchomps” of their classmates and give targeted feedback Other option: Explain Everything •
- 14. Feedback in the presentational mode: Self-evaluation (Presentational Speaking) Self-evaluation (Presentational Speaking) Presentación Formal - las familias y las comunidades ¿Cuáles son algunas características de las familias en tu comunidad? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una región del mundo hispanohablante que te sea familiar. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc. Options: Notabllity, Explain Everything, Garage Band, Camera through Google Drive 1. Haz clic aquí para las instrucciones con todos los tiempos incluidos. Es importante que dejes correr la grabación mientras completes tu blog. 2. Usa el organizador para preparar tus ideas. 3. Escucha tu presentación y completa la reflexión. Si estás satisfecho, continúa al paso #4. Si no, puedes grabar tu presentación otra vez. 4. Basándote en tu reflexión, graba un resumen de tus fortalezas y debilidades a tu grabación. Dime qué hiciste bien y en qué necesitas practicar más. NO PUEDES RECIBIR CRÉDITO SI NO INCLUYES UNA REFLEXIÓN. 5. Mándame tu presentación con tu reflexión grabada al final. WMA FILE NOW IN DRIVE FOLDER
- 15. Feedback in the presentational mode: Teacher (Presentational Writing) Teacher (Presentational Writing) Google Docs (through Google Drive) Hola Señor Fisk,y Me llamo Katia y estoy en la primera clase del día de usted. Estoy muy emocionada para este año. Mi vida es muy ocupada ahora porque estoy tomando cinco clases de AP y también estoy en una producción de teatro en Stevenson. Me gusta mucho hacer teatro. Empecé en mi primer año cuando participé en Miracle Worker. Entonces hice teatro cado año. Yo tengo un hermano y él es un Freshman este año. Estuve muy nervioso pero ahora supe que no fue nada de que necesita preocuparse. Yo toco el piano y también puedo hablar en ruso. Mi padre es de Ucrania y mi madre es de Rusia. Por eso en mi casa casi siempre hablamos en ruso. Me gusta tomar español porque es una lengua muy interesante y también es similar a otras lenguas. Quiero saber mejor hablar en español porque entonces si visito lugares donde hablan en español podría hablar con los nativos. Espero que este año sea fantástico y espero que aprenda mucho. ¡Gracias, Katia! ¡Espero que sea un año fantástico también! Other options: Quickoffice (through Google Drive)
- 16. Feedback in the presentational mode: Self-evaluation (Presentational Speaking)
- 17. Feedback in the interpretive mode
- 18. Providing Meaningful Feedback in a Traditional Gradebook System Assessment for learning: during learning Pre-check Google Form Feedback Automated feedback or personalized feedback in electronic gradebook Reassessment Google Form
- 19. Providing Meaningful Feedback in a Traditional Gradebook System Assessment for learning: during learning Pre-check Feedback Reassessment Comments in e-gradebook Assessment for learning: “end” Form whole-class Google Form Google of learning Primary content Assessment Feedback Remediation End of unit content assessment (not performance assessment) Students reflect independently: Progress Points Progress Points Text Reassessment
- 20. Self-Remediation enables students to be responsible for their own learning.
- 21. Have a Device?
- 22. Feedback in the interpretive mode: • Reading/ Listening comprehension o o Infuse Learning You can derive talking points or simply get a pulse on comprehension based on the types of questions you ask.
- 23. Tools for Interaction Infuse Learning! Try it! http://student.infuselearning.com / 43903
- 24. representation of the Aztec origin myth of chocolate Please read the text below and then draw a visual representation of the Aztec origin myth of chocolate Chocolate From the beginning chocolate was considered a gift from the gods. The Aztecs had a myth about its origin. According to the legend, a god came to earth and brought a cocoa plant that was stolen from paradise. He taught the Indians how to make chocolate from the beans. The Indians toasted and ground the beans to make a delicious drink. The other gods punished the robber god for what he had done: he had revealed their secret. (Adapted from Sass, L. J. 1985, Mayo-Junio. Alimento de los dioses. Américas, 37, 3
- 25. Tools for Interaction Infuse Learning! Try it! http://student.infuselearning.com / 43903
- 26. Interpretive Mode QuickTime™ and a H.264 decompressor are needed to see this picture.
- 27. Complete the Google Form Experiencing Google Forms OR http://tinyurl.com/actflshs
- 29. Differentiation
- 31. Redefining the Learning Environment Learning Environment
- 32. Capturing Student Growth Over Time
- 33. Making Thinking Visible & Audible Problem Solving Metacognition Providing Feedback Over Creativity Time Demonstration Performance Reflection Authentic Creation
- 36. Student Content Creation ExplainEverything Educreations Book Builder Final Argument ScreenChomp
- 37. Why ePortfolios Self Reflection Self, Peer and Teacher Feedback Incorporate Diverse Mediums
- 38. Who is Audience? • Classmates? • School? District? • Community? • Career Readiness? • Future Education? • Higher Ed or other
- 39. Student Reflections QuickTime™ and a H.264 decompressor are needed to see this picture.
- 40. Tools for Curating Learning • Google Sites • Haiku Wiki Projects (part of Haiku Learning LMS) • Weebly • Wix
- 41. Creating the Process...ideas • Create Google Sites Template • Help students clearly define the purpose and audience of their portfolios • Provide opportunities to share and model student work • Connect beyond the walls of the classroom
- 42. Assessment Tools
- 43. General Rubric
- 45. It’s all about GROWTH
- 46. Being Practical QuickTime™ and a decompressor are needed to see this picture.
- 47. Things to think about: • Be flexible • Try new things • Test it out yourself • Think big • Design for student growth
- 48. Amanda Cummings Samuel Figueroa Spanish Teacher email: acummings@d125.org Spanish Teacher email: sfigueroa@d125.org Justin Fisk Caroline Haebig Spanish Teacher email: jfisk@d125.org Instructional Technology Coordinator email: chaebig@d125.org Twitter: @haebig
Editor's Notes
- Individual introductions. Sam: give context for the videos. - Ice breaker Chat with those around with you How many have you brought a device with you to participate today? board of education reference for speech
- Edit out “Spanish 2” at the end of the video. If not, we can work with this.
- Amanda
- Amanda Traditional vs New
- Can you tie this to feedback? - Sam
- Sam or Caroline: (who is saying what (sam/caroline))? Formative feedback is immediate and concrete Students can quickly and accurately understand what they’ve done right and what they need to improve on. Using something like a Google Form, which we will demonstrate a bit later, students can almost immediately receive their results and be on their way to learning from their mistakes without much loss of time. Student-directed and student-centered -- Students are able to act on the feedback on their own. take ownership Both student-generated and student-specific feedback can be delivered more efficiently. We’ll be examining some examples of both... Resources (Rae.es, wordreference.com) Students can use online resources, such as the RAE website or wordreference, to self-monitor and enhance the efficacy of self-redaction One tool for learning The iPad, like other technology platforms, provides a unified interface and a common launchpad that facilitates the routine that the efficient and timely provision and generation of feedback require Evidence Students are able to house their interpersonal and presentational speaking, interpersonal and presentational writing, etc. on one device. With this stored information they can self assess their current status as well as look back to see their growth. Students take ownership of feedback Since they have their work stored students can be held more responsible to reflect and analyze their work to establish what course of action needs to occur so that they can grow. Longitudinal Caroline?
- What we have done: Both parties record so there is no need to share. view recordings in class. calibrate the class on the rubric. Self assess and justify. YouTube / peer feedback based on the rubric.
- audio file is imbedded.
- audio file is imbedded.
- Overall Vision of the school and how iPad fits Relate to feedback
- Overall Vision of the school and how iPad fits Address feedback.
- Overall Vision of the school ..and how iPad fits
- Address feedback
- We don’t see how this fits the conversation of feedback.
- Can you make this specific to feedback.