Best Practices in Blended Learning Webinar

Welcome to today’s webinar. We will be
talking about best practices in blended learning. We’re excited to share this
topic with you today but first we’re going to do a little bit of housekeeping. My name is Meri Carnahan and I’m the
eLearning Resources Specialist with the Indiana Department of Education and I’ll
be your host and producer for the webinar today. As you joined the meeting
today you connected to the audio but I have muted all the lines except for our
presenters. Please keep your line muted throughout the call so we don’t have the
distractions of background noise. On the right side of your screen you should see
the chat box that will be open and available to you throughout the webinar
today and you’re encouraged to ask our presenters questions or share ideas of
your own. Also please introduce yourself if you haven’t already so that
others on the call know who you are and might be able to connect with you
later. For this webinar you’ll get one PGP and I’ll be sending those
certificates out to all of the participants tomorrow so look for that
in your email. I am also recording this webinar and it will be posted early next
week on our YouTube channel and I hope to
share that link here in the chat in just a little bit. You can view all of our
previous webinars there so if there’s something that you’re interested in you
might be able to find that topic covered in one of our recorded webinars. This
webinar is part of our professional development opportunities that we
offer. We typically have monthly webinars and our next one is scheduled for
September 17th and we’re really excited to have representatives from Monster
High School who will be on the call to talk about their school-wide PBL project
Project Green. Watch Twitter and our website for more webinars to be
announced soon. We also have a Twitter
handle that we hope that you’re using and following, #INeLearn. We
encourage you to use that hashtag when you tweet on a regular basis to connect
with other educators around the state and around the country. We have weekly
#INeLearn chats and the next one is this coming Thursday. Our guest moderator
will be Heather Lister who is an Indiana Connected Educator Conference spotlight
speaker. She is going to be leading a chat on equity and inclusiveness in
maker spaces so plan to join that conversation at 9:00 p.m. Eastern 8:00
p.m. central this Thursday night. Let’s move on to our topic for today. We’re
happy to have Diana Gill and Tiffany Copple as our presenters today for this
webinar. I’m going to turn the mic over to them, let them introduce themselves,
and start our discussion on blended learning. (Diana) I think we can advance slides.
All right it’s a pretty pink slide. And then Tiffany and I of
course made our own cute little intro slides. There we go. Hello. I am Diana Gill. I am the Director of Technology for East Porter County School Corporation in Northwest
Indian. You can find me on Twitter at @dianargill. A little bit of background.
I formerly was an English teacher high school english teacher turned
technology coach for four years now serving as Director of Technology. Thanks
for being here today. (TIffany) Hi my name is Tiffany and I am yeah it is a really
long title: Instruction, Programming, Assessment, and Data Specialist. I also
provide support for our eLearning in the elementary schools and I work for
Scott County School District 2 which is in southern Indiana. You can find me on
twitter at @T_Copple and my background is pretty varied. I’ve taught
elementary, I spent ten years in various grade levels in the
elementary and then I moved to the middle school and taught four years there
with six and seventh graders, a digital literacy course and some STEM, and then
this year I moved into this this new role and I’m really excited to be here
with you guys today and discuss blended learning. (Diana) Awesome. So our goals for today
are kind of really specific topics inside of the larger topic of blended
learning and so I’m sure today will kind of touch on the basics of blended
learning and some different blended learning models but really we wanted to
spend today getting into some really specific conversation and that kind of
assumes that our listeners have somewhat of a working knowledge of what blended
learning is but if not feel free to ask questions or reach out to us after this
webinar. I know Tiffany and I are and Meri are all always happy to
connect and help out any way we can. So today I’m going to focus mainly on video
instruction and how that fits into all blended and online classrooms. So first, I
think we can head to the next slide please.
Thank you. First I want to talk about why are we looking at instructional
video specifically creating our own instructional videos for use in our
blended learning classrooms, how we can get started on that, what are some best
practices for designing video instruction, some strategies and tools that
you can use, and then ultimately how to package that so it’s most successful in
whatever blended learning environment you’ve created for your students. So why
audio and video and specifically why when there’s so much out there should we
spend some time looking at how to create our own audio and video to embed inside
of our blended learning content? And I always
when I first started designing blended activities I always kind of felt like
this was the right thing to do but at first I didn’t really know why and so I
started doing some research on whether or not that was even something that I should invest my time in and I found this awesome
white paper from Obsidian Learning that was published in 2017,
it’s called Transforming Learning Using Video for Cognitive, Emotional, and Social
Engagement and reading that white paper and that research really
solidified the ideas that I have about why it was so important to not only use
video but to use the video that you created for your students. And really
what this comes down to, we can flip slides. I need like a motion or like a secret
word to move on, thank you Meri. Really what this comes down to is just good
online design in general whether you’re designing in a brick and mortar
classroom or completely online good online design really takes into
consideration designing for personality and for interactivity. And so you know
designing with personality in mind not only includes your students’ personality
but yours as well as a teacher. Designing with emotion, taking advantage
of those relationships that you have with your students. So whether you’re in
a brick-and-mortar environment or completely online all teaching, all good
teaching leverages those relationships that you’ve built with
students in the learning. And so just like in brick-and-mortar classrooms we
use relationships to connect with students, those relationships should also
be present in online learning and when you as a brick and mortar teacher move
your instruction to online space those relationships should be visible
too. And so video can help us do all of these things that I’m talking about
value of personality and interactivity in mind. It also helps you be as close to the
learning as you can. A lot of times when we’re talking about blended
learning, online learning, eLearning Days as we like to talk about in Indiana, the question that we get a lot is how can I make sure that it’s authentic,
that it’s more than just this digital worksheet situation and this
comes with designing with personality and interactivity because it makes you
the teacher closer to the learning and that kind of does two things. It provides
a level of authenticity and it also helps us avoid academic dishonesty. Melissa yeah that white paper is
incredible. Again it’s by Obsidian Learning, Transforming Learning Using
Video for Cognitive, Emotional, and Social Engagement. You can find that at Obsidian
Learning and I’ve got some information on that in my slide coming up here. So
all of all my research comes from that white paper. So let’s talk a little bit
more about the why in the research of why this matters so much. So cognitive
learning theories are developed from what we know about our cognitive
limitation and in this white paper Timothy Spencer and Steven Victor write
about the cognitive theory of multimedia learning specifically. And basically what
that theory says is that we learn more effectively from words and pictures than
from words alone and especially when those words and those pictures are
happening simultaneously. What better vehicle to make that happen
than a video that you’ve created. And so from there Richard Mayer developed 12
principles in response to this so how do I make this happen and the ones that are
relevant to our conversation tonight are the ones I’m going to try to outline for
you. The first is redundancy. We know that we
learn better from graphics and narration than from graphics, narration, and printed
text so this kind of speaks to cognitive overload. You don’t want to put too much
on your video right. We want to make sure that we’re reading, we’re providing the
information in a way that’s going to best help our students
take what they’re learning in their working memory and put it into their
long-term memory and so we focus on graphics and narration only in our video.
We don’t need all of that and what that really means is that you know when we’re
designing online content and we include a video we might also include a lot of
that information in text form as well and that’s not necessary. So the video
can be powerful enough to stand alone for that instruction piece. And UDL folks
out there might be thinking well is that accessible if I don’t include text one
of the things you can do is upload all of your video content to YouTube and
take advantage of both automatic closed captions and transcripts that YouTube
provides for creators. Awesome tool as well. OK, modality. We know that we learn
more deeply from pictures and spoken words than from pictures and printed
word. Again a video is a perfect vehicle for this. Personalization. We learn better
from multimedia when words are conversational. We see the narrator as a
partner and make a stronger effort to understand and this really speaks to the
humanistic approach of teaching and building upon those relationships. We
know that we learn better when narration is spoken with a friendly, human
voice. Your students know you, you know your students, leverage that when you’re
creating video content. OK so video is one way to put all of these things that
we’re talking about inside of our online and blended content. So how does this fit
into the blended learning environment? One of our goals with blended learning
and the power of blended learning is basically you know we’re able to
duplicate ourselves in a blended learning environments and it allows us
as humans to spend more time with our students because that other content can
help us reach other students at the same time. And so quickly before we start to
talk about nuts and bolts of the videos I want to spend just a brief a couple of minutes talking about different blended learning
environments so that you can – we know we’re talking about the power of
our own creative videos, what do these environments look like, and how video has
a place in your blended learning classroom no matter what kind of blended
learning brand you’ve started to use So we know that blended learning by
definition is really offering students choice over paced delivery and content.
One way to get started with blended learning and I think this is a really
great entry point is with station rotation because station rotation is
really nothing new to education, it’s something that we’ve been doing for
years so we add a digital component to it. And what’s great about station
rotation is that you can really make it teacher directed before you’re
kind of ready to give students more autonomy in that environment. So think
about an example of station rotation with video content. You divide your class
into groups of three and each station lasts 15 minutes or whatever depending on
your content area and the grade you’re students are in and one station has an
interactive video. Your students are sitting there watching a video that you
made of you delivering a lesson and then there might be another station
where you’re sitting with students doing some direct instruction and in the third
station your students are working on a collaborative activity together. One
example. And now I want to be clear that I’m not saying that all of your blended
content has to be a video that you make, of course, but video definitely is a way
to kind of hit a lot of these really important items of research we’re
talking about tonight. Another example to try is a whole group rotation and this
essentially is when an entire group moves to an online space. It
doesn’t necessarily have to be all in one class period either. I know some
secondary teachers who do whole group rotations over the course of several
days and so maybe day one you’re doing some direct instruction day
two the entire class is working on a digital platform getting in some
instruction from you while you pull small groups out to work independently
and do some workshops like that. Flipped learning. When the instruction takes
place off campus and then when you’re together you’re working on application
and practice. So this is a really great way I’ve seen a lot of math teachers
specifically in my district have success getting started with flipped learning
and a great way to get started that doesn’t feel very overwhelming is just
to simply record your lessons live as you’re teaching them with your students
and then maybe you provide those lessons that you’re recording maybe with a
document camera or something on your LMS so that students can use them for extra
practice. It helps parents help out with the math work at home or really great
for absent students and then in the future now you have this great package
that you can edit and chunk and use in a different way without extra effort
upfront. This is a great way to get started. And so finally we’ll talk about
things that are a little more provide more freedom to the students. Flex
option choice boards, or one-stop differentiated. So this is kind of when
students decide when they move. Online learning is really the backbone. Instead
of moving in groups students might move more fluidly and independently. One-stop
differentiated is where all the students are really working with the same content
but the delivery method might be different. So maybe I’ve got two groups
and one group is learning the content from the instructional video that I’ve
created and they’re working on something practice offline independently but then
I’m also providing that same content to a small group of students so they’re
able to rely on that small group instruction and on me more specifically.
And this one’s really based on on your student needs so data whatever
that means to you should definitely be something that you consider when you’re
making these decisions on how to set your blended learning up. And then choice
boards where student agency really leads so think about playlists, menus. Students
have lots of different choices and options there. So with all
of this said it doesn’t really matter which of these you pick and in
fact when I deliver blended I do a lot of blended professional development in
my role so when I decide to create something like this I don’t think oh I’m
going to make a station rotation today. You know most of the time when we
deliver blended content does it fit cleanly into one of these things and
that’s totally okay. So here’s a station rotation example that I shared just to
say that you know it doesn’t have to be anything crazy fancy. This is just a
simple Google Doc with a table in it that tells my you know teachers which
group they’re in and it has all the content they need for the different
stations that they’re moving through. It’s silly, it has a theme, I had some
fun with the video instruction stuff but it’s a simple Google Doc and so it
doesn’t have to be this like crazy elaborate thing it just needs to be
functional and sometimes when we try to make it crazy fancy we end up making it
harder for our students to access. Another thing, too, to think about is how
all of the topics we’re talking about tonight really have a place in our
classroom not only in a you know thinking about a brick-and-mortar
blended learning environment. So think about how great video instruction can be
for a day that you’re out of the classroom or our e-learning days. It’s
also a great way to get started you know like maybe you’re not ready to think wow
I’m not going to make a video for every blended less than I ever use but I know
I’m going to be out on this one day and I’m going to try something new there to
see if I can get back some of that instructional time that I might have
missed out on if I’m gone for a day. All right so I’ll share that when I
first started making videos for my classroom I would seriously make it
like 50 times because I was using free-mium products and I didn’t have
editing tools and stuff so I would use like Screencastify I would make the same
50 times and I would start over because I just wanted it to be really perfect
and I got over that real quick when I saw how much time I was spending and it
it doesn’t really matter if it’s perfect it just needs to be you right. So I’ll
say you know just jump in. Don’t let the idea of being perfect cause you to not
make that jump in making your own videos if you haven’t started that already. So I
want to share a couple of different ways to get started. So before you think of
making larger instructional videos that really are delivering important content
to your students think about a couple of different ways that you can make some
little mini videos or either just-in-time learning or as a way to
introduce a lesson or provide objectives or learning instructions for the day. So
maybe instead of starting with you know a numbered list of the things that your
students need to do as part of a station rotation or an eLearning day or
whatever maybe they watch a video of you explaining what the learning objectives
are for that day. Or maybe as your students work through a Hyperdoc or a
module in your LMS when there is something important that you need to
share with them maybe there’s a 15, 20 second little video
of you or an audio recording of you that delivers what your students need to know
right then. And if you are someone who I know a lot of people here tonight do a
lot of professional development a really great thing to do is start to
incorporate some of this stuff into your PD. So a lot of times I’ll have like my
Bitmoji that has a link to an audio file and we’ll share some just-in-time
information with the staff depending on what we’re talking about and that people
always freaked out about that and then they’ll ask how to do it so they can do
it for their students. So just think about little micro videos you could do
to embed into your content for those two different reasons. So let’s talk about
some tools to get this accomplished. This one is called MSQRD or Masquerade
depending on if you are iOS or Android and hat tip to Chris Young and Marcus
Painter for sharing this app out in their teach like a student session. I
think Chris Young is on this webinar right now with us. But I love this one
because it provides you with a bunch of different fun filters. So in
this example that’s me with a mustache and a hat
and it’s just a quick video of me talking about the instruction. So like if
I were to be giving a video instruction that’s like five minutes long and a little
bit more serious I’m probably not going to put a mustache and a hat on because
that could be a little distracting but here I am designing with personality and
the relationship that I have with my students and being a little silly to
make it more engaging and to be interactive. So this is a great app to
try out for little videos like that. Another one that I use a lot and it’s
not really made for this but it works really well – Snapchat, Instagram, or
Facebook. I’ll get on Facebook Messenger they have
some great filters and I will record a video with a filter and I’ll just save
it to my phone, send it to my account at school, then I can embed that into my LMS
or my hyperslides or whatever it is I’m creating. And so in this example here are
some just-in-time learning videos. It was a module on copyright in the
classroom and so here I am pretending to be Dr. Katie Copyright and when it
matters to the online learning I’ll jump in with my little bubble above my head
and give a quick 15, 20 second piece of information that’s helpful just right in
that moment. And you know I also have a teacher who uses this for a Middle Ages
unit and she becomes a fire-breathing dragon and she doesn’t use this in a way
to present any information specific to the curriculum, she just she does it as a
way to remind her students of procedural things – don’t forget to press submit in
Google Classroom, that sort of stuff. When I talk about this with teachers I’ve had
a couple people will be like well that’s not my personality. I don’t want to be a
fire-breathing dragon in my online content. That’s okay.
I’m not saying be silly for the sake of being silly, just be who you are. It’s
okay to have fun with this. The next one is
Voki and you know I have a couple of teachers who I work with who say okay I
believe in having my voice on my content but I’m not quite ready to put my face
out there yet so what are some things I can do instead of having my face in my
videos. Voki is a great tool. You can make a
little avatar that talks. And so this is Copyright Cat. He gets angry when
you don’t use MLA format and he reminds you how to do that as you work through
your papers. Blabberize is another fun one. This is an example of my dog Walter.
I made him sing the school fight song but you can take any sort of picture and
make the mouth move. So maybe you find a picture of like a DNA double helix I
think that’s how you say it and you put some eyes on it in Google Drawings and you
make a little mouth on him and you make him talk so that when your students are
going through a particular unit in your biology class right in your biology
class then the DNA super helix will come out and give you some information. So to
do some of these things I’m talking about without necessarily
having your face in it to talk about some online voice recording. I really
love because it’s free, you don’t have to have an
account at all, and it actually lets you do some really great edits. So if you
like the idea of taking the Bitmoji and hyperlinking an audio file on it we’re
just doing some simple audio files at first as a way to get started with this
sort of thing. This is a great option. And we know that Google slides has
insert audio options now and so before you know the way that I do it is I save
the audio file, I upload it to my Google Drive, I get the shareable link, and then
I hyperlink it in my stuff. Those of you that have insert audio in Google Slides,
lucky you! I’m jealous but you can use you can do this a lot more easily now. So
if you are designing I talked about Google a lot because we’re Google Apps
and Google Classroom school but all of these things I’m sharing are completely
you’re completely able to do them in whatever learning management system you have.
So some pro tips for audio recording. Do not simply narrate
everything you type. That can actually make it harder for students to decide
what’s important and retain information. Start with the visual media and
the audio media first. So when you are designing your blended content,
your digital content for your blended activities, put in your audio recording first.
Put in your digital media, your videos first that way your text you can kind of
avoid being redundant there and only putting the text in that’s super
essential to what your content needs to have so you’re not overloading your
students. And then I will challenge you if you’re like yeah audio seems like a
really good way to get started with some of these things we’re talking about,
do not let it prevent your face from ever being present in your online
content. At some point you’ve got to put yourself out there. Okay
so getting to actual instructional videos after you spent some time getting
started with those just-in-time videos or maybe using videos as a way to
provide instructions or learning objectives. We can use instructional
videos to demonstrate concepts, introduce concepts, review, hook your students,
deliver micro lectures, invite them to learn, do some exploration, reinforce the
concept, start a discussion. Sorry it’s early in the year my teacher chops are a little
weak. So tonight I’m going to focus on just three types of instructional videos
to think about. The first is a talking head video and that’s simply you in
front of a camera recording yourself. Maybe you can do that and make it fun by
using a green screen. So you might be giving a lecture on biomes or introducing
what biomes are and in the background you can take a trip to all the different
biomes of the world by using the green screen. It doesn’t have to be fancy.
It can just be simply you talking to your students but when you’re ready take
it to the next level. That’s one thing to keep in mind. Screencasts are another
great way to get started with digital content. So screencasts are digital
content plus your voice. Really great for tutorials. So imagine you’re
showing students how to do something on your screen. A screencast tool, whatever
you’re using, is recording what’s happening on your screen but also your
voice and maybe even your face if you leave your camera on. So when I first
started doing this I had a ton of Google Slides presentations and tons of
PowerPoint presentations so I just started by pulling up something I would
have delivered in class using one of those presentation tools, Prezi, whatever,
sitting down, going through those things, and talking through them recording it
all the while and then I have this package I can use to
flip or I could chunk it into three smaller videos and use inside of my
online module that sort of thing. Now I mentioned that if you’re doing
screencasts you could decide to leave your webcam on and have your face on
that content as well. I will say that there’s a debate about this. So some
people say yeah do that get your face in there at some point and that’s sort of
the camp that I’m in it and others might say yeah but what about cognitive
overload? Why do I need the teacher’s face in there?
So total transparency, just something to keep in mind. There kind of two different
viewpoints on whether to leave your camera on. And then finally document
camera. Back to this idea that we don’t have to reinvent the wheel, we don’t have
to make it crazy fancy. We can rely on the things that we have access to and
have had access to for some time and use it in a new, work in a different
function. So how can you leverage a document camera with software or screen
recording software to record and capture what you’re doing with your students? So
we’ll have some teachers do that live like I mentioned earlier. Others will sit
down with their document camera and record a lesson during their prep or
while they’re alone and then insert that into their digital content in whatever way
makes sense. So some tools to get these things accomplished. Screencastifi is
definitely a cult favorite, freemium and paid options available. Very user
friendly, saves to your Google Drive, that sort of thing. So if you haven’t tried
Screencastify out it’s a great option. There’s tons of things – screencast-o-matic, lots
of things that do this, record your screen. WeVideo – I love WeVideo
because it’s a tool that does all of the stuff I’m talking about so it’s sort of
like an answer to iMovie, if you have iMovie, same kind of thing. I love WeVideo
because you can do the talking head videos with green screens, you can
do your screencasts with your digital content and your voice, you can do the
whole editing suite and it’s really collaborative too. You can have your
students working in collaboration on the video project so it makes sense to me
to use whatever tool to create your own videos that you would give to
your students for them to make their video project. If you haven’t checked
that WeVideo there’s free versions and paid version as well. And then
finally Loom. Loom is a screen recording software that is insanely user-friendly.
It’s got the screen recording and the webcam and the free version also gives
you some minor editing tools. So this is the one that I use if I’m doing a quick
tutorial, I want to show someone how to do something quickly and I don’t want to
spend a lot of time editing I will sit down, I’ll use Loom, it gives me a
quick link to shoot out to the people who need it.
Lots of people love Loom. Then finally again keeping it simple with the
document camera. I am absolutely obsessed with my IPEVO.
I spelled it wrong in this presentation. It’s IPEVO. Yeah, I spelled it wrong. IPEVO
document camera is a little tiny guy who folds up and is portable. It plugs into
my laptop or my Chromebook or my desktop computer just with a USB. It comes with
software that does tons of stuff. You can make stop motion videos and it’s a great
way to create some online content. So IPEVO. Don’t go out buy one. Ask your
school about it. They’re super affordable and really really awesome. Alright let’s
wrap it up with couple of things to think about. So when you are creating
your videos best practices tell us to keep it short, to chunk our content
that’s easier for students to – we want to avoid that overload and we
also want to help them move that working memory to long-term memory so we can do
that by chunking our content. Even if I sit down and record my whole lesson and
it’s 25 minutes it doesn’t mean I have to deliver
for all 25 minutes to my students at a time. Maybe I cut that into three
chunks and split it up by providing some practice or activities interactivity in
between there so they’re not just sitting for that length of time.
And I must say that I read that in 2015
yes 2015 the average length of someone watching a single online video was 2
minutes and 42 seconds and knowing my own children and how
they use YouTube that seems like a long time to me. So just keep that in mind
when we are designing our digital content with video. Another thing we can
do is include graphic organizers. Graphic organizers help us to code and help us
with that memory. And then we also know through the theory of multimedia
learning that spoken narration and visuals simultaneously is what helps our
students make the most out of that video content. So talking about time
recommendations there’s no magic bullet here. I’ll just say again keep it as
short as you can and if it’s not short definitely chuck it. Obsidian that
white paper that I’ve been talking about tonight would recommend that the
introductions or brief overviews one to three minutes, big picture, more
substantial learning 2 to 5 minutes, if you’re really doing a deep dive into
something 5 to 15 minutes, and then a full module might be 15 minutes or more.
Again keep in mind the age of your students there, too. So you’ve done all
these things, you have this video, now how do you make sure that it’s successful
after you consider where it’s going to go in your blended environment. The last
question you have to ask yourself is well there’s lots of questions
to ask yourself but I’m only supposed to be talking about 30 minutes
I’m already over, sorry Tiffany, what do you do with this thing?
So how are you going to package it so that you’re considering most importantly
that student to content interaction? How can your students apply what they’re
learning in your instructional video and how are you going to have them interact
with that content? Will you design a Hyperslide, put it in a Google Doc or a
Hyperdoc, is it going to be part of a Google Drawing with some activities
embedded? Edpuzzle is an amazing tool to accomplish this. For our eLearning
and our blended learning that’s probably the number one tool that we use with
video instruction because it stops, asks questions, lets students respond.
Oh cool Tiffany will talk about Edpuzzle in a little bit so I’ll stop. Google
Forms. You can accomplish something similar –
asking questions, getting some feedback from students after they watch a video
that you put into your form. Maybe you set up an entire module in
Google Sites or maybe you’ve got a module that provides opportunities for
interactivity in Google Classroom or your LMS. So as you design your videos if
you have questions please feel free to reach out. I would love to chat more about
video and blended learning because I’m very passionate about it and Tiffany you’re
up. (Tiffany) Okay I think I’m unmuted. So thanks Di. That’s a lot of great
information and now that I’m creating modules for teachers professional
development modules that gave me some great information for adults as well so
I’m really excited about that. Hope everybody got what you were looking for
there. We’re going to talk, we’re going to switch gears just a little bit and we’re
going to talk about another big piece of blended learning and as you work to
incorporate that into your classroom environment or your school environment which
is assessment. And assessment is a big for blended learning because you are
spending in a lot of ways you’re spending a lot of really great quality
time with students in small groups or one-on-one but there are also going to be
a lot of times where they are working on their own
with some of the content, maybe the videos that you’ve created or the content that
you’ve delivered to them to study and to work with or creating their projects and
you need to have good ways to stay connected to your students and
continually assessing them so that you’re able to provide the instruction
that they need so that they can be successful. And so really we’re going to
be looking more at formative types of assessments in the classrooms and we’ll
take a look at just lots of different ways and thoughts and tips and tools as
as we work through this and I’ll do my best to get through it all in the time that
we have left. Go ahead and advance for me. Okay so just some questions to consider as you’re looking at assessment in a
blended classroom. What are your expectations for online assessment? Are
they similar or different from face-to-face assessment. So you know I
think of this when I taught first grade and I was doing fluency checks with my
students. When I went to more of a flex station rotation in my first-grade
classroom I still continued to do one-on-one fluency checks with my
students once a week but each day I was having students also do fluency checks
with a video tool as part of one of their stations. And so you have to think
what are my expectations for that you not just what are your expectations but
how are you conveying those expectations for students? Okay boys and girls
you’re going to do a fluency check on your own. We’re going to practice that,
we’re going to model that together and this is what I want that to look like
and we don’t want it to be a silly video and so you’re really kind of setting
some of those expectations. But what are you really wanting from that assessment?
What are you hoping to get? And really kind of keep your assessments narrowed
in focusing on the objectives that you’re looking to see a student to master.
Are there any trade-offs to auto-scored online assessments? I think one thing that
I loved when we got we’re a Canvas LMS user in our district and one thing I
loved when we got Canvas was the ability to have anything that was
multiple-choice auto scored for me and that was absolutely amazing and
life-changing. And there are definitely times when that is appropriate and good
but we don’t want to always be you know assessing ABCD because you’re leaving a
lot of opportunity for guessing and all of those things. And so trying to
think about blended learning there’s a lot of opportunity there and you might
be tempted to always do auto scores so think about broader ways better ways to
get a more authentic picture of what your students know. And so absolutely do
some of the auto scored online assessments for things that
make sense with that but don’t always just rely on that. How will you assess
anything that’s project-based? So what kind of rubrics are you going to create,
how will the students access those rubrics, and how are you going to
convey on that rubric exactly what you’re looking for in the project, do
students know how you’re going to provide the feedback, are they going to
have an opportunity to redo portions that need to be redone? So these are
just all things to think about as you move into this sort of model. How will
you use formal and informal assessments in your blended environment, are they going to all be online, are you going to still do some face
to face, are you going to have a combination? And I’m kind of in the camp
of a combination especially when you’re looking at things such as I mentioned
before. If I’m a first-grade teacher and I’m doing a fluency check and I
love being able to see video of my students, but
there’s something about having that student right beside me as they’re
reading and it kind of changes the dynamic of that relationship and really
kind of seeing a lot of things that the student might maybe they’re not
articulating and so I wouldn’t completely give up those face-to-face
assessments as well. Go ahead Meri. Thank you. Okay so just a few more thoughts on
blended learning assessment. I think that the biggest thing and this is true of
just teaching in general we have so many amazing tools at our fingertips these
days and we have access to more data than ever. I’ve been teaching for
fourteen years and I think back to my first year of teaching and it’s just
incredible what now I have available to me about my students and what they’ve
mastered and what they’re weak in and can get very specific on skills and
really none of that matters unless I’m looking at the data and I’m using it to
inform my face-to-face interactions with my students. So for example in a station
rotation or a flex station rotation maybe my students are working but when
they get to me when it’s time for that small group with me if I’m just
prescribing exactly what I think they need you know I’m probably doing some
good there, but if I’m actually looking at the data from some of the assessments
that they’re completing and I can individualize what that student actually
needs then that interaction becomes much better and the students are actually
getting what they need. So again it’s going back and taking the time to if
I’ve done a Quizizz, something as simple as a Quizizz, going back with the student
and looking through the results and teaching the students
especially older students when I taught middle school to go back and look at
what they miss and come to me with their questions prepared. Hey I’m still not
sure I understand what this is and really allowing them to take some
ownership and teaching them to look at their own data as well. Also it’s really
important and now easier than ever to provide timely feedback and that
intervention to the students. So if they if they participate in in an assessment
that information is available to you immediately. You don’t have to carry the
papers home and grade them, you have it right there. And that’s even true of
a project. If my students have a project and I’ve put their rubric into
Canvas so that they can access that and I’m actually going to be able to score
that right in Canvas or Google Classroom or whatever you use then if I’m
waiting three weeks to come back to that and finally get that graded then I’ve
lost three weeks of opportunity to really go back because now we’re three weeks later,
their mind is not on that project that they did. So making sure that we’re
providing the feedback in a timely fashion and intervention. So ideally what
I like to do when I was doing station rotation in my science classroom,
particularly before we had common assessments that 6th grade as a
whole would take, before we would do that the week of we would do kind of
review through our rotations and so I would be looking at what they
exactly needed and adjusting each day to that instruction. So just making
sure that you’re being timely with that. Use assessment tools that
can adapt to the needs of the student when possible. So this means again because of technology we have things like Newsela or
even little kids we have Reading Eggs and we can adjust that to their needs. So if
they’re reading Newsela I can adjust the Lexile level of that text that
they’re engaging with and making sure that it’s exactly what they need. But
beyond that we can turn on read along features and we can change
the colors of screen if we need to to make it more readable and all of those
good things that we we know about about making things accessible. And again
just making sure that it is for all of your learners. And this seems pretty
basic but stay focused on the learning objectives. If I’m doing an assessment I
don’t want to capture five different objectives, I want to really
focus in on what the objective is I wanted them to get out
of this particular activity or lesson or station that they’re engaging with
and keeping it really narrow that way I know exactly what I need to target. All
right Meri. I’m like speed, I’m on fire right now. I’ve got ten minutes and
I can do it. Okay so we’re going to take a look at some assessment tools that can
make tracking your students’ progress towards goals a snap. I’m going to share
a lot of tools. They’re going to be on the screen. We’ll certainly not talk about
each one in depth. I might highlight a few but just so you can see I’ve broken
this down into different types of assessment and all of these you
wouldn’t use them all in a week. You wouldn’t use them all in a month but
they’re just different things that you can use in different methods. So before we do that to make sure
if you do have a learning management system to really max out that power. A lot
of your LMSs have built in formative assessments, they have discussions the
students can participate in which is a really great way for them to discuss
what they’ve learned or share thoughts on a topic, quizzes of course, some
learning management systems have where students can even create wiki’s or blogs
and then of course anything that they can submit
you can write some feedback on and get back to the student in a timely fashion.
Instant feedback you can I know in Canvas I can give video feedback, audio
feedback, I can give them written comments, I can annotate on top
of their work, and I can do all of that inside of our LMS and I know in a lot of
other LMSs as well. And then global feedback so especially when it comes to
a wiki or a blog or a discussion not only are you seeing it but their entire
peer group is saying that and that’s kind of powerful too. I think really and
I think the next slide is just saying mix it up. Use a mixed bag of assessments
to keep learning and feedback fresh. I know that teaching sixth grade by the
time they got to me if I made them do one more Kahoot they probably would have
thrown me out of the classroom because they had done it over and over and over
again in elementary school which is great, that makes me really happy, but I
like to mix things up and keep it kind of fresh. We have a few things that we
keep running throughout the school year but every now and then I will mix up
an assessment during a station so it’s not always a Google form, it’s not
always a Quizizz, and we mix it up. All right let’s see I think the next one is
yeah we’re gonna start by looking at some types of assessment tools.
Interactive exit notes. So an exit note is a great way in your blended
environment to be able to gauge the the temperature of where students are
and used to I would have them literally write them on sticky notes and
slap them on the wall as they walked out of the room. You know honestly students still like to do that so and I also had a spark board
in my room where they could write things on the dry erase board but here are some
exit tools that are digital. Padlet of course has been around
forever. Google Forms has just continued to add things
over the years and you don’t have to make them really lengthy. I think that
when you’re thinking exit note you’re thinking something short, something sweet,
something that will tell you what they got or what they didn’t. So a lot of
times I would have students tell me one thing that you feel like you got really
well, tell me one thing that you feel like tomorrow you need to spend more time
on and then that would allow me to kind of adjust things for a class or
workstation that might need to be switched out. Clickers is another one. If
you have Hyperdocs you can always link that in or just a shared Slides
doc. My students love doing that. I might just start a Slides Doc for a class
and say you’ve got slide 14 or you’ve got slide 12 and that’s your
slide for the week and I will tell them hey today I want you to tell me one thing that didn’t go well today. So just some little
exit notes and that’s just a good little bit of communication with your students
as well. And social media, especially high school teachers, some are using things
like Snapchat or Twitter to have students do some exit notes like that
and that’s definitely a preference thing but completely up to you. I also use
Flipgrid as exit notes from time to time. I put it
somewhere else but I also would use that in that way. Programs definitely have
a place in a blended environment because these programs are often
research-based and they allow students to engage with lots of quality practice
and often that practice is targeted exactly to the level that they need. For
example our school we are an NWEA benchmarking school and our NWEA
actually coordinates with Study Island and creates learning pathways and those
pathways are created based upon exactly what they did well and what they
struggled in on the NWEA benchmark test which is kind of nice except for the
fact that sometimes these programs, and this is my caution,
never replace a program or never replace yourself with a program. You have value.
You can interact with students and programs cannot interact two ways. So
make sure that you’re not losing sight of where their place is in the
classroom but certainly and things like DreamBox and Khan Academy that
already have things created. We don’t always have to recreate the wheel. We
have tools our in our pocket especially if your school’s like my own we have
access to so many programs I can’t keep up with them. Station rotation. This really doesn’t fit necessarily with assessment except that if I want to
assess what students are completing different stations I would keep all that
managed in one spot so either Hyperdoc or I like to use we are an Apple
Distinguished School and I’m an Apple teacher so I use the numbers app which
sounds really weird. I use that as my station rotation and it doesn’t look
like a spreadsheet, it looks completely different, but it segments things out and
students can leave their work in there and I can import video anything
into that. eBooks, Book Creator, I used to do that in first grade their station
rotations were all located in Book Creator so I would put my videos in there that
would instruct them what to do at each station and they would submit their work
in there and then I had one thing that was turned in at the end of the week
versus you know 50 things throughout the week. And then modules like in Canvas. All
right go ahead. I’m trying. Two minutes.
Okay so gamified of course there are so many different ways to get information
from your students like Quizizz. Quizizz what I love about it is I would put
a game out there I think it’s called homework and, you don’t have to use it
like homework, but I would put that out on a Monday, a student could interact with
that all week and they could retake it over
and over and over again and so they could see each day if they
were getting better and what they were still needing to work on. Quizlet, of
course Quizlet Live, if you had some small groups you could have them
competing against each other with Quizlet Live. Kahoot, Socrative. I used to use
Socrative a lot when I taught social studies and there’s some gamification in
there as well. Go Formative and then EdPuzzle. So what Di was trying to get
at in Ed{uzzle, you can upload your own video content or pull from their
library or YouTube and what that does is if they’re at a station or they’re at
a rotation they can pull that video up and you can create questions along the
way. So the video might play for 30 seconds and then it stops and they
have to answer a question before the video can progress anymore and have
to get that correct. So that will tell you and it gives some accountability as
well that they’re actually watching the video, they’re interacting with the video,
they’re getting what you want from the video so EdPuzzle is a
really great one for that. And then of course social- and discussion-based
assessment – Flipgrid. Oh my gosh my students love Flipgrid
so much. LMS discussion, blogging, and going back to social media. So
I like to mix it up. I think that is all of them that I got right through.
We’re right at 5:00. Yay we’ve got this! !ou’ve got this! And I know that blended
learning sometimes that word get thrown around and it’s not always what it is
but just know that you can start small and you can work your way to a fully
blended learning environment or you can keep it contained to a subject
area but that’s where I started. I started with reading and I blended my
reading instruction and I felt like it was a better way to reach more
students at their level. Alright I think I’ve got it.
Meri? (Meri)That was a fast hour. (Tiffany) That was so fast!
There’s so much great information and Diana and Tiffany and I talked about this as we were planning
this webinar that they both had a full hour of information that they
could have shared. So as we move forward if you all who are listening to
us today who joined us or those of you who listen to this recording if you want
to learn more about either of these topics you can definitely contact
Diana or Tiffany or me I’m going to put my email address in here also and I will
get you in contact with the right person but we can cover these topics again in a
webinar in more detail so we can look at doing that in the future. But
for now we want to be respectful of everybody’s time and let you all go.
We are just really happy that you all joined us today. As I said we have been
recording this as long. As the technology has been happy today I will have that
posted hopefully early next week and available for you all to either listen
to again to review or share it with a co-worker who you think
might be interested. So thank you very much. Be sure to follow us on Twitter or
on Facebook if that is your chosen mode of communication and we are definitely
sharing other opportunities as they come along. Enjoy your evening tonight and
we hope to see you in a Twitter chat or a webinar soon and thanks to Diana and
Tiffany for all the great information. Everybody have a great night.

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