Google Forms can be utilized for testing purposes, but also to see where the students are at when it comes to comprehending the topics taught as the students can be asked to fill in various forms. One can choose different question forms such as multiple choice, text, check box, chose from a list, grid, time, and date. This kind of forms would evaluate, monitor, test, or check the students. If one incorporates the correct answers in the completion page, the students can check their own answers and function as an instant feedback to the students.
My “ah ha” moment was when I initially made one form, consisting of True/False questions, but realized it would not give me enough information to evaluate the students’ comprehension.
An additional similar tool would be survey monkey where the teacher can build questions to assess where the students are at academically and also utilize it as a different way to give quizzes for evaluating knowledge.
I chose to experiment with Google Forms as a way of testing/checking my students’ knowledge and understanding. At first, I utilized a True/False from Kids Health as basis for my questions. I liked how they provided a basic explanation after each question, so I referred to the web site in the final confirmation page for the students to go there to read and check over their answers after taking the quiz. I figured this was a way to get them to read through the material once more.
HERE is an example of the first quiz I made in Google Form to be utilized for testing purposes.
However, I then realized I was not really gathering enough knowledge about the students’ understanding of the topic to know where I would need to emphasize my further teaching. So I made a second form consisting of mostly short and long answers.
HERE is the second Google form that I would use instead of the first quiz.
I solely re-wrote the questions for the students to respond with longer answers, so I still included the link in the final confirmation page as a means for the students to read and check if they got their answers right.
HERE is the page they are referred to where they can read and check over their answers after completing the quiz. This helps them participate more in their own learning.
These questions in the second quiz require a higher level of participation from the students.
After reading the poem EYES by Lisa Maldonado and watching her reading her poem, I was first of all surprised at the differences in the tones of her reading than what I was anticipating. She read the poem as a very sad and angry poem. Which I guess it was kind of sad. Her poem is about how she notices all the kids have their eyes glued to their screens when she is out traveling.
My daughter showed me this picture a month or so ago, and Lisa Maldonado’s poem EYES, made me remember it. It is so true in today’s society, we often see people walking with their eyes clued to their personal screens. Even as friends and families are “spending time together” they are ALL ON INDIVIDUAL DEVICES.
Personally, I am guilty for sure at staring at my phone too much. BUT I am trying to correct it. We have incorporated no cell phones during meals together as a family. I am known to take away the kids devices when visiting, as the kids some times all just sit and glair at their own devices instead of actually communicating and spending time TOGETHER.
Glogster is a visual poster board students and teachers can utilize to present information. I truly enjoyed making my Glogster for a mock Health Education Lesson about Type 1 & Type 2 Diabetes.
I especially like how you can incorporate all kinds of media, including videos, images, and hyperlink the images to pull up either a document or a website you are referring to.
This is how it came out.
Even more exciting, Sol-Marie might use Glogster or another tool called TACKK to present her science project they have just started on in school. She is in 7th grade and they have a 6-week project they are working on.
-And she chose to do it on Type 1 Diabetes!!! (Proud mama right here!)
The teacher wants a demo of what it will look like in a few days as she did not quite know about either of these tools. Hopefully she will approve it! -I will keep y’all updated here.
You can read more about how I will use Glosgter as a presentation tool in my PBL Lesson Plan idea HERE
When presenting, students have to demonstrate knowledge and an understanding of the topic. As with many presenting tools today the students can find information online and remix information in the form of videos, text, images and sound. As a teacher it is important to ask a few questions at the end of each presentation to ensure the students understand the topic assigned as it is easy to merely repost information without generating knowledge or understanding. Planning a presentation includes some organizing of materials including making an outline with what order to present in. Group work is an important skill for dynamic workforces in the future, and presenting skills are essential.
My “ah ha” moment must have been after spending a whole day trying to figure out various pages, reading teacher blogs, and watching YouTube videos as resources for how to use these tools in education, and I had decided on Globster, BUT I COULD NOT GET IT TO WORK!!! The day came to an end and I slept on it for a few days and was debating on what tool to change it too, as Globster seemed inevitably very difficult to create. However, the page must have been down that day as none of the problems I experienced that day reoccurred. Nevertheless, this made me think of what one would do in case a page you have decided to use as a teacher is down. (No matter what tool one chooses to utilize).
An additional, pretty similar, tool as Glogster is TACKK. Instead of a visual poster board as Glogster TACKK is a page that extends downwards as you build on it. It has the same functions of being able to add video, text, music, images, and so on. TACKK can be useful as the students can collaborate at the end of the page in the comment sections rather than stating a new page as I suggest in my Glogster PBL.
After doing some research of various presentations tools, such as Prezi, HaikuDeck, Glogster, and TACKK I chose Glogster as a way for my students to make a presentation and present with. I will also do a demonstration utilizing Globster as a tool to present the lecture to the 6th-8th grade students. The lesson plan is about Type 1 and Type 2 Diabetes.
As a teacher I will have the Glogster page open on the projector as the students enter the classroom. I will do a quick presentation myself and go over the material on the Glogster page, explain how the endocrine system works, and discuss some of the differences between Type1 and Type 2 Diabetes. I have one video (1:05 min) supporting how the body uses insulin to break down glucose for energy and a document displaying the main differences between Type1 and Type 2 Diabetes as I speak.
Students will be engaged by the assignment where they are to make their own Globster page in groups of three. I will distribute various topics, such as:
- Research and compare the genetic components, prevalence, treatment options, and long-term effects of Type 1 and Type 2 diabetes.
- Compare similarities and differences between the two types of diabetes.
- Body structure and functions related to Type 1 and Type 2 diabetes and the cause of both diseases.
- Research and compare the level of prevention between the two types of diabetes.
- Make a treatment plan for both Type 1 and Type 2 diabetes.
- Demonstrate how the pancreas works and how it relates to either type of diabetes.
- Display how the various treatments will affect the pancreas, body functions, and related organs.
Total Time to Work as Groups:15-20min.
The students will present their findings as groups.
Time Presenting: 3-5 min per groups.
Here is my Glogster presentation with an idea for an assignment at the end for students to complete and present.
After watching the short videos “Everything is a Remix” part 1 and part 2, by Kirby Ferguson, I’ve been reflecting on the idea of plagiarism vs. remixing. When students write papers, they are essentially finding information online, in the news, in articles, or through videos. A considerable amount of the papers are paraphrased and quoted, but it is essentially acceptable as long as it is cited correctly and credit is given where credit it due. Even research papers and theses with literature review sections are filled with other people’s ideas or findings.
It might be frowned upon to have students’ solely write papers where they paraphrase other peoples’ statements and ideas. However, some research consists of interpreting other people’s findings. The internet consists of a multitude of incorrect information as well, and young people today need to learn to sift through the World Wide Web, to fact check and do background assessments to identify the sources for the statements they write. As stated in Everything is a Remix “creation require influence”.
The ultimate way of remixing literature is writing a literature review for a thesis. As I was writing my Literature Review about The Impact of Various Diabetes Devices -Such as Continuous Glucose Monitor, Insulin Pump, and the use of Cellphones- on Hemoglobin A1c in Youth, I must have read almost one hundred articles on the topic to narrow it down to the forty-three articles I chose to reference. I learned a whole lot on the topic of ways to lower A1c in youth by summarizing peer-reviewed articles. I think it is essential for youth to be able to utilize existing information and they need to learn early on how to use it effectively and responsibly.
I’ve been having a lot of fun with this!
I’ve found some information form CDC on various diseases and made a Wordle of each one. It is definitely easy to guess what disease each Worlde is assigned to, so if this were to be used in class it would have to be with younger students.
Here are some example of my Wordles:
I could for example do this as an intro on our class Wiki page or class Padlet and have the students click on the picture to go to the fact sheet I would want them to read as a way of grabbing their attention. Or they could make the Wordle from an informational sheet they find interesting and share it with the class that way for the other students to read.
References -These Wordles were taken from:
I DID IT!!!
I finally figured out how to download and un-instal Java 7 for 6 again… since there was a problem with java 7 and Mac for some reason…
Anyway, here is my Wordle pic of an informational article on Type 1 Diabetes called: Diabetes Mellitus: Type 1 What Is It?
So now I am curious as to how teachers can use Wordle in a Health Education setting.
How about an assignment where the students are to find information sheets form trusted pages, i.e. CDC, and plug them into Wordle. I wonder if one can recognize what disease each Wordle pic refers to?
I also wonder, if I as a teacher can make Wordles of the various diseases we’ve been going over and have the students recognize what disease each Wordle refers to?
hmmm…I might have to try this….
I chose to utilize a tool called Poll Everywhere. Poll Everywhere lets you take “live” quizzes where the students can text in their reply and the result is posted immediately on the screen. By making their own quizzes the students have to interpret and summarize the topics assign to them and reformulate the subject matter, classifying Poll Everywhere in the Revised Bloom’s Taxonomy Level: Understanding.
My a-ha moment was when I realized that apparently one cannot embed everything into a blog… so now what…
Another very interesting tool i learned about in class was Padlet. I love that thing! It’s a website the students will collaborate on. The students and teacher can add pictures, assignments, videos, links to reading assignments, and home work. The teacher can track who posts what so it is easy to see who does what work. If some students do not have access to computers at home they can easily do the assignment with pen and paper and have the teacher or another student take a pic of it and then upload it. LOVE IT!