Tag Archives: popplet

Mash Up March: App Smashing for Effective Feedback

When students are writing, Google Docs is a great tool to help brainstorm, draft, edit, and revise their work. I have been thinking about the most effective ways that I can offer effective feedback on their writing throughout the writing process beyond the Comments feature on Google Docs. Here are a few apps to utilize when giving feedback on student writing.

Flipped Lessons with Exemplar Writing – I often share an exemplar essay from a student from the previous year as a model and mentor for student writing. Using the SMARTBoard or Document Camera I am able to show the writing model and talk through the craft moves the student made that make it an exemplar paper. But, I can also make a recording of this and provide students with easy accessibility to the model essay, annotations highlighting the key writing moves, and explanation why the essay an exemplar. Using Google Slides, Google Drawing, and Screencast-O-Matic, I am able to record this lesson and have it available for students to view any time. Additionally, students can respond to the elements of the exemplar they notice, like, and want to model in their own writing with Padlet. Padlet is a collaborative platform or “board” for students to share feedback, answer questions, respond to a prompt, or brainstorm together.

MultiModal Feedback – Google Comments allow teachers to add comments on Google Docs. This is helpful to address specific concerns and highlights on a student’s essay. Additionally, the extension Checkmarks is an easy commenting tool that has popular pre-made or custom comments. Another possibility is to add vocal feedback with extensions like Read & Write or Talk & Comment. Teachers or peer editors can record their comments on these apps and the writer is able to listen to helpful suggestions to make their essay clear and concise.

App Smashing the Entire Writing Process – Using a semantic map tool like Popplet or Bubbl.us can help students in the beginning stages of writing to jot down ideas what they will write about and gather necessary textual evidence. Then, to help students build an outline, they might demonstrate their thinking using Explain Everything or using a voice recording app like Audacity. When students are writing Google Docs is a trustworthy tool. Then, reading aloud their essay to get peer feedback and check for correct grammar and usage, students can read and respond to each other’s writing on Flipgrid. Students can compile all their work on Thinglink posting links to showcase their writing process.

 

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Techerentiation: Differentiating with Technology

I have created a new word:  Techerentiation

It means to differentiate with technology.  Differentiation is a buzzword in the education world.  Teachers are being asked to provide alternative ways to help student learn.  Differentiation provides students with choices or options based on their readiness, interests, and learning styles (think multiple intelligences).  Teachers differentiate content, process, and product.

Techerification also differentiates content, process, and product but is technology centered. Techerentiation involves choices for students.  Students are given choices to make personal decisions how they want to complete to demonstrate what they have learned but the choices are all technology based.  “By giving students choice, teachers promote a sense of independence and provide opportunities of personal challenge and creativity” (Peterson, 2011).

Below is a techerentiated assignment created for my Rock History class.  Students received a Menu Choice Board in which they had to choose one project in each of the different meal choices.

Appetizers included pinning a landmark on a Rock and Roll Landmark Map created using Google Maps or to add a resource to an annotated Rock and Roll History Resource List compiled in Google Docs.

The main course students could choose between creating a rock and roll musical tree of influence using an online mapping tool like Popplet or bubbl.us.  Students would have to map out the different musical influences of a particular artist going back as far as five or six generations of influence.  Or, students could choose to compile resources for a particular theme or decade in music history using Livebinders.

For dessert, all students were to complete the Rock and Roll Bingo Trivia Hunt.  For an A students had to complete the entire bingo board and get the entire bingo board correct.  For a B students completed four rows or columns and for a C students had to complete three rows or columns.

 

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