Gathering Student Input through Technology

21st-Century Teachers incorporate Student Input & Gather Feedback

Many applications allow students to provide live and online feedback.

- Google Forms (Survey) and PollEverywhere are two of many apps that make it quick and easy to create simple polls that enable teachers to gather input or feedback from students. They can vote in those surveys with the use of a digital device, we know how much they love using technology in class.
- Socrative is another free app that allows teachers to go far beyond basic polls to get more complex quizzes, or just use it to quickly and easily get feedback.

Some experience of my class and presentations:

GOOGLE FORMS - SURVEY


As I mentioned before in one of the comments, I used surveys from Google forms like the ones I offered at the end of one of my workshop-presentations for teachers: https://docs.google.com/forms/d/e/1FAIpQLSejT_NGyPZPDIf6loI-WZQ75-l0y8trNxiizJPdmzAkc9dcdQ/viewform?usp=sf_link

The title of the presentation is "Words can talk: An innovative use of technology in Shared-Book Reading". There, the participants learned about the use of Augmented Reality in a Spanish class for Prek students to develop biliteracy. At the end of the presentation, with a QR code linked to the survey, the audience could scan it and answer the questions related to the content of the presentation and their interest of using this kind of technology. Previously, I showed only the QR codes, but after having some problems with the QR scan apps and added the short url link just under the code. Another problem I faced was that not all the participants were familiar with QR scan apps, so before the presentation, I invited them to download this kind of apps. On the walls or flyers delivered to the participants, I included a brief explanation step by step about how to download it.

The google forms are intuitive and easy to fill, most of the participants found them easy to answer. Once everyone answered the survey I could see the results and some graphics.

KAHOOT!

Kahoot! is a fun and interactive way to help your students learn. With the concept of gamification in your classroom, learning is fun, just like playing.

When working with my Dual-Language Spanish Pre-K students we were learning vocabulary with this tool. First, the vocabulary was introduced in the "word wall" to the whole class. Then, we set some ABC stations to practice learning with oral and written skill development. In small groups, one way to check understanding and their language skills was with Kahoot! Three or four students were sitting with me in the small group table, I helped them use the app. I was granted with some tablets to help students develop learning experiences and 21st-Century skills, that is why every student had the chance to use digital devices during class. They typed the code: 2402990 and we started the activity.

The challenges I faced in the very beginning was that most of the students were not familiar with the app, and I needed to spend some time explaining and practicing for weeks. One of our gifts as Prek teachers: PATIENCE. After several weeks, they learned how to use it and they really enjoyed learning with Kahoot!. After some time using the app, I found some other ways to improve learning with this app. For example, when some students failed the answers I invited all of them to find the answer in the classroom, so in this way, they were physically active during the activity. Depending on their level, I invited them to explore the room and find the answer. Therefore, they were developing other skills like "learning by discovery", communication, physical development, social skills...

I do not want to generalize, but many educators in Early Childhood Education do not like using technology as part of the learning process. However, I found technology as a motivating component and tool of their learning process. In addition, parents are invited to use Kahoot! too and use the activities we are using in class to practice at home.

GUIDE FOR THE DEVELOPMENT OF LANGUAGE EDUCATION POLICIES IN EUROPE Chapter 5: Creating a culture of plurilingualism ENSEMBLE workshop ECML, Graz, ppt download

GUIDE FOR THE DEVELOPMENT OF LANGUAGE EDUCATION POLICIES IN EUROPE Chapter 5: Creating a culture of plurilingualism ENSEMBLE workshop ECML, Graz, ppt download: Creating a culture of plurilingualism l How can we –promote plurilingual education? –show its political, social and educational relevance? –make it feasible? l No need to start from scratch l But need to rethink teaching objectives

EDUCATION IN A MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING.

Jsp UNIT 2. EDUCATION IN A MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING. - ppt download: jsp WARM UP WHAT DO YOU THINK ABOUT THE ASSUMPTION THAT LEARNING DIFFERENT LANGUAGES HAS BECAME A NEED IN ORDER TO AVOID SOCIAL EXCLUSION?

MULTILINGUAL EDUCATION IN EUROPE

PLURILINGUAL EDUCATION IN EUROPE Promotion of plurilingual education as a value and competence. Plurilingualism: the ability to use several languages for. - ppt download: PROMOTING PLURILINGUALISM Some desirable actions to promote plurilingualism can be the following: –To enhance the status and development of linguistic repertoires considered as the linguistic varieties (languages) –Developing pluricultural awareness and intercultural communication. –Educating for democratic citizenship in Europe.

Multilingual Education programs in Spain

Plurilingualism Promotion Plan - ppt download: Main objective of the plan Improve the language skills of Andalusian people in their mother tongue and provide them with plurilingual and pluricultural skills.

What is a 5-E model?

What is a 5-E model?

This model describes a teaching sequence that can be used for complete programs,
specific units and individual lessons. These strategies support the constructivist learning cycle,
which helps students create their own understanding of new experiences and ideas.

The 5-E model is a method for structuring a research-based teaching method is based on a
model developed by the Biological Sciences Curriculum Study (BSCS). This model employs 5Es:
engage, explore, explain, elaborate and evaluate, and is based on a constructivist philosophy of
learning. 

In this learning philosophy, students build or develop their own understanding of new ideas based
on what they already know. Each E represents part of a sequential instruction process or learning
cycle designed to help students build their own learning experiences and the final understanding
of the topic or concept. 

The 5 E model represent the five stages of the teaching and learning sequence: 

• Engage,
• Explore, 
• Explain, 
• Elaborate
• and Evaluate. 

ENGAGE 

• Engage-Achieve student interest and have them personally participate in the lesson,

and at the same time, make an assessment of prior knowledge. 

• During this stage, students are presented with an educational task. 
• They make connections between past and present learning experiences, and think about

what they will learn during the next activities. 

• The 5 E model activities are designed for students to participate through activities and

experiments, plans class stimulate students' curiosity and encourage them to ask their own questions.

• Teachers:
• At this stage, teachers present a topic or concept with a question or demonstration
• fascinating, intriguing and challenging designed to capture student interest, curiosity,

and attention.

• At this stage, teachers do not seek a "Correct Answer"; Instead, they encourage

students to talk about what they already know about the subject (or think they can know) and

discuss what else students would like to know.

EXPLORE

• Exploration makes students get involved with the topic so that they can develop their

own understanding.

• Exploration experiences provide students with activities that help them identify and improve

current concepts (i.e., misconceptions), processes and skills. 

• Students have practical fun in laboratory activities that help them use their prior knowledge

to generate new ideas, explore questions and possibilities, as well as design and conduct preliminary

research. 

• The teacher acts as a moderator, delivering materials and guiding the students.
• Teachers:
• During the exploration, students perform various activities to solve problems or

practices and experiments designed to help them explore the topic and make connections to

concepts related, often within groups or teams. 

• During this stage, students share experiences common, while the teacher acts as a

facilitator, providing materials as needed and guiding the students' approach.

EXPLAIN

• This stage provides students with the opportunity to communicate what they have learned

and understand what it means. 

• At this stage, students begin to communicate what they have learned by demonstrating their

understanding of conceptual, process skills or behaviors. 

• Students share ideas with each other and with their teacher, who provides an explanation of

the curriculum that is made to guide them towards a deeper understanding. 

• These segments present vocabulary in context and correct or redirect the wrong concepts.
• Teachers:
• At this stage, teachers help students observe patterns, analyze results, and/or draw

conclusions based on their activities and research. 

• Teachers also define vocabulary that is relevant.

ELABORATE

• This stage allows students to use their new knowledge and continue to develop a deeper

and broader understanding.

• During the elaboration, the students expand the concepts they have learned, make

connections with other related concepts and apply their knowledge to the world around them

through additional activities. 

• Teachers:
• Teachers challenge and expand knowledge and students' conceptual skills.
• At this stage, the teachers help students make connections based on the concepts

or ideas they have learned previously with other related concepts and new situations.

EVALUATION *

• Evaluate how much learning has been achieved. 
• The evaluation phase helps students and teachers assess how much learning and

understanding has been achieved. It allows teachers to evaluate progress

• Students with respect to the achievement of educational objectives.
• Evaluation and assessment can occur at any time during the educational process.
• Teachers:
• In the final stage, teachers evaluate or value the students' understanding of the

subject studied. 

• This assessment can be formal or informal, but it must demonstrate a clear

understanding of what students have learned throughout the lesson.

When planning learning activities...

Before designing your lesson plans you should ask yourself some questions...


I think this picture could help us, teachers ;)