This semester I have shared several educational technology tools. You can view them by scrolling over to the “Tech” column on the shared Padlet:
Students Using Tech
Our teachers have been putting tech in the hands of students. Below you will find examples directly from our math, science, English, history, and SpEd teachers!
Padlet is nothing new, but the kinks have been worked out and the interface has been streamlined. Teachers only need to start a Padlet and provide students with the link…students will do the rest! Alternatively, students can create their own and keep a running study guide during a unit. Read below to learn Hart teachers have used Padlet around campus!
I just wanted to share with you that I tried Padlet after reading your last blog post! I hadn’t heard of it before so I tried it with my Geometry class for a review day. I put students in groups and assigned each group a lesson from our current unit. I asked them to go through their notes and pick out the important ideas from that lesson then post them in that lessons column on Padlet. I loved how they could post in a variety of ways! I didn’t give them any specific format and they chose different ways to post their information! Some typed, others posted pictures they found online, and some took their own pictures. After time was up we went over all of their ideas to review each lesson. Here are the Padlets from each period!
Next up, Heather Bernabe reached out to discuss how she used Padlet with her 10th grade English classes. Her classes include LTELs and true ELs. What an effective way to help all of her students analyze text!
Here’s the link to period five’s Padlet: https://padlet.com/hbernabe/d0suqzwy8to6
At the end of each text, students complete an evidence log to gather evidence that answers the essential question for the unit. They use the evidence logs as a resource for their final essay. I tried having them share it on the Padlet this time mostly to experiment with Padlet, but I really liked the immediate feedback it gave me in terms of who understood the story and who didn’t. Students also enjoyed being able to see a multitude of responses. I was hoping that it would help improve the quality of evidence and elaboration they put in in their final essays since they were able to also view one another’s analysis.
Erica also shared a Padlet success story!
We experimented with the connecting ideas feature Padlet offers in one of my biology classes. First, we completed a face-to-face speed-dating activity to review cell structures. Students became experts on one structure and met with other classmates to see what each structure could do for each other. Then the students wrote up the relationship that they thought could exist between each cell structure.
I had them display these relationships this way – on the Padlet. They had to link the structures then provide a comment about why they made that link. It’s a little messy and not everything was corrected in the time frame we had to work, but using this let me see how students were doing with connecting the structures. I could spot check the misunderstandings as the relationships were being made (I displayed the Padlet live as students worked on it, and I either made verbal comments or comments directly on the Padlet to clarify or correct relationships as students posted).
Infographics with Canva or Google Slides
Canva is a tool that can be used for making flyers, infographics and more. Have students use it to visually display concepts and data. You can also use Google Slides. Christine Colton and Tara Holloway had their English 9 Honors students use Canva or Google Slides to create infographics about the topic of survival. In fact, the infographic was the culminating activity of a HyperDoc that asked students to explore the topic in preparation the unit they would be studying. See the full HyperDoc assignment here. After the students completed their infographics, they posted on this shared Padlet. Here are a few examples:
Students in my AP Language and Composition course completed a research paper recently. For part of their research, they gathered data from outside sources and even conducted their own surveys. They then synthesized the material and created infographics with cited sources. Here are two examples:
Kahoot is a favorite among Hart staff because it is so easy to use and so fun for students! Use it to review material or create a Blind Kahoot to introduce new material. You can also have students use Kahoot in Ghost Mode so they can practice at home and try to beat their best scores. Robert sent me this note recently about how Kahoot is impacting student learning in his classroom.
I prepare a Kahoot for each section of our U.S. History textbook. The students have informed me that it really helps them review the material and several have commented that their exam scores have increased because of the Kahoot review/warm-up activities.
Wait…cell phones? Yup! Cell phones are in almost every teenager’s pocket these days…so why not ask our students to put them to good use—to learn! John Kiernan sent me an email about how students are using cell phones in his classroom. Each day he has them use their digital devices to find current events. They then spend time as a class discussing relevant, current issues.
I love that Hart teachers are becoming increasingly comfortable with students using technology in their classrooms and designing classroom experiences in such a way that tech enhances learning. Thank you, teachers, for sharing a bit about your techie teaching lives with us!