Math Practice #5 for Teachers

The other day I was trying to decide which of the many tools in my bag of tricks I wanted to use for a quick formative assessment.  My usual routine is just to have students raise their hands to answer my questions and provide enough wait-time for everyone to think about it, or to have them write their answer on their individual whiteboards.  But no matter how much wait-time I provide, there's either that one student who calls out the answer so everyone else stops thinking, or the student who just waits for someone else to answer so they don't have to.  Over this past summer I read Total Participation Techniques and swore I was going to use some of these strategies to get everyone involved in answering, but I really haven't done a good job with that.

So back to my decision of which tech tool to use - here are my usual go-to choices:

• Nearpod 
• Socrative
• Google Form
• Plickers
• Classkick
• Google Classroom Question

I'm looking for something that is quick and easy, will record everyone's answers for later review, and gives everyone an equal opportunity to provide an answer.  I'm trying to assess how my students are understanding the pattern lessons we've been exploring from the book From Patterns to Algebra.  I want to see if they can explain their thought processes using words, not just drawing or building the next position in the patterns.  I want to see if they can explain how they determine the constant and the multiplier.  This is really important as we are going to move on to patterns where all the tiles are the same color instead of having the constant stand out with a different color.  I want to have a good class discussion afterwards to reveal all understandings and also correct misconceptions.

So, my first option - Nearpod - requires me to set up the presentation and have students sign in.  I can see the results in real time and it does save the data for later.  I can even share out good responses and those that are lacking so we can discuss them as a whole class which I like.

The next option - Socrative - also requires that I set up the questions ahead of time.  Yes, I could use the Quick Question option, but as far as I know (please correct me if I'm wrong) the data isn't saved for later review.

Next up - Google Form - again requires prior setup to use, but it does save the data.  But reviewing the data is awkward when it's short answer questions as I'm planning to use.  Forms are also good for multiple choice because they can be graded with Flubaroo, but this was not this case here.

Next is Plickers - my students love Plickers, but they're only good for multiple choice, so that option is off the table.

Classkick is another option, but I find this is a better option for using the drawing tool to solve problems, not so much for typing responses.  

My last choice is the Google Classroom Question feature.  My students are already signed into Classroom all the time, so that makes it quick to access.  And adding a question on the fly is quick and easy too.  I have a class that I named "Templates" where I add questions that I use over and over again.  So when I want to use one, I click on the "+", chose "Reuse post", and pick the question I want to ask.  I love that I can see how many students have submitted their answers and how many have not.  I also find it easy to review their short answers by simply scrolling through them.  I can also provide feedback to them by means of a private comment if I wanted to do that afterwards.

We talk about students' mathematical habits and the 8 Common Core Standards for Mathematical Practices that we want them to become proficient with.  I realized as I was trying to find the "just- right" tech tool for this formative assessment that I was paralleling Math Practice #5 - "Use appropriate tools strategically":

Mathematically proficient students teachers consider the available tools when solving assessing a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software tech tools for formative assessment such as Nearpod, Socrative, Google Forms, Plickers, Classkick, or Google Classroom Questions. Proficient students teachers are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. ...  They are able to use technological tools to explore assess and deepen analyze their students' understanding of concepts.

As I was going through my options for formative assessment ("consider the available tools"), I was making decisions about each tool's strengths and weaknesses ("recognizing both the insight to be gained and their limitations").

I don't think I've ever put this much thought into choosing a tech tool to use.  Going forward, I think I will always make a more conscious effort to "use appropriate tools strategically".


What do you look for when choosing tech tools for formative assessments?

2 birds...1 stone

For the first few days of school this year, I tried to "kill 2 birds with 1 stone" so to speak.  First days are usually for going over classroom rules and teacher expectations, and most teachers conduct some sort of icebreaker activity for everyone to get to know each other.  This year my goal was not only to do these standard activities, but to use this opportunity to introduce and familiarize my students with some of the technology we will be using throughout the year.

Day 1 goals:  

• explain my rules and expectations
• introduce Nearpod

Day 1 activities:

My students participated in a Nearpod presentation in order to become familiar with the format of Nearpod and the various types of interactive activities that can be included in a NPP.  The first several sides displayed the same information that in the past I had presented with PowerPoint, such as my contact information, how much I LOVE math and hope they will too by the end of the year, supplies they will need, an overview of my teaching methods and classroom routines, and my favorite quote:

Created with quozio.com

Then I had a slide which instructed them to put in their earbuds and watch the following video, reminding them to pay close attention because there would be a quiz afterwards.  (I purchased a class set of cheap earbuds at the dollar store so every student will have them whenever they need them. They are all in ziplock bags labeled with each student's name and do not leave the classoom.)  They all seemed engaged in the video (which I created last year with VideoScribe).

Screenshot of the final frame of my video

When everyone was done, the quiz began!  I created a question to go along with each of the nine expectations that had just learned about.  Some of the questions were fill-in-the-blank, some were multiple choice, and others were draw-its.  My hope is that when we do our next NPP for a content topic, I won't have to go through explaining how Nearpod works because they should all already be familiar with it and this will save some class time. 

multiple choice question in Nearpod

Day 2 goals:

• icebreaker activity to get to know each other
• become familiar with Explain Everything

Day 2 activities:

For the second day of school, I had the students interview their partner and then create an Explain Everything video about their partner.  I did this same activity last year and you can read my blog post about it here for more details.  The only thing I changed this year was the order of the activities.  This year I started by showing them the video I made about my partner (my roommate Mr. Basso).  Then I had them interview each other.  When all the interviewing was complete, I had them follow along with me in Explain Everything as I demonstrated what each tool did.  I gave them a few minutes to try each tool before introducing the next one.  This allowed them to become comfortable with the app before they had to use it to create their video.  Once I felt they were ready, I explained how I wanted the final product to be organized (I had them answer 2 of the interview questions per slide, with a total of 5 slides altogether in their video).  Then they all went to work.  Most students only completed 2 of the 5 slides, so we will be completing the videos on Monday.  But the next time I ask them to use Explain Everything they will know exactly what to do, and this was a perfect way to get to know my new students!

My Favorite Trio: Nearpod, Showbie, and ThatQuiz

I find myself using the trio of Nearpod, Showbie, and ThatQuiz together often. My students and I love Nearpod! After they complete their answer in their "Draw It"s, they take pride in "decorating" their answers, trying to make theirs the one I select to share with the class. They know the answer has to be correct for me to pick it to share, so it motivates them to take their time and try to get the correct answer. That's not to say that I don't also share incorrect answers as well -- I do. I will occasionally select an incorrect answer anonymously, and ask the class to identify where the author went wrong. I like using Nearpod because the students know they are all accountable for completing every problem since I collect the data. I appreciate the ability to go back and look at the students' answers after class if I need to, refer to them during IEP meetings, etc. 

After we complete our NPP (Nearpod Presentation), I have the students sign in to their Showbie accounts and find the assignment for practicing the skill they just learned in the NPP. They can annotate the PDF right in the Showbie app and save their work for me to review later. Before I began using Showbie, I used to have the students scan a QR code to open the PDF stored on my website, then open it in neu.Annotate+ PDF to annotate, then they would email it to me.


Next, the students get their QR code scanners ready to scan the QR code on the Smart Board, which takes them to an online ThatQuiz. They can monitor their progress by watching the stats on the right side of the screen. If they get any problems incorrect, it gives them a chance to go back and correct them. They like this feature because often they are too quick on the trigger and hit OK before they actually answer the question, causing them to get the problem incorrect, which drives them crazy! Sometimes I ask them to take a screen shot of their final results to show me how well they did, and other times I don't.

These three activities usually take us right up to the end of our 68 minutes class. If there's any time left, they usually get a head start on their homework. The students are so involved in the three activities that the class just flies by!

My First Year with iPads

Our middle school got our first cart of 30 iPads in the fall. I was sooo excited to finally get to use them with my students in October! I had spent most of the previous summer researching and investigating how I could integrate them into my lesson plans. I knew they would be very engaging to my students, but I wanted to use them in a way that would increase their learning, not just because they were "cool".

The first few times I let my students use the iPads, it was just to "play around". I wanted them to explore and get comfortable with them before I attempted to use them in a lesson. Some students had already worked with one, but there were some who had never held one before and needed a little help to get started.

Stupid as I am, one of the first lessons I used the iPads for was during one of my observations with my assistant principal. Fortunately, I teach three sections of the same Pre-Algebra class, so my first class was a trial run. There were a few glitches, so I tweaked it a little for my second class. I spoke to my assistant principal after the second trial and told her all about the small fine tuning I had done to the lesson since I had sent her a copy of the original lesson plan. She observed me during my third run-through. There were still some minor issues, but overall she was very impressed that, for one, I had even tried to use such a new piece of technology for my observation, two, that I had made revisions as needed, and three, that all the students were highly engaged in the lesson. This gave me the courage to move forward and try to incorporate the iPads in more of my lessons!

Here are some of the other "apptivities" I have tried out with the iPads:

• QR code scavenger hunts 
• Bingo
• ThatQuiz
• annotating PDFs with neu.Annotate+ PDF
• Nearpod presentations
• Educreations
• Explain Everything
• iBooks

Oringinally, I thought I had to find "math apps" to use, but I have found that finding good creation apps is much better! Math apps have a very limited use, whereas a creation app such as Nearpod can be used for just about every concept in the curriculum. More bang for your buck (even if they are free)!

I should add that my experience this first year was not limited to using just the cart of 30 iPads that my school purchased. We also initiated a BYOT policy this year, so the students have been able to use their own smart phones or personal iPads in the classroom as well. Some days when I could not reserve the iPads, the students would use their own devices and they would share with a partner who did not have one. This worked out well, especially for QR code scavenger hunts (see photo). In the case of bingo, I had paper bingo boards for those who did not have their own device.

One thing I have learned is that iPads cannot replace the paper and pencil. Some students just prefer to do their math work on paper, which is fine. If I have a lesson planned where students will be annotating on a PDF, I always bring along several paper copies just in case someone would prefer that method. I also found that paper and pencil works much better for assessments. I tried an assessment using a QR code scavenger hunt with students solving equations by annotating on a PDF, and it just led to frustration for many of the students. (I retested on paper the next day and used that as a learning experience for me and practice for the test for them).

I have had so much fun planning lessons with iPads this year, and can't wait for next year! I am also planning on teaching a profession development class on incorporating iPads into the content areas in the fall to share my experiences and knowledge with my colleagues.