bryan.bernacki
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bryan.bernacki
ParticipantFrom my time during the COVID-semester(s), I learned the following that I will take with me to my next virtual session:
What part of your live lesson went well? Why? I turned on the Closed Captioning. My voice is not easy to discern through a computer, so the CC helped students interpret what I was saying in real time by just reading. I saved all my lectures and posted them to Schoology so any absent student could see them, or students could rewatch them at their leisure.
What part of your live lesson could go better? Why? Student engagement. My lectures do not necessarily provide a format for student response, especially since I cannot watch to see if students still have their cameras on (or even if they do, are they really watching me).
Identify 1-2 areas where you think you can improve. What would you do differently next time? I might tell students that I will call on them randomly for points, since if I do not grade responses, students will be less likely to pay attention. Having an exit ticket at the end of the lecture might help also.
ParticipantI see that many of the sites have the AI ability, but especially with Kahoot, it is a paid feature. Schools should consider finding funding for this so teachers do not have to pay out of pocket. Or just utilize ChatGPT or something similar to get the AI feature embedded into Kahoot or any other platform.
ParticipantI agree that the ability to use others’ Kahoots is nice, but in a way, I feel bad because I feel it is “stealing” someone else’s time and effort by adapting their work to my needs. I try to break my students of habits like that. I do agree that the teacher comments pool is a helpful resource of information.
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bryan.bernacki.
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ParticipantThe students love Kahoot but they are time-consuming to make… which is the challenge for me. While I was making this, I thought of an interesting class/group activity: have the students create their own study guide by submitting Kahoot questions to me. This will require them to read (and read ahead of me) the textbook and guess what questions/answers I will put on my test. In a way, it will be similar to them taking Cornell Notes, where they are narrowing down their focus, and I may even begin having Cornell Notes sheets in my class for them to use anyway. I will then actually use some of the questions on my tests so they know their efforts are not being wasted… and we can play the Kahoot in class so they learn, have fun, and see the fruits of their labors.
Here is my draft link to a Kahoot about Accounting Chapter 11.
https://create.kahoot.it/share/accounting/cad5e5bf-8a25-43f6-90dc-11d6c12da339ParticipantThe most challenging thing is student engagement. Giving students lengthy online assignments does not work, as they can easily become confused and frustrated without guidance. I try to provide simple assignments that still assess student knowledge of the content, but do not necessarily require a difficult description. I do make myself available online if they have questions.
ParticipantIn a recent textbook assignment, I adapted it to a lengthier assignment by (a) printing the article to a PDF, (b) putting a link to the company website and supplementary materials as PDF’s- not prinouts which students can lose and wastes money/paper, (c) found a video to accent the assignment, and (d) created a “test” in Schoology where students were to answer questions that I developed . Grading was much simpler (typing) than having students write out answers and the ease of use for the students was discernible.
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