Archive for October, 2011

A very useful QR code generator for Mobile Learning (mlearning)

I  use   Create QR code     as my QR code generator for my classes for several reasons:

I can

1) Put in a variety of information such as text and links.  I can embed an essential questions along with links for thinking about the question.

2) Put in many  links/urls.   I often have 5 or more links  in one QR code so that students have a range of choices or a range of resources. (Yes, I’ve shortened the URL.)  This QR code generator creates  a book with many pages while many other QR generators create a book with one page.

3) Select  the size of the QR code.   Sometimes I have manually resized a QR code and that code could not be read.  Students  create a “poster”  demonstrating their answer to an essential question. This poster can be a regular size sheet of paper  with many labeled  small QR codes.

Link to Tuttle’s Formative Assessment books

5 Formative Assessment and Technology Myths

Myth 1: The big computer assessment every three to five weeks is formative assessment. By three to five weeks, the students have learned and practiced the wrong way of thinking so that learning has become cement. When he assess on a daily or weekly basis, we catch learning gaps in the process and correct them.

Myth 2: The teacher uses technology to collect student work.  Yes, the teachers can use many web 2.0 tools such as wiki, voki, Google Forms, Glogster etc but the teacher has to move from collecting the evidence to recording  the  student data. If a teacher does not collect and make decisions based on the recorded data, then the teacher does not do formative assessment. Without recorded data, the teacher cannot measure progress over time.

Myth 3: The teacher can use technology such as voki, audacity, Word to talk to the students after seeing the students’ work. The teacher needs to do more than talk, he/she needs to give the student a new strategy to improve. If the student is stuck, he /she needs a precise way to get unstuck.

Myth 4: More practice on Quia, Google Forms, Blackboard, etc. will improve the students’ learning.  Only when the students learn why they got the answer wrong and learn how to think differently will they get the right answer (way  of thinking). A “you are right/you are wrong” quiz program  does not help students to grow.

Myth 5: Once the teachers see the students’ work through technology, the learning is done.  Formative assessment requires re-assessing and giving different strategies until the student shows improvement to the desired level. Often the students’ technology project is a draft and not the final version of his/her learning.  The student takes many assessments until he/she shows the desired mastery.

Link to Tuttle’s Formative Assessment books

Harry Grover Tuttle's Three Formative Assessment Books

Formative Assessment and Technology Tech Forum NY 2011 Presentation

Dr. Harry Grover Tuttle
htuttlebs@gmail.com

Formative Assessment:The process of helping students move immediately forward from their presented diagnosed learning to the desired learning goal.

Formative Assessment Process:
Student responds → Monitor → Diagnose → Feedback → Improvement Time → Success

Clearly state the learning goal and desired level of success

Use Exemplars to raise the bar of learning

Pre-test (“I can” forms for self assessment; content quizzes). Use digital forms such as Google Formsand Quia.

Formative Assessment and Technology
Student Responds Monitor Diagnose Feedback Time Success
-Digital form is best
– Write on wiki or blog- Sound or video recording
– Take pictures of
– Record data using spreadsheet, Google Form, digital checklist, online program such as Quia. – Compare against digital exemplar with specifics- Compare against digital checklist or formative rubric-Identify new strategy from digital library -Orally give through avatar (Voki), audacity or screen cast; face to face
– Refer to website that shows new strategy (QR code)
– Suggest explanatory PowerPoint made by student or teacher
– Read word processed info, text, or tweet
– Go through digital exemplar
In-class time  or screen cast – Eportfolio
– Wall of Fame
– See changes in spreadsheet graph
-Celebrate!

His Books on Formative Assessment (Eye on Education)
Formative Assessment: Responding to Students
Successful Student Writing Through Formative Assessment
Improving Foreign Language Speaking Through Formative Assessment

Cellphones/Smartphones in Education – Tech Forum NY 2011

Tech Forum  New York Oct 2011

Dr. Harry Grover Tuttle

htuttlebs@gmail.com

CellPhones/Smartphones In Education: SmartPhones for Smarter Students

Rationale and Concerns:

Some cell phone uses

1 Pictures of                  2 Pictures for                             3 Voice recordings                4 Text                     5 Talk                   6 Time

Smartphones

Logistics:                Number:                        Type:                             Etc:

Reference information:

Higher level/ Creative thinking
Access: Web URL or

QR codes

Sample Learning Activities that promote collaboration and personalization

1 Contrast

2 Prompt

3 Mystery

Hints for Using QR codes          1 Name              2 Multiple                       3 Link                               4 See

Reading

Current Global/World Culture

Formative Assessment

Create own evidence of learning (media): Animoto, Yodio

Some Android apps

Aldiko Book Reader – ebook reader
Dictionary.com
Google Docs – Google docs

Evernote – save and organize web material
Dropbox – online storage

Talk To Me Classic – Language translator; speak and it translates
Wapedia: 4 Wikipedia & more! Wikipedia for the mobile

World Newspapers Newspapers from around the world

Improving Foreign Language Speaking Through Formative Assessment, New Book

 

Improving Foreign Language Speaking Through Formative Assessment

 

By Harry Grover Tuttle and Alan Robert Tuttle

Want a quick way to get your students conversing more in the target language? Want an easy way to help your students improve in their speaking on a daily basis? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students’ fluency.

You’ll learn how to:

  • Help students climb the ACTFL proficiencies
  • Guide students as they develop in over sixteen language functions such as socializing and persuading
  • Embed the three-minute speaking formative assessment into every lesson with ease
  • Engage students successfully in peer formative assessment
  • Teach students to give each other formative feedback
  • Provide struggling students with over ten improvement strategies for each language function.
  • Engage students in over 170 speaking activities.
  • Use Web 2.0 tools to foster speaking
  • Move from summative assessment to daily or weekly formative evaluation of speaking

Each speaking assessment include instructions, the assessment form, extension activities, speaking topics, and at least ten strategies for improvement. There are ready-to-use checklists including the “I Can” log that helps students plot their own progress.

Research has confirmed that when teachers use formative assessment, students can learn in six to seven months what would normally take a school year to learn. You’ll find yourself using this book every day because of the gains your students will achieve in foreign language fluency.

These speaking assessment energize the class as the students have the opportunity to use a language function for a full minute. The students use language instead of practicing it.

Please share with your Modern Language teacher, Improving Foreign Language Speaking Through Formative Assessment


RSS Education with Technology

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    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
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    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
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