Monitoring Progress in Schoology

I spent time this week working my way through Monica Burns’ new book #FormativeTech: Meaningful, Sustainable, and Scalable Formative Assessment with technology.

In this book, Burns’ writing meets the needs any educator, be it the new teacher wanting to get a handle on the importance of formative assessment, the teacher new to technology looking to leverage the power of apps, or the teacher who sees themselves seasoned in both formative assessment and technology’s power to get feedback from his or her students.

I’m leaving this book with this thought: We cannot talk about formative assessment enough. According to Fisher and Frey, we need to engage in formative assessment every five to ten minutes (qtd. in Burns loc. 246). I’m staggered by this.

As I’ve written about before in my blog, as a technology integrator, I’m working to find ways to continue to use the tools we know how to use to do the things we want, rather than find new tools that we have to learn, purchase, and use with students. At Canandaigua, we’re continually finding new ways to put Schoology to use to help us with this.

Below is a short Tech Tip I made to help teachers see how we can use Schoology as a formative assessment tool when working with them on long-term projects.

It’s no new news that to use technology effectively, it needs to be driven by solid pedagogical objectives. When I said, above, that we can’t spend enough time talking about formative assessment, I mean it. We can help teachers see the power in tools like Schoology, Schoology assessment, Kahoot, Quizziz, Recap, Mentimeter by reminding them that constant check-in with students is necessary.

 

 

Inform CA!

Introduction

It’s been a busy couple of weeks in English 103. Kids have been making Google Sites to inform on issues, creating ads to bring traffic to those sites, and building surveys to collect information from peers on those issues. Yesterday, the project went live and public. Ads were posted in our school’s central atrium, for ease of access for the eighty-plus students in this class, and at the same time, opened these sites and surveys to the entire faculty and student body.


My motivation for this project

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Details About the Process

At the start, we told students that they had to create a web-site to inform peers about an important problem within the issues they were researching, that they would have to make an ad, and develop a survey to collect opinions of the peers on these issues. I’ve found in this project, those first days are the challenge as there are a lot of pieces for students to digest.

To keep things organized, all of the content and resource material are housed in Schoology. While we put these materials in as a series of steps, students jumped around between tasks and steps as they needed to. Little direction instruction was given. Instead, students watch videos, completed readings, and as teacher, I walked around to provide assistance and answer questions. If you look below, you’ll see the layout.

informca schoology

This project was done by students over the course of 2 weeks. We originally aimed for a week and a half, but students needed time.

Outcome

Below are some pictures of ads that students created.

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Reflections and Future