UPDATED: MARCH 8, 2016
What is my new knowledge? March 8, 2016
- learned and explored the new features in Classflow
- was shown the features that have changed in Classflow since the last workshop
- learned how to make groups and send certain cards to certain groups of students
- learned how to use the assessment feature in order to add questions to a question set
- learned how to analyze the data obtained from using the assessment feature
- learned and became excited that this digital tool has become so much more than a way to show and share information with students, but now can truly support a learner-centered environment
What was my new knowledge? October 29, 2015
- where to find Classflow
- how to get into Classflow
- how to share Classflow with teachers and students as a teacher of non-record
- how to view and copy already created Classflow lessons
- how to create cards for a Classflow lesson
- how to create teacher cards vs. student cards
- how to make the cards that I push out to participants interactive so that I may collect data, participants can respond/draw
- how to poll or question the participants
- how to imbed pictures and videos
- how to share my Classflow lessons with other teachers
- how to view the drive of Classflow lessons
Helping to Grow Me Professionally: March 8, 2016
How would I roll this out to a small group of teachers so that they would buy into it and not feel overwhelmed?
I think first, I would create a lesson that explains Classflow, its features, and how it ties into the STAT initiative. In this Classflow lesson, I would use the Polling tools to assess the teachers so they can see how Classflow works and its benefits. Once we took care of the introduction, I would start slow. I would show them how to search the resources and the lessons already created by Promethean or lessons created in Baltimore County. Then, I would show them how to create one teacher card, without any content, for the purpose of using the polling features with their students. After we practicing searching resources and creating teacher cards in order to use the polling feature, I would go into the classrooms with the teachers to help them integrate Classflow using either a premade lesson, or just the polling features. After debriefing and reflecting on how this tool supports a learner-centered environment and brainstorming other uses for it, I would have these teachers share out their integration of Classflow.
Once there teachers were comfortable using Classflow at this level, I would then spend time with them creating their own lessons and teacher cards. Depending on the needs of the group, I may even break apart into a smaller group with some teachers who might be ready to learn about the assessment features. Again, we would take some time implementing our own teacher created lessons and assessment features, then share out. I think the assessment features are a powerful feature because a lot of our teachers are always looking for quick ongoing/formative assessment tools so I believe this will help with the buy in.
The last session we would meet would focus on creating groups. I would model the use and purpose of creating small groups (much like what was done in the workshop) and then walk through the steps of creating the groups. I believe the technical piece of this is fairly easy, but I think the brainstorming the purposeful uses for creating groups will be the biggest take away. Again, we would practice in the classroom, and then share out our experiences with the rest of the teachers.
Taking these workshops has made me reflect on the best way to present this tool. It is not a tool that can be presented in a faculty meeting with every teacher or even in a 50 minute "Appy Hour". Classflow is pretty intricate and seems like it would take some careful planning to offer as a PD to teachers.
Helping to Grow Me Professionally: October 29, 2015
Next Steps: March 8, 2016
Next Steps: October 29, 2015
I still think I need a bit more practice with it and potentially some more PD on some of the other features. I would also like to be able to implement a Classflow lesson in a class and be able to reflect on it as an example of how teachers can use it in their own classrooms. If I was unable to integrate it into a lesson, perhaps I could co-teach with a teacher who attended the training.
Supporting a Learner-Centered Environment. March 8, 2016
The grouping and assessment features takes Classflow to another level of supporting learner-centered environments. Teachers can now truly customize the cards that go to each group of students, or even each student (depending on how groups are created) and within that customized card, offer some choice. And to inform those groups, the teacher can begin a lesson on one day using the assessment features and then group the students to receive differentiated cards during the next days lesson in Classflow.
Some ideas for using these features might be...
- in ELA, 3 or more cards with different leveled passages on each card. Students would independently read the passages on the card sent to them, and then respond to a general question that could apply to all three passages by using the assessment feature
- students could use the assessment feature to take an interest survey on a topic they would like to research and learn more about. Then, based on the data of the survey, students would be send a card relevant to their interest.
- students could again use the assessment feature to give feedback on how they learn best and how they demonstrate their learning the best. Using the data, the teacher could then create separate cards based on the learning styles where one card might have a video for students to watch, one might have something the students have to listen to, and one might just have text and pictures.
- in Math, students could use the assessment tool to order the steps a student would take to solve a word problem or multi-step word problem. Then, the teacher would push cards to separate groups with leveled word problems for students to solve.
- Cards could be pushed to students to show them what they are expected to do as "Must Do" "May Dos" or "Centers" and it would be tailored to the needs of the students in a specific group.
- In Science, cards could be pushed out to students, based on student need and interest, that gives them directions on how to complete an investigation in real-time, a video demonstrating how someone else completed the investigation, or pictures and diagrams that show the progression of the investigation.
And there a million and one more ways that Classflow can be used to support a learner-centered environment. As I stated earlier, a bulk of the PD I would be doing with teachers would be brainstorming and integrating purposeful ways to use Classflow in our classrooms.