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https://flipgrid.com/webinars

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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and click "create account"

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Other ways you can use Flipgrid in your class!

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Other ways you can use Flipgrid in your class!

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A padlet full of ideas (no links!)

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http://karlymoura.blogspot.com/2017/04/catch-flipgrid-fever-15-ways-to-use.html

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How does it work?

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2. Sign in with your Google account and choose "World Languages" as your topic

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2. Sign in with your Google account and choose "World Languages" as your topic

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*Download the Flipgrid App on the device for ease of access
*Allow students to write down what they want to say before they record
*Allow students to respond at home
*Create a "quiet" zone area for flipgrid recordings.
*Record as a pair or a group
*Earbuds/headphones with a microphone are extra helpful (gofundme, amazon.com wishlist for your classroom)
*TRANSCRIPT feature for responses!

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New students
Language Learners
GT Students
Students who are absent
Students who need motivation
ALL STUDENTS!
(Flipgrid also has public grids for educators to learn and share ideas!)

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Click and See the Coolness!

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The latest Tweets on flipgrid. Read what people are saying and join the conversation.

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Social Learning Theory and Self-efficacy

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4. Please fill out this google survey so we can share our ideas with each other!

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4. Please fill out this google survey so we can share our ideas with each other!

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This is a collaborative post written with the incredible Karly Moura , an amazing TOSA from California. She has been an invaluable part of my PLN since we have connected 2 years ago. Add her to your PLN by following her on Twitter.

If you follow either one of us on Twitter, you will quickly find out that we have many things in common. Two of those being our passion for Flipgrid and HyperDocs. We are avid HyperDocs creators and have created many HyperDocs collaboratively and share them with our PLN on Twitter. We are also both Flipgrid Ambassadors and love sharing this amazing tool with other educators. We believe that powerful digital lesson design infused with the power of amplifying student voice is truly a game changer in the classroom.

Whoa. Stop the music. You don't know about Flipgrid or HyperDocs? Well then you have our permission to stop reading and explore any and all of the resources below.

In a recent episode of the
OK now that we are all on the same page with the WHAT, let's talk about WHY HyperDocs and WHY Flipgrid and HOW we can use them together to amplify student voice in purposeful digital lesson design. Cult of Pedagogy podcast those two were brought together. In the podcast Jennifer Gonzalez is interviewing Lisa Highfill, Kelly Hilton, and Sarah Landis the creators of HyperDocs. Towards the end of the interview, they are discussing HyperDocs and having great design and purpose when creating and using HyperDocs. Then Lisa mentions FlipGrid!

HIGHFILL: ...You know when a new web tool comes along, you're all excited? Like everyone's excited right now about Flipgrid and whatnot.

HIGHFILL: But then I want to ask them, what are you going to do with it? How are you going to build the pedagogy around that cool tool?

HIGHFILL: And where in the lesson flow would it fit in your HyperDocs? So it's really saying, "I love flashy new tools. Now let's think about how you can effectively use them in the classroom, and then link it into your HyperDoc that way.

Lisa makes a great point. How many times have you got caught up in all the hoopla over a new edtech tool or update? Flipgrid is THE hot new edtech tool educators are excited to use. However, like Lisa asks, "What are you going to do with it? How are you going to build the pedagogy around that cool tool?"

We need to make sure that we slow down and think about why are we including the technology we have chosen for our lessons. We shouldn't just toss in a Flipgrid or any other edtech tool we might like just because we need or want to use technology. Karly's friend Nick Zefeldt , advises that when implementing educational technology we need to make sure and ask "Is it meaningful and is it manageable?"

Well, we say "Yes!" to Flipgrid being both when used correctly and we want to give some ideas how you can effectively use Flipgrid in the classroom, and then link it into your HyperDoc lessons. The reason being that great HyperDocs are created and taught with purposeful lesson design and pedagogy and Flipgrid being so versatile by allowing for video feedback and increased student voice within your digital lesson design.

While HyperDocs can take many forms (slides, maps, drawing, forms etc), we will be referring to the sections from the basic HyperDoc template for our examples. The basic HyperDoc template has seven parts that students go through as you complete the lesson. This template was created by Sarah Landis to help others get started and gives an excellent description of each part.

There are tons of ways you can incorporate Flipgrid into your HyperDocs, here are just a few ideas for getting started. Note: You can go to "file" then "make a copy" of any of these templates or examples to use with your own class.

Use Flipgrid to engage students at the beginning of a lesson by including a video, image, quote, or another inspirational hook in your topic for students to respond to.

Idea 💡 KWL chart gets a video REMIX. Have students respond to a topic sharing what they know. Then have them reply to themselves and classmates sharing what they want to know. After the lesson or unit have students come back to their own video and respond to themselves with what they have learned. Woo! A FlipGrid KWL

Students explore a topic through a collection of resources (articles, videos, infographics, text excerpts, etc.) in the HyperDoc.

Idea 💡 Bring in experts and take your students beyond the four walls of your classroom! Flipgrid hosts an amazing opportunity with their Flipgrid Explorer Series . They have done two so far and more are planned! Use the expert videos in the explorer series for your students to learn about new and exciting animals, places and careers. HyperDocs are a perfect accompaniment to this series as you create your digital lessons around these topics and extend the learning in your own classroom.

Idea 💡So Flipgrid's explore series doesn't fit into your curriculum? Then create your own! Teachers can do this by creating a 'virtual field trip'. Go to a place (we're thinking state parks, historical sites, museums, etc) that is of value to your lessons and record short videos of the sites to bring the content to your classroom. Add the videos to a Flipgrid for your students to explore and respond to. Even better collaborate with other teachers across your district, state or even in other countries to create an explorer series for many different classes to connect through.

Apply and Share:

Create an assignment for students to apply what they learn by using web tools to create, collaborate, and/or connect beyond the classroom. Then collect student work to provide feedback, and/or include a section for students to share work with an authentic audience.

Idea 💡 Have students use storytelling web tools to apply their learning. Then appsmash with Flipgrid and get them to share with the class and beyond! Students show what they know using video or digital storytelling in a different app then upload to Flipgrid to share.

Idea 💡 You don't need to appsmash. Students can simply connect with other students across the school, state, country or world! Before, during and/or after a unit have students connect with each other to share what they learned.

Reflect:
Give students an opportunity for digital reflection on their learning journey using Flipgrid to guide students along their learning progression and set new goals.

Idea 💡 Have students reflect back on the lesson or unit and share what they have learned. This is a powerful way for students to be thoughtful about their learning process.

This quote from Matt Miller reminds us that we must be intentional in our teaching and integration of technology no matter what tools we decide to use in our lessons. "The bottom line is that pedagogy must drive technology. The mindset that fuels digital learning is good teaching trumps good tools."

What edtech tools to you find valuable when designing digital lessons? What questions do you have about HyperDocs or Flipgrid? Comment below or connect with us on Twitter @SEANJFAHEY & @Karlymoura

Would you like to try out Flipgrid Classroom for yourself? Go to www.flipgrid.com, signup for free or login to your existing account and use promo code SEANFAHEY or KARLYMOURA to receive 45 day free trial of Flipgrid Classroom.

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Amplifying Student Voice in Purposeful Digital Lesson Design

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This is a collaborative post written with the incredible Karly Moura , an amazing TOSA from California. She has been an invaluable part of my PLN since we have connected 2 years ago. Add her to your PLN by following her on Twitter.

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THIS article on formative assessment by John Hattie

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THIS article on formative assessment by John Hattie

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"So often we use assessment in schools to inform students of their progress and attainment. Of course this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is powerful. And this power is truly maximized when the assessments are timely, informative, and related to what teachers are actually teaching." -(John Hattie, 2015)

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Much of the testing discussion in the United States today is grounded on several widely accepted notions: that we first must get the actual assessment instrument right, that there is an important distinction between "formative" and "summative" assessment, that teachers need to understand the language of assessment, and that we should drop tests on schools like "precision bombs" for the purpose of measuring a student's performance and progress.

These notions are misguided, as decades of research from around the world on what matters most in student learning demonstrates. In fact, the major purpose of assessment in schools should be to provide interpretative information to teachers and school leaders about their impact on students, so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt.

So often we use assessment in schools to inform students of their progress and attainment. Of course this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is powerful. And this power is truly maximized when the assessments are timely, informative, and related to what teachers are actually teaching.

We hardly need more data-schools are awash with data. Instead, we need better interpretations of these data. When we built the New Zealand school assessment system 15 years ago, we started by designing the reports, rather than the tests. The reports were piloted to ensure we met our own two criteria:

* Did the teachers and school leaders interpret the reports correctly? (And if not, we needed to change the reports.)

* Was there a consequential action from the reports?

After many iterations of the reports, we were able to meet these criteria, and then, and only then, we backfilled them with great assessment items. The reports, not the tests, are what matter to teachers and school leaders; they are hungry for information to help them know their impact on their students. At the system level, policymakers are happy to receive continual information on the status of learning in the country without all the negativity that comes with high-stakes testing. Given that the New Zealand assessment system is voluntary, it's worth noting that a majority of teachers and schools still use it today, 15 years later.

Until we see tests as aids to enhance teaching and learning, and not primarily as barometers of how much a student knows now, on this day, on this test, then developing more tests will add little, and will remain an expensive distraction. Educators need to understand what each student already knows, and where that student needs to go next in the teaching process. They need to be experts in using an array of interventions to help get their students to success, and to evaluate the impact that they've made.

As an education researcher, I know this because I spent more than 15 years collecting nearly 1,200 meta-analyses of 65,000 education studies focused on the learning of more than 250 million students around the world. Because almost any education intervention can claim some positive effect on learning, I developed a threshold to determine effect.

Far and away the most effective teaching intervention we found was what I call "visible learning": raising the quality of the feedback teachers receive about their impact. Expert teachers assess the visible impact they have on their students, constantly monitor learning and seek feedback about their teaching, and then evaluate and adjust their teaching methods based on these findings. Teachers show students how to self-assess their own performance, and discuss how they can improve. These are the major influences for raising achievement.

Students can be beneficiaries of assessment, provided we start by asking, "Who owns the test data?" The answer must be the students-it is their schooling, their lives, their futures that are at stake in classrooms-and so the focus should be first on developing "student assessment capabilities." It is then incumbent on teachers to teach students how to know when the best time to assess their learning is, and how to interpret the information from the tests. This is the core idea of what we call formative interpretation-students learning to know what to do next in light of their progress.

The difference between formative and summative is important. As the University of Illinois assessment expert Bob Stake once put it, "When the cook tastes the soup, it is formative; when the guests taste the soup, it is summative." Both can be valuable, and it is crucial to note that they do not refer to the tests. The same measure can be used for formative or summative interpretations.

So to speak of formative assessment is misleading, as it is the interpretation during the learning that is critical. But if we instead jump straight to "student assessment capabilities," we avoid false distinctions, we place the students back at the center, and we are happy only when students understand their own learning based on test evidence. This is a powerful call to action for teachers-to learn about their own impact from assessments, and to teach students to do what they are asked themselves to do in their teaching, which is to evaluate the impact of learning.

This also means we do not need the notion of "teacher assessment literacy"-why should teachers be asked to learn the language of measurement people? Instead, we measurement people should learn how to speak in the language of learning and teaching and provide interpretations that are in turn correctly interpreted by teachers, with consequential actions and decisions. Similarly, we need reports from student assessments that help students understand their own progress in learning-what they can do, what they cannot yet do, where to go next. If only tests were created with these aims.

Assessment can be powerful in classes, schools, and school systems, but we need to stop the high-stakes methods and the overreliance on developing tests to maximize precision. We need to instead focus on the power of assessment as feedback to help teachers maximize their impact, and ask teachers to teach students how to interpret their own information from assessments.

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We Aren't Using Assessments Correctly (Opinion)

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Testing data should be used as a tool to enhance instruction and learning for teachers and students, writes John Hattie.

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Hattie and Marzano: Effective teaching strategies

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Hattie and Marzano: Effective teaching strategies

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http://www.evidencebasedteaching.org.au/robert-marzano-vs-john-hattie/

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Search "flipgrid" or #flipgridfever in https://twitter.com Be amazed and inspired!