When students are able to show what they know in the way they choose it boosts student engagement and student understanding.
John Lussier, Kinnikinnick Elementary
When they have to present, it’s giving them that freedom too, about how are they going to present. Some love just to do pencil and paper and make it artistic, and some no. They want to be able to speak and have it record their voice. And it’s all learning. And so, that’s where we’re going.
Madison, Kinnikinnick Elementary
We were able to do a in front of the class presentation where we would just say our answers, we were able to do Keynote on the iPads, we were allowed to do a few of the other programs, that, like iMovie and a few other things that would connect to the projector that would show up on screen, I really like those. Because then if you’re not good on speaking in front of other people, you wouldn’t have to directly stand in front of others, when you could just project onto the screen.
Keegan, Birchland Elementary
Because I had an idea that we would print some of the facts out and hand it out to the kids while we were reading it out, so to put the little pictures that we were going to do on the colouring sheets to make them more kind of interesting for them.
Craig Sung, Birchland Elementary
I think it might be interesting to see the level of comfort that our kids have working with supportive technology. And how they kind of take what we present to them, as, not as the way to do it, but a way to do it.
Student at computer
I got started by opening Draft Builder
Craig Sung, Birchland Elementary
One of the strengths that we found here at Birchland is to present a number of options for the kids to represent what they’ve learned. And that’s a really strong kind of aspect of what we do. To have control of the product right from the get go, what they are going to say, and how they’re going to say it, whether it’s in a PowerPoint presentation or whether it’s using one of the suites in Solo6 or working with clay, building a shoebox diorama, its all, for us, a lot of it has to do with options. And in this case, we’re going to present to them and try and talk about some of the strengths of this particular tool. And again, if kids really didn’t want to use it and they had a better way of doing it, then certainly we would encourage them to continue with that.
Sylvia Bisbee, Davis Bay Elementary
And so then they could share their learning. And they had to do, well they could do a PowerPoint, they could’ve written a game, made a poster, written a song, or a poem, made an iMovie, a voice thread, a play, a booklet, or if they had another idea, that they wanted to do, they could’ve done that too.
Sounds from Projector
“The famous person we are reporting about is Avril Lavigne”
“The famous Canadian we are reporting about is Wayne Gretzy”
Sylvia Bisbee, Davis Bay Elementary
The kids that did the voicethread are not writers. They really struggle with writing, and so it’s a perfect way for them, they had to write, like they had to fill this in, they had to get their information, but then they could use the voice thread and just speak to it. Which was, I think for them it was really good because there’s so much more in their heads, then what they can show on paper.
Dylan, Penticton Secondary
On everything that we do, we all talk as a class before we do it, so there’s always one option to do it this way, or another option to do it this way, and kids get to choose. So you can do it one or the other, or however you want to do it.
Torin, Penticton Secondary
It’s super easy because he gives us leeway to do what we feel best to do. Like if you want to do an essay you can, I prefer poems, because that’s what I like to do.
Dave Searcy, Penticton Secondary
They have different strengths, obviously, and they have different loves. They may not be good at it but they love doing it. And I’m not sure whether it’s a strength necessarily, but when they can go and have fun with it and take a picture of themselves and bring it back and use the technology in the classroom, or if they can draw, like I said, I have some students who love to draw, I find that it gives them that, a chance to show what they know and not be held back by the fact that perhaps they don’t enjoy writing or they find it difficult.
Tannis Calder, Prince Rupert Middle
There’s a huge variety of different kinds of options. We’re just starting now so we’re really just gathering information but at the end when we start sharing their understanding, they’ll have a lot of different options and they’ll be able to choose anything from writing an essay, not a popular choice, but some prefer, to creating videos, to presenting, creating models, to anything really that is able to show what they know and understand.
Trevor Stovel, Prince Rupert Middle
The idea being that with that really simple basic question, it can be answered in any number of ways. I can ask you what is a rainbow and a kid can be like light’s going to go through rain drops, and a higher level kid, well light goes through rain drops, it gets refracted, and then all the light goes out, it’s any kid can answer it. And, but any kid can answer it. Some kids will answer in more detail, some kids will answer it in less detail, but any kid can answer it. So it’s going to meet, everyone’s going to be able to do something with that question. It’s not that I’m asking lots of questions with some that they won’tbe able to answer, and some that they will, it’s that I’m asking one question, and it’s the level of detail, the level of effort that they put into the question that differentiates the high and low. Rather than well I can’t answer those questions, I can only answer these ones. It still gives them a sense of accomplishment, they answered all the questions, it’s just that level of detail that they’ve gone into.
Naryn Searcy, Princess Margaret Secondary
Well sometimes students have different options individually in showing their understanding. So take any particular poem, they, we go through, we work our way through the poem, and then if they are demonstrating their understanding, they could choose to present it in a song, they could choose to do a puppet show, they could dramatize it, they could write an essay on it, or a paragraph, so they have lots of options in that way and we see a lot of creativity come out of project like work. Sometimes you see a whole class project, they’ll all have different responsibilities but it will ultimately be about creating one class project of a particular poem that everyone will be a part of and then they will see it that way. Sometimes assessments are replaced so people could do a video instead of a unit test or we might do a big challenge scavenger hunt instead of a unit test.
Jeff Fitton, Skaha Lake Middle
It’s about how do we help every kid show their learning in a way that makes them happy to be here in school and be successful. So if we have kids who, for instance, I look at essay writing or test writing as one skill. And I mean how often in life are you going to write multiple choice tests when you leave school? So it’s a good skill, and every kid should learn that, and every kid should know how to write an essay. To argue, to represent their ideas clearly, but why would we limit kids who want to be videographers, why would we limit kids who want to be musicians? Why can’t they show us what they know about history through song? Why can’t they make up the simile or metaphor song to show you what they know about language arts? And so we have students now in this project that might’ve been the ones that would’ve been sitting in the back, bored, weren’t excited to come to school. And we’ve see a huge transformation. We’ve let them show their learning in whatever way they want.
And you’re going to have kids that, you’re never going to have discipline problems in that case, you’re going to have kids who are excited to be here.
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