Poll everywhere
Poll Everywhere is a formative assessment tool used for students to be able to respond to questions the teacher has previously asked. Using this tool, students can text in an answer, or they can open a webpage to respond online. Once the students have responded, the teacher can pull up a record of the students’ answers in the form of bubbles, word clouds, numbers, charts, and other graphics.
In order to create this assessment, I set up an account with Poll Everywhere, watched an instructional video, and started entering questions for the polls. Once I had entered the questions, I selected which format I wanted the students to be able to answer in. After that was complete, I downloaded the Poll Everywhere extension for PowerPoint, and downloaded the slides into the presentation so that the polls would show up in the middle of the slideshow, and students would be able to answer from there. Because the students can answer in the middle of the presentation, the teacher also gets the results immediately during the lesson, as they appear on the screen at the front of the room.
Once the teacher sees what answers look like for the content, he can review them with the students in order to get commentary and feedback, to see what everyone is thinking about all the answers, and the logic behind incorrect answers. With this feature, the teacher can then decide whether or not to cover the lesson again, and determine if any of the students need extra help.
This ties into Component 3D of the Danielson Framework as the teacher is able to monitor the students’ assessments, and give feedback immediately without the delay of grading time, resulting in apathy towards the material.
All features of this tool were easy to use and figure out, and would be very helpful in an actual classroom. Next time I would try to determine a way to make even the clickable image questions accessible to cell phone responses. I would also possibly add a few more questions, and I would add questions of which I would be more comfortable assessing student responses, as it would be closer to my area of future certification.
In my future classroom I would use this tool as a low-pressure check-up in the middle of the lesson. Students would look forward to the occasional surprise poll, which would be an opportunity to use technological devices in the classroom. Students could also take pride in their work, without need of being ashamed of their name being put beside something which they felt was not their best work.
This tool ties into the learning from Educational Psychology, as it is related to Bandura’s theory of expectancy, value, and risk. Students would see the success of their fellow students, thus developing vicarious expectancy. It would cut down on nerves, so that their emotive expectancy would not hinder them, and it would allow them to be confident in their past successes, resulting in enactive expectancy. Possibly the most obvious connection is the reduction of risk. When students see that they have no fear of negative consequences for a mistake in a mid-lesson review, they will be more likely to be actively engaged in the review, thus learning the material more thoroughly.
In order to create this assessment, I set up an account with Poll Everywhere, watched an instructional video, and started entering questions for the polls. Once I had entered the questions, I selected which format I wanted the students to be able to answer in. After that was complete, I downloaded the Poll Everywhere extension for PowerPoint, and downloaded the slides into the presentation so that the polls would show up in the middle of the slideshow, and students would be able to answer from there. Because the students can answer in the middle of the presentation, the teacher also gets the results immediately during the lesson, as they appear on the screen at the front of the room.
Once the teacher sees what answers look like for the content, he can review them with the students in order to get commentary and feedback, to see what everyone is thinking about all the answers, and the logic behind incorrect answers. With this feature, the teacher can then decide whether or not to cover the lesson again, and determine if any of the students need extra help.
This ties into Component 3D of the Danielson Framework as the teacher is able to monitor the students’ assessments, and give feedback immediately without the delay of grading time, resulting in apathy towards the material.
All features of this tool were easy to use and figure out, and would be very helpful in an actual classroom. Next time I would try to determine a way to make even the clickable image questions accessible to cell phone responses. I would also possibly add a few more questions, and I would add questions of which I would be more comfortable assessing student responses, as it would be closer to my area of future certification.
In my future classroom I would use this tool as a low-pressure check-up in the middle of the lesson. Students would look forward to the occasional surprise poll, which would be an opportunity to use technological devices in the classroom. Students could also take pride in their work, without need of being ashamed of their name being put beside something which they felt was not their best work.
This tool ties into the learning from Educational Psychology, as it is related to Bandura’s theory of expectancy, value, and risk. Students would see the success of their fellow students, thus developing vicarious expectancy. It would cut down on nerves, so that their emotive expectancy would not hinder them, and it would allow them to be confident in their past successes, resulting in enactive expectancy. Possibly the most obvious connection is the reduction of risk. When students see that they have no fear of negative consequences for a mistake in a mid-lesson review, they will be more likely to be actively engaged in the review, thus learning the material more thoroughly.