Google drawing with Keizena: Many layers of sharing and documenting.
1- By commenting, this student explained her favorite photo taken during the Terry Fox walk in September at Kanata's Beaver Pond.
2- The student added a link to the same image, explaining her 2 other photos about the Beaver Pond in relation to the same image. At the top of this image the student's initials LC and next the link.
3-The link leads to the Google Drawing that explains what is in common of the 3 photos.
4- Students also added their voices to the Google drawing and teacher's feedback was also recorded.
Google Drawing and success criteria attached on the Drawing.
A student explained First Nation People adaptation to the environment. When the title (Les Algonquins) is clicked the document of the success criteria that is attached will be viewed for feedback. The students made a copy of the original document of the criteria, shared and attached it to the drawing.
Google Drawing and assessment for reading comprehension
The students either labeled the events or ordered the boxes after reading a text for a comprehension self assessment.
We were very fortunate to have the WW1 supply Line Kit from the War Museum. The students created a Google Drawing explaining their feelings about the war by using the strategy CSI ( Color, Symbol and image). One of our focuses was to improve the French grammar, after feedback from the teacher, the students recorded the evidence of the feedback by using the extension screencastify or snagit.
The following video was uploaded on student's YouTube account:
Another video explaining how feedback was applied was uploaded on my YouTube account using my laptop as some students had difficulties connecting on the Chromebook with the extension.
Students connected many skills when applying technology for documenting learning:
- Responsibility and ownership of learning for providing evidence of the co-constructed criteria of tasks and learning goals,
- The responsibility of planing, monitoring, assessing by peer, teacher and self-assessment, promoting students' control of their own learning by being mindful, intentional and self-directed.
- Relating skills to self -regulation of the metacognitive process by promoting problem solving, trying and retrying, applying many strategies, clarification of expectations, reflective questioning for their own perspective of designing learning.
- Collaboration for sharing, articulating their own learning .
- Organization plays a big part of this process as students document their learning and upload to their eportfolios.
- Were the expectations clear?
- Did I set a positive environment of trying and retrying by consolidating with my students?
- Did I provide the time for learners questioning about the process?
- Did I ensure learners were motivated? (Provocation so important)
- Did I provide the resources for scaffolding and feedback?