Is ChatGPT the hottest Educational Topic of 2023?

Whilst there is much bad news around how ChatGPT will destroy traditional teaching and learning processes I thought it might be time to look at some of the positive aspects it may offer.

ChatGPT, a powerful language model developed by OpenAI, has the potential to revolutionize the way we approach teaching and learning. With its ability to understand and respond to natural language input, ChatGPT can be used to create personalized learning experiences for students, improve communication between teachers and students, and automate the grading process.

One of the most significant ways ChatGPT can influence teaching and learning is through its ability to provide personalized learning experiences. ChatGPT can be integrated into educational platforms to create interactive lessons and quizzes that adapt to the student's level of understanding. This means that students can learn at their own pace and receive tailored instruction based on their individual needs. Additionally, ChatGPT can be used to generate personalized feedback and suggestions for improvement, further helping students to develop their knowledge and skills.

Another way ChatGPT can influence teaching and learning is by improving communication between teachers and students. ChatGPT can be integrated into messaging apps, allowing teachers to respond to student questions and concerns in real-time. This can help to reduce the need for in-person office hours, making it easier for students to get the help they need, regardless of their schedule. Additionally, ChatGPT can be used to automatically generate responses to common questions, reducing the workload of teachers and allowing them to spend more time focusing on individual student needs.

ChatGPT can also be used to automate the grading process, which can save teachers a significant amount of time and allow them to focus on providing feedback and support to students. ChatGPT can be trained to grade written assignments, such as essays and research papers, and provide detailed feedback on the student's work. This can help to improve the accuracy of grading, as well as make the process more efficient, allowing teachers to spend more time working with students on their individual needs.

In conclusion, ChatGPT has the potential to greatly influence teaching and learning by providing personalized learning experiences, improving communication between teachers and students, and automating the grading process. With the integration of this technology into educational platforms, we can create more effective and efficient learning environments for students of all ages and abilities. However, as with all technologies, it is important to consider the ethical implications of its use and ensure that it is integrated in a way that enhances education and student's privacy.

So what's the main difference between fiction and nonfiction writing?

Fiction and nonfiction writing are two distinct forms of literature that are fundamentally different in terms of their content and purpose.

Fiction is a form of creative writing that is characterized by its use of imagination, storytelling, and characterization. It is a type of writing that is not based on fact, but rather on the author's imagination and creativity. Fiction can be found in a wide variety of genres, such as novels, short stories, plays, and poetry, and it often explores themes such as love, loss, and human nature. The main goal of fiction writing is to entertain, and to engage readers emotionally.

On the other hand, nonfiction writing is based on fact and is often used to inform or educate readers about a specific subject or topic. Nonfiction can take many forms, such as biographies, memoirs, and educational texts, and it often focuses on real people, places, and events. The main goal of nonfiction writing is to inform, educate, or to persuade the reader.

One of the main differences between fiction and nonfiction writing is the level of creativity and imagination involved. Fiction is completely made up and the author can use their imagination to create any story they want while nonfiction is based on true events and facts, and author can only include information that is verifiable. Additionally, the writing style used in fiction and nonfiction is different as well. Fiction writing often uses literary devices such as metaphor and symbolism to create a specific emotional or psychological effect on the reader, while nonfiction writing typically focuses on providing information in a clear and concise manner.

Another key difference between fiction and nonfiction writing is their intended audience. Fiction is generally written for a general audience, and it is designed to entertain and engage readers of all ages and backgrounds. Nonfiction, on the other hand, is often written for a specific audience and is designed to inform or educate readers about a particular subject or topic. Nonfiction can be technical and thus it is written in a style that can be understood by those with specialized knowledge in a certain field.

Fiction and nonfiction also differ in terms of their purpose. Fiction writing is primarily intended to entertain, while nonfiction writing is intended to inform or educate. This difference in purpose is reflected in the structure of the two forms of writing. Fiction writing often follows a specific narrative structure, with a beginning, middle, and end, while nonfiction writing is typically structured according to the information that is being presented.

In conclusion, fiction and nonfiction writing are fundamentally different forms of literature. They are defined by their content, style, and purpose, and are intended for different audiences. Fiction writing is based on imagination and creativity, and is primarily intended to entertain, while nonfiction writing is based on fact, and is primarily intended to inform or educate. Understanding these differences is crucial to writing effectively in both forms and to understanding the full range of human expression through writing.

Top 5 most popular books for third graders

There are many excellent books that are popular among third graders. Here are a few notable examples:

1. "Charlotte's Web" by E.B. White: This classic children's novel tells the story of a young girl named Fern who saves a runt pig named Wilbur from being killed. Wilbur is taken in by Fern's uncle, who raises him on his farm. Wilbur becomes friends with a spider named Charlotte, who helps him avoid being slaughtered by spinning words into her web. The book is a heartwarming tale of friendship, loyalty, and sacrifice.

2. "The Magic Treehouse" series by Mary Pope Osborne: This popular series follows the adventures of brother and sister Jack and Annie as they travel through time and space in their magic treehouse. Each book takes them on a new adventure, visiting different time periods and locations, such as ancient Egypt, the Middle Ages, and the rainforest. The series is designed to be both entertaining and educational, introducing children to historical and scientific concepts in an engaging way.

3. "The Giving Tree" by Shel Silverstein: This classic children's book tells the story of a boy who grows up with a tree that provides him with everything he needs. The tree is happy to give the boy its leaves, branches, trunk, and eventually its very trunk in order to fulfill the boy's needs. The book is a moving tale about the importance of generosity and the consequences of taking things for granted.

4. "Harry Potter" series by J.K. Rowling: is a fantasy book series that is highly popular among children and adults alike, it follows the adventures of a young boy named Harry Potter who discovers that he is a wizard and attends a school of witchcraft and wizardry. The series is full of magical creatures, spells, and adventures that take Harry, Ron, and Hermione through the seven years they spent at Hogwarts. The books are a great way to introduce children to the fantasy genre and encourage a love of reading.

5. "Diary of a Wimpy Kid" by Jeff Kinney: This illustrated novel is written in the format of a child's diary and follows the story of Greg Heffley, a middle school student who is navigating the ups and downs of school and family life. The book is filled with funny and relatable moments that will make children laugh and connect with the character.

These books are popular among third graders for their relatable characters, engaging storylines, and valuable lessons. They are also a great way to introduce children to different literary genres and help them develop a love for reading.

How to write a quote from a book: A Guide for Students and Teachers

Writing a quote from a book can be a great way to add a personal touch to your writing and show off your literary knowledge. However, it's important to make sure that you're properly citing your sources and giving credit to the author.

The first step in writing a quote from a book is to find the exact passage you want to use. Make sure you read the passage in context to ensure that you understand its meaning and that it's relevant to your topic. Once you've found the perfect quote, you'll need to make sure that you're properly citing it.

One common way to cite a quote from a book is to use MLA (Modern Language Association) format. This style is often used in the humanities, such as literature and languages. To cite a quote in MLA format, you'll need to include the author's last name, the page number where the quote appears, and the publication information. For example:

"The road to freedom lies not through mysteries or occult performances, but through the intelligent use of natural forces and laws" (Wells, 57).

Another popular citation style is the APA (American Psychological Association) format, which is often used in the social sciences. To cite a quote in APA format, you'll need to include the author's last name, the date of publication, and the page number. For example:

"The road to freedom lies not through mysteries or occult performances, but through the intelligent use of natural forces and laws" (Wells, 1914, p. 57).

You also want to make sure to introduce the quote properly, so your audience knows what context it's from, who is the speaker, and so on. This can be done by writing a sentence or two before the quote, summarizing the main idea of the passage or providing background information about the author.

When integrating the quote into your own writing, make sure that it flows seamlessly and doesn't feel out of place. Avoid simply dropping a quote into your text without any explanation or context. Instead, use the quote to support your own arguments and ideas.

Additionally, while quoting, it is important to use quotation marks properly, as it gives the audience a clear indication of what text is being quoted. Also, you need to make sure to maintain the original grammar, spelling, and punctuation of the quoted text.

Lastly, it is important to be mindful of the length of the quote and to not overuse quotes in your work. Quotes can be powerful tools, but too many quotes can detract from the originality and voice of your own writing.

In conclusion, quoting from a book can be a great way to add literary flair and credibility to your writing, but it's important to make sure that you're properly citing your sources and giving credit to the author. By following the proper citation format, introducing the quote appropriately, integrating it seamlessly and being mindful of the length and usage of quotes, you can make sure your quote is both effective and ethically sound.

Top 20 creative writing prompts 3rd grade

1. Imagine you are a superhero with special powers. What powers do you have, and how do you use them to help others?

2. Write a story about a brave knight who goes on a quest to save a princess from a dragon.

3. What would happen if animals could talk? Write a story about a day in the life of a talking dog or cat.

4. Write a story about a kind and wise old owl who helps a group of lost forest animals find their way home.

5. Imagine you are a detective solving a mystery. Write a story about the clues you find and how you use them to solve the case.

6. Write a story about a group of friends who go on an adventure to find hidden treasure.

7. Imagine you are stranded on a deserted island. Write a story about how you survived and made it back home.

8. Write a story about a magical garden where flowers can sing and dance.

9. Imagine you are a robot with unique abilities. Write a story about your adventures and how you use your abilities to help others.

10. Write a story about a brave young boy who sets out to save his village from a fierce dragon.

11. Imagine you are a mermaid living in the ocean. Write a story about your daily life and the adventures you go on.

12. Write a story about a group of animal friends who journey to find a lost jungle.

13. Imagine you are a time traveller who can go back in time and visit different eras. Write a story about where you go and what you see.

14. Write a story about a kind and clever fox who outwits a group of hunters to save his family.

15. Imagine you have superpowers and use them to fight against injustice. Write a story about a hero who saves the day.

16. Write a story about an orphan who discovers a magical key that unlocks a secret treasure.

17. Imagine you are a farmer who discovers a mysterious egg in your field. Write a story about what hatches from the egg and how it changes your life.

18. Write a story about a brave adventurer who discovers a hidden kingdom in the clouds.

19. Imagine you are a time traveler with a critical mission. Write a story about your adventure to fix the past and shape a better future.

20. Write a story about a magic tree that grants wishes and how it impacts a community.

strategies for teaching consonant blends

What are consonant blends?

Consonant blends, also known as consonant clusters, are groups of two or more consonant sounds that occur together in words without a vowel sound between them. Consonant blends can occur at the beginning, middle, or end of a word, and they can be represented by a single letter or a combination of letters.

For example, the word "blend" starts with the blend "bl", and the word "strap" ends with the blend "st". Additionally, in the word "scream" the blend "scr" appears in the middle.

Some common consonant blends at the beginning of words include: "bl", "br", "cl", "cr", "dr", "fl", "fr", "gl", "gr", "pl", "pr", "sk", "sl", "sm", "sn", "sp", "st", "sw", "tr", and "tw". Some common consonant blends at the end of words include: "ld", "lf", "lk", "lp", "lt", "nd", "ng", "nk", "nt", "rd", "rk", "rm", "rn", "rp", "rt", "sk", and "st".

It is important to note that these are just examples and not comprehensive lists. It is also important to note that not all letter combinations will form a blend. For example in "bath" the "th" is not a blend, as it represents different sounds. The "th" in "bath" would be two distinct sounds.

Blending consonant sounds is an important skill for children to learn as they develop their reading and spelling abilities. It helps with developing their ability to decode unfamiliar words, and it's also an important factor in fluency in reading. Understanding and being able to recognize and produce blends allows children to read with more accuracy and automaticity.

Teaching consonant blends to children can be done in a variety of ways such as breaking down words into individual sounds, teaching the common consonant blends, and practising exercises like rhyming words or word families.

Strategies for teaching consonant blends

Consonant blends, also known as consonant clusters, are groups of two or more consonants that are pronounced together without a vowel sound in between them. These can be challenging for young students to learn and pronounce correctly. However, there are several strategies that can be used to teach consonant blends effectively.

One strategy is to teach the individual sounds of the letters within the blend first. For example, when teaching the blend "bl," the teacher would first teach the sounds of "b" and "l" separately. Then, the teacher can have the students practice saying the sounds together, slowly blending them to form the correct blend sound. This approach allows students to understand the individual sounds that make up the blend before trying to say the blend as a whole.

Another strategy is to use visual aids such as flashcards or pictures to help students associate the blend with a specific word or image. For example, a flashcard with a picture of a ball on one side and the word "ball" written on the other side can be used to help students associate the "bl" blend with the word "ball." Additionally, having students write out words containing the blend they are learning can also be helpful.

Another approach is to have students practice blending sounds in words. This can be done by giving them individual sounds, such as "b" "l" and "f" and asking them to blend them to make a word, in this example "blf" they can be prompted to make a word "blue" or "black"

Additionally, breaking down words into syllables can also be a helpful strategy for teaching consonant blends. For example, when teaching the blend "str," the teacher can have the students break the word "string" into "string" and "ing." This helps students to focus on the blend within the word and makes it easier for them to pronounce it correctly.

Another good strategy is to use songs and rhymes as a fun way to help students learn and remember consonant blends. Mnemonics can also be a good way to help students memorize the different blends. For example, to help students remember the blend "st," the teacher can have them use the phrase "Stop the train" to help them remember the sound of the blend.

Lastly, teachers should provide consistent and plenty of opportunities for students to practice blending sounds in words. This can be done through reading activities, writing activities, or oral exercises. Regularly reviewing and practicing blends that have been previously learned can help to solidify students' understanding and improve their ability to use and recognize the blends in context.

In conclusion, consonant blends can be a challenging concept for students to learn, but by using a combination of these strategies, such as teaching individual sounds, using visual aids, breaking down words into syllables, using songs and rhymes, providing opportunities for practice and reviewing, teachers can help students to master consonant blends and improve their reading and writing skills.

Getting Started with STEM in your Classroom

Getting Started with STEM in Your Classroom

If you are not yet teaching STEM in your classroom, the chances are good that you will be within the next few years.

But, what exactly is STEM and how do we go about teaching it?

 

What Does STEM Stand For?

The acronym itself stands for Science, Technology, Engineering, and Math.

While Science and Math are old staples of formal education, and you may well have come across elements of Technology and Engineering in various other subjects, the main difference in the teaching of these elements under the umbrella term of STEM lies in how they are taught.

However, before we take a closer look at STEM and how it’s taught, you may have noticed a similar acronym floating around containing one extra letter: STEAM.

A Quick Word on STEAM

In recent years, the acronym STEAM has become much more visible.

The A here stands for ‘arts’ and refers to art in a broad manner that includes the liberal arts, fine arts, physical arts, and music etc. It was added to encourage the integration of the creative arts into the STEM subject area.

There’s much debate between educators as to the value of this endeavor. Some argue that STEM should retain a clear separation between the sciences and the arts, while others argue the contrary.

This debate is relatively new and as yet unresolved. As a result, there is no clear consensus on what STEAM would actually look like in the classroom. That said, for the purposes of the rest of this article, we will refer exclusively to STEM, though there may well be ample opportunities to weave the arts into many of the STEM-based activities.

The STEM Curriculum

STEM in the classroom focuses less on the content of the various aspects of the subject, or the acquisition of theoretical knowledge, and more on learning to apply related skills.

STEM focuses heavily on promoting problem-solving and critical thinking skills to help find solutions. It is, above all, a subject directed at the doing rather than just the knowing.

Common elements of the various STEM curricula usually include elements of the following 3 areas:

Design: using design techniques and tools to solve problems and challenges

Application: applying knowledge and skills to solve real-life problems

Integration: drawing on knowledge and skills from a range of overlapping disciplines

Depending on your situation (the type of school, educational system, level of students, management structure, etc) you will need to decide whether you will be teaching STEM as a discrete subject or weaving it into other areas of an already existing curriculum.

Regardless of how the subject is approached, the following general advice will apply to getting started with STEM in your classroom.

Organize the Learning Space

Creating a STEM lab or MAKER SPACE can be both an empowering and an expensive process depending how far you wish to proceed

STEM is about problem-solving and critical thinking. One of the best ways to develop these skills is through collaboration and teamwork. Before introducing STEM to your students, be sure you have optimized the space available to facilitate group work.

This may mean rearranging tables and chairs. It may even mean removing chairs entirely and grouping smaller desks together to create larger working spaces. These spaces should be suitable for group work and the demands of working on large projects.

In a practical subject such as STEM, safety is a critical factor to consider too. Be sure to have a walk through the area prior to beginning the lesson so that you can identify and eliminate potential hazards.

Encourage Collaboration and Teamwork

Project-based learning is a key element of STEM in the classroom. Teamwork and collaboration are essential elements of ensuring the successful completion of any science or engineering project.

There are a number of ways you can encourage collaboration and teamwork in your STEM lessons. Let’s take a look at some of these:

●       Be sure to embed the importance of collaboration and teamwork into the design of your activities

●       Help students understand the importance of teamwork and collaboration

●       Model directly to the students what good teamwork and collaboration look like

●       Establish clear expectations for working together

●       Ensure all learners are engaged and sharing ideas during lessons

●       Build-in discussion opportunities and stress the importance of consensus building

●       Reinforce the idea of collective responsibility

●       Assign meaningful roles and responsibilities, where necessary

●       Encourage self-reflection and evaluation.

Be Prepared: Plan, Plan, Plan!

Good planning is essential for any effective teaching to take place, but this is especially true if teaching STEM is new to you. The better prepared you are, the more likely the lesson is to be a success.

Of course, we need to maintain some flexibility in our delivery to respond to the unexpected. However, there are six general elements that are characteristic of any good STEM lesson:

●       Ask a question that focuses on a real-world challenge

●       Make sure students are guided by the engineering design process (more on this below)

●       Involve students in hands-on practical inquiry

●       Ensure students work collaboratively

●       Utilize technology and include Science and Maths content

●       Allow for multiple correct methodologies and solutions

If you manage to include these six elements in each of your lesson plans, you will be well on your way to crafting an effective STEM learning experience for your students.

Share Student Learning Objectives

This subject is, to a large degree, about trial and error. It is important that students are not afraid to take chances, make mistakes, and to try new things.

That said, it is equally important that they have a clear focus for their investigations. This means you need to be sure to share objectives with the students at the beginning of the lesson.

You can share your learning objectives orally, but it is often helpful for students to see these objectives written down, whether on the whiteboard or on the top of a task sheet.

In STEM, learning objectives shouldn’t be worded in a way that suggests an expected outcome. Rather, the objective will relate to a central question that is to be explored.

Encourage your students to refer back to this initial problem regularly throughout the lesson to ensure they are maintaining their focus. It is easy at times for students to go off on tangents due to the more open-ended nature of this subject. Be sure to draw them back to task with clearly expressed objectives.

Incorporate The Engineering Design Process

Earlier we mentioned the importance of the engineering design process for guiding students, but what is this process?

The engineering design process is a series of steps that can be followed to help students come up with a solution to their problem.

The process encourages an open-minded approach to problem-solving and works under the principle that failure is a necessary part of the learning process. That is, failures are not mistakes, but a means of refining the efficacy of the solution.

There are quite a few versions of this process out there. Usually, they vary in the number of steps but retain common underlying principles.

A little research will turn up these different variants, but here is a simple 5 step version that is very suitable for use in the classroom.

The 5 Step Engineering Design Process

1. Ask: Define the problem - without a clear idea of the problem, any further investigations will be unfocused and ineffective

2. Imagine: Explore possible solutions - brainstorm as a group, then research and analyze the various ideas that arise

3. Plan: Choose a solution to investigate - identify the resources required and outline proposed methods of investigation

4. Create: Create something - follow the plan and try things out, what went well and what did not?

5. Improve: Redesign as necessary - evaluate prototype, revise plan in light of information and knowledge gained.

Integrate Technology

Technology, of course, puts the T in STEM and it is essential that it is integrated into your STEM lessons. Like the other elements of the subject, the application of the skills of technology will be applied to find a solution to the identified problem.

When considering where exactly to integrate technology, the steps of the engineering design process above provide a good starting point.

When planning your lesson, consider what technology is available for the students to use and how it can best be employed at each of the 5 steps of the process.

For example, at Step 2 can students use the internet to research the possible solutions or to help analyze the various ideas?

 Or, when working on Step 3, can students use digital models or simulations to help investigate possible solutions?

5 Simple STEM Activities

There is no end to the number of activities that can be designed to incorporate the teaching of STEM principles in the classroom.

One of the best things about this subject is that most activities are easy to adapt and differentiate for varying ages and abilities.

It is also worth noting that when looking for STEM activities to do with your students, it is common to come across projects that have prescribed outcomes. This is true especially when the activities are aimed at younger students.

Remember, for STEM to be really meaningful there should be room for some open-ended investigation too.

A good way to test whether there is room for open-ended investigation in a project is to consider whether or not the engineering design process can be applied. Where students are working towards a predetermined outcome, there will be no room for the use of this process.

In the following section, we will take a look at 5 simple activities that can be easily adapted to suit the specific learning needs of your students, while also providing a starting point for the creation of your own ideas for STEM lessons.

1. Design a Cell Phone Stand

This activity challenges the students to design and build a simple cell phone stand using the engineering design process. Students will need a cellphone and an assortment of materials to build their designs (card, rubber bands, paperclips, lollipop sticks, glue, tape etc). Task your students with creating a cell phone stand that is functional and convenient and then compare the different designs and prototypes that emerge.

2. Build a Baking Soda Rocket

Likely your students will be aware of the explosive potential of baking soda and vinegar from making volcanoes in their kindergarten days. In this activity they will harness the same chemical reaction to power their own rockets. The challenge here is for the students is to select the best available materials to construct an aerodynamically designed craft that will fly as far as possible.

3. Blow the Best Bubbles

In this activity, students will explore which mixtures produce the best results for blowing bubbles. Provide the students with a range of options to add to water, including washing up detergent, glycerin, and light corn syrup. They’ll also need measuring cups and something to make the wands from, such as pipe cleaners for example. Students explore what ingredients make the best mixtures and in what quantities each ingredient is required. As an extension, you may challenge students to explore the best materials and shapes for making the wand too.

4. Build a Robotic Hand

Challenge your students to research the mechanics of how hands work and use the acquired knowledge to build their own robotic versions that are capable of picking up light objects. Students will learn how bones, muscles, tendons, and joints work together and come up with ideas on how to recreate artificial versions of these. Groups will need to experiment with a wide range of materials, so be sure to have a wide selection of resources available for their experimentations. As a starting point, be sure to have drinking straws, string, tweezers, modeling clay, cardboard tubes, rubber bands, and paperclips available.

5. Build the Strongest Bridge

Choose two platforms that the bridges will span. This could be a space between two large books, two tables, etc. Students should investigate various designs and shapes for their bridges and explore the load-bearing properties of various materials. The strongest bridge will span the gap and be able to bear the heaviest load. This activity can be a great way to instil a competitive element into a lesson where groups vie against each other to build the strongest bridge.

Go Get Started with STEM!

These are just a few simple ideas from which to build out a STEM focussed lesson for your students. It should be apparent that the possibilities for STEM-based investigations are endless.

Remember though, no matter what the focus of a classroom STEM investigation is, the underlying principles at play will involve students overcoming their fear of failure in favor of the rewards of trial and error.

A classroom atmosphere that encourages curiosity and courageous exploration is the one key essential.

How to use Google Classroom like a Pro - A Guide for Teachers

One of the most universally used tools in schools is without a doubt, Google Classroom. Whilst many teachers are drawn to its ease of use to post announcements, share links and manage workflow, there is a deeper level in which Classroom can be used to enhance learning and teaching. How many of the following have you tried?

Increase Student Autonomy

By simply posting your own screen casts or ready made ones (Khan Academy etc.), you can empower students to learn at their own pace. Small groups can be using the digital resource while you teach face to face with another group.

HINT: post on the Classwork tab as a ‘Material’ under the relevant topic to ensure the video is easy to access. Not everything has to be an ‘Assignment’ if there isn’t anything to ‘turn in’.

Differentiate for Learning Styles

When posting an assignment, allow students to ‘Add’ evidence of their learning in whatever format they choose (within reason!) – images, videos, voice recording, screen cast, Doc, or Slides. This element of choice is not only engaging for students, it caters for different learning styles.

Make Learning Visible

Use Classroom to share out a single Doc or Slides presentation that each student can edit. This collaborative approach to learning allows students to see and learn from their peers. It not only supports weaker students by scaffolding their learning, but it provides an audience for student writing.

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HUGE COLLECTION OF GOOGLE CLASSROOM GRAPHIC ORGANIZERS

• Perfect tool for critical and creative thinking

• Works seamlessly with Google Classroom

• Covers all curriculum areas

• Fully Editable

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Make Learning Visible

Use Classroom to share out a single Doc or Slides presentation that each student can edit. This collaborative approach to learning allows students to see and learn from their peers. It not only supports weaker students by scaffolding their learning, but it provides an audience for student writing.

I like to also share my expectations about writing in a shared Doc – Golden Rules of Team Writing.

Amplify Student Voice

Pose a short answer question (ensure it?s open ended) and students reply with their opinion.

Importantly, don’t stop the lesson there. Encourage students to then read each other’s responses and leave comments.

Use the ‘Guide to Commenting’ to help scaffold appropriate digital commenting.

Formative Assessment and Feedback

A super simple but very powerful use of Classroom is to post an ‘exit ticket’ for students to complete. You, as the teacher, can get a clear insight into how students are progressing with their learning.

Other ideas for exit tickets:

• 3 things you learnt

• 1 question you still have

• specific content related multiple choice question