As an update, I am no longer using this style of teaching in my classroom but will leave this post up as an archive of where I have been in my journey as a classroom teacher.
After thanking my students for letting me “experiment” with some new instructional strategies, I allowed them to give me some feedback on the tools we used as a class throughout the school year. Students remained anonymous unless they chose to enter their name at the end of the survey. I asked them to be honest so that I can continue, modify or change things to improve for the classes next year. The survey, like many things in class, was completed on iPods through a Google Form so that I could share the results with them as they were coming in. Below are some of the findings.
During the last half of the year, students submitted test responses through Google Forms on iPods. (Get my template here) Our district has a paper bubble sheet form that can be used alongside a computer so I wanted to hear from the students on what they liked best about the iPod method (the paper bubble sheets do not give students instant feedback...)
|Unique use of ipods in math|
|Instant test feedback|
|Teacher always has an electronic result if I lose the paper copy|
|Knowing what to section(s) to retake as soon as the test is finished|
|Did not like using the ipods for tests|
When asked how well they liked the self-paced, individualized format compared to a traditional large group instructional format, here is how they responded:
(5 was strong like, 1 was strong dislike)
In planning for next year, I wanted to know if any students would have preferred to have the videos on DVD instead of delivered through the Internet. I was surprised to find ⅓ would have liked them on DVD. This is a good workaround for the students that have difficulty accessing a computer or Internet at home since I think a much higher number of students will have a DVD player.
(Students answering “yes” are saying they would prefer the videos on DVD rather than online or portable devices)
I required all students to submit select answers (covering the basic ideas for each learning topic) through a Google Form to be automatically corrected. Students get the answers right away after submission. I asked students “How helpful was the homework quiz process in knowing what you understand and do not understand?”
After submitting a homework quiz, students have the opportunity to correct their mistakes and work toward the correct answer. These corrections can be turned in the next day for additional credit. The graphic below is a reflection of their perception of this process (1 meaning the process was not helpful and 5 meaning the process was very helpful). (See the correction form students hand in here)
I wanted to get an idea of how accurate their grade was at the end of the trimester compared to their perception of their own understanding, again 1 would represent “not accurate” and 5 would be “very accurate”.
Additional student comments from the survey:
- "I liked the layout and being more of a "technology" class"
- (Some teachers) "Make people turn in paper homework just to make sure they did it (thankyou for not doing that to us)"
- "I really enjoyed the class even though it was challenging."
- "This class was very unique and very well done. I defiantly think that it helped my learning. "
- "I love how everything was accessible at home from the computer, that was super helpful !"
- "Math was challenging this year but being able to retake really helped me and I think the sections I retook I knew it better. "
- "hw quizzes are awesome do it always"