Knowing what they know

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Knowing what they know by Mind Map: Knowing what they know

1. Brain-based learning

2. Teacher awareness

2.1. Online

2.1.1. asynchronous

2.1.1.1. discussion forums

2.1.1.2. wikis

2.1.1.3. blogs

2.1.2. synchronous

2.1.2.1. Almost all items in mindmap

2.1.2.2. chat

2.1.2.3. whiteboard

2.2. In class

2.2.1. Moving around class

2.2.2. Sticky notes

2.2.3. Paper + taking a pic to post online

2.3. Quizzes

2.3.1. Paper-based (slow)

2.3.2. Socrative etc

2.4. Verbal questioning

2.4.1. LOTS v HOTS, Blooms

2.5. Polling/voting tools

2.5.1. Digital

2.5.1.1. Tricider etc

2.5.1.2. Kahoot, Socrative, Mentimeter, Polleverywhere etc

2.5.2. Non-digital

2.5.2.1. Show of hands

2.5.2.2. Coloured cards

2.5.2.3. Mini-whiteboards

2.6. Text feedback

2.6.1. Tools

2.6.1.1. Digital: Padlet/Todaysmeet/Textwall/Twitter/Google docs etc

2.6.1.2. Non-digital

2.6.1.2.1. Mini-whiteboards

2.6.1.2.2. Sticky notes

2.6.1.2.3. Bits of paper/whiteboard/ (Bring back the OHP!)

2.6.2. Active questioning

2.6.2.1. Blooms, LOTS v HOTS

2.6.3. Advantages/Disadvantages

2.6.3.1. Advantages

2.6.3.1.1. Unlike polls, you get a better feel for any misconceptions

2.6.3.1.2. If using tools, can help learners with ESL needs

2.6.3.1.3. Can lead to more depth of understanding for teacher and student

2.6.3.2. Disadvantages

2.6.3.2.1. Can be more time-consuming

2.6.3.2.2. Can provide outlet for behavioural issues (but these would have been there anyway?)

2.7. What to do with the feedback?

2.7.1. Our toolsuites

2.7.2. Your toolsuite

2.8. Advantages and Disadvantages of tools

2.8.1. Democratisation

2.8.2. Distraction of tools

2.8.3. Anonymity

2.8.4. Horses for courses (LOTS v HOTS, Blooms)

2.8.4.1. Divergent / Convergent

2.8.5. SAMR

2.8.6. Does the media used influence the richness of feedback received?

2.8.7. Simplicity v richness of responses

2.8.7.1. Polling/MCQ style

2.8.7.2. Richer feedback

2.8.7.2.1. Drawing

2.8.7.2.2. Mindmapping

2.8.7.2.3. Sketchnote, Nearpod etc

2.8.7.2.4. Audio summaries

2.9. Other issues

2.9.1. Quality of questions

2.9.2. Quality of feedback

2.9.3. Over-tested concepts suppresses other learning?

3. Learner awareness (TBC)

3.1. Self-assessment

3.2. Mastery learning

4. What you'd like us to cover

4.1. am I listening to and hearing what the students are saying about my lesson

4.2. Practically integrating feedback in my lessons

4.2.1. online feedback

4.2.2. Tips for effective ways of getting feedback

4.2.3. Elicitation techniques

4.2.4. learn about effective feedback strategies and measurable impact from others

4.2.5. ways of engaging students in feedback

4.2.6. Quick ways to assess current knowledge at the start of a session and then during/ at the end

4.3. Discovering what tools others are using for feedback and evaluation of teaching

4.3.1. new and creative ways to get feedback from students

4.3.2. Find out how other people are getting feedback, or good ways of asking questions that could b turned into good digital exercises

4.4. learner experience

4.4.1. How to make connections within learning.

4.5. Effective assessement strategies

4.5.1. How to determine whether learning has taken place

4.6. I'd like to see how this information is communicated. I often find the idea of misconceptions tricky to explain to non-education

4.7. Spiral is a classroom learning platform with a students response system aligned to everyday learning activities.