Parlay is one of the coolest EdTech tools I've heard about in a long time, (Thanks Jason!). I was able to it with my Grade 6s and 7s yesterday and today, but know that it is suitable for older students, including DP and college age. It's basically a tool that supports student discussion and prompts peer feedback.
I used the 'online roundtable', (think of 'roundtable' as a lesson of activity). Here I put some stimulus (I had a video, text and some images), and then students each responds. I can quickly reply to their responses, but they can also comment on their classmates' work. It keeps the students anonymous, so they don't know who they are replying to, (but I can see their real names).
It gives me lots of data, including showing how many people have commented on other students' work, how many words the comments are on average, it also shows me a word cloud, reflecting their work and lets me see who has commented on who! The data is there to be shared with your students, and they even give you questions to help your class reflect on this! Here is some of the data it showed me from one of my classes today:
There's also a live feature, which focusses on verbal discussion, which I will blog about soon. I will be using this for some of the debatable inquiry questions! Don't be confused by the words 'online roundtable' and 'live roundtable'. They can both be done online and live... One has them all work individually on their screen, and one would have them contributing in a live group discussion (face to face, or through a video call).
Parlay also has a massive library (their universe) full of pre-made round-tables!
Parlay is free to use till the end of the year, and even after that you have a choice of free or paid version.
Find Parlay here.
Here's a quick walk through video I made too:
I had the absolute pleasure of appearing on Jason Reagin's podcast Design Cast today. Jason was super easy to talk to and it was nice to reflect on my teaching journey and to think about what gets me excited.
You can watch/listen to the podcast here. You can also subscribe to his podcast through wherever you normally listen to podcasts. Also, although it started out as design focussed, it is branching out, so any IB teacher would benefit from the episodes.
This morning I ran a Zoom, "Helping Students Set Exciting Goals for their Personal Projects". I was using the browser based Zoom, so was unable to record the session, but I recorded the presentation and questions after the Zoom ended:
A while ago I was planning a PD for teachers based on Ron Ritchhart's Cultures of Thinking. I was also going to use the opportunity to help teachers understand UX Design a little bit, and to help them see themselves as designers. UX is often used when talking about digital content, but I like to think about User Experience more broadly, (an example I give students is the experience at Disney you have from the moment you arrive to the moment you leave, including the ways they have designed for users when they are waiting in line or how they have designed for users of all ages, etc)
I started working on this presentation, but had no date/real audience in mind...and then I got busy.. Anyway, I foundthe presentation today and thought it might be useful for some other teachers, maybe for returning to school after the Covid-19 pandemic or after-summer.
Feel free to use or adapt. Also I apologies that it is not the best looking presentation!
As part of the IB Educators Zoom series, yesterday I did a session about "The Role of the Global Context in the Personal Project."
Below is the video and the Google Slides presentation. Pop any extra questions or ideas in the comments.
I've written about ACCESS FM before here and here. We use this a lot for writing the specifications for our success criteria in both Design and for the Personal Project. It's super useful and to me the best tool out there. However, there are two problems I find with it:
Here's a direct link to my video.
Today I got my Grade 7s and 8s to do an online course on perspective drawing. This is something that is easy to do face to face and I normally wouldn't assign them an online course, but this worked well for online learning. I made them a Google Doc with activities to complete after/during the different lectures, including drawing our schools! Feel free to use the Doc with your students too.
Grade 8s just spent one lesson on this (and didn't have to finish), but Grade 7s will spend one more lesson, and will finish. Any students who are flying ahead, can do more of the 'example' activities for lectures 6-10).
Here's some of their work so far: