*** THREAD ***

Three really useful Google Chrome extensions for Google Classroom.

Mote: voice notes and feedback.

This is an efficient tool for recording and posting verbal feedback. Mote is fully integrated into Google Docs, Slides, Sheets and Google Classroom. This makes it incredibly accessible and easy to use.
The mote icon (purple) appears in the 'private comments' box when you view submissions in GC. You simply click on the icon and record. With voice recording one click away, it is easy and quick to use. You only get 30 seconds but this encourages succinct, precise feedback.
It's great that you can view the document you are providing feedback on whilst recording. This helps to ensure specificity. For example, you can highlight specific examples from a student's work and then talk through them. This sort of thing prevents me from waffling, anyway.
There are other benefits too:
- Verbal feedback can be transcribed, with the option to review and change before posting.
- Mote supports transcription in more than 20 languages.

Google Dictionary.

This is great. A real game changer for students, I think. Once added as an extension, students can simply double click on any word they do not understand when using Chrome's browser and a definition will instantly pop up.
This simple add-on helps to ensure students' attention is maintained, which is particularly important when they are contending with many distractions online. Crucially, students do not need to open a separate tab. This eliminates 'task switching' which can decrease efficiency.
I really like that pupils can opt to hear the pronunciation of new or unfamiliar words, too. This is an added bonus.
If students encounter an unfamiliar word in a Google Slides/Doc that you have shared, they can still easily access the definition without straying from your material. They simply copy the word into a box that pops up when they click on the Google Dictionary icon on the task bar.


Kami is basically a PDF, document annotation and mark-up tool. It works pretty seamlessly with Google Drive. With a good range of mark up tools, it's great for accessing and annotating PDFs - this can be done live or in advance for asynchronous lessons.
You can click on the Kami icon on the task bar and instantly upload a PDF direct from Google Drive.
With Kami, I don't have to avoid using my PDF exemplar material, nor do I need to spend valuable time typing up responses for annotation. Once uploaded to Kami, I can begin using the wide range of annotation tools available.
One thing I really missed early on during remote teaching periods is collaborative annotation. With Kami, pupils can jointly annotate PDFs with ease. As Kami is fully integrated, sharing to Google Drive and then Google Classroom is simple.
Most exemplar material (for English anyway) is long. Kami enables me to chunk annotation tasks like I would if I were in the classroom. For example, I can predetermine the focus for annotation and direct students to focus on annotating specific parts of an exemplar.
Students can easily post replies to annotations. Likewise, teachers can reply to their students' ideas. This opportunity for dialogue makes it a truly collaborative tool, which I like. I find this ideal for smaller classes, to be honest - such as AS or A2 classes.
You don't even need to type annotations because you can just as easily - with one click - post voice notes.
Kami has lots of other features. For example students can just as easily collaborate on a blank sheet similar to Jamboard. I've only recently begun using Kami, though, so I'm still a novice.


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More from @SuzieJabarian

25 Oct 20
T H R E A D:

Reading @HuntingEnglish's post on KOs got me thinking about *Vocabulary Word Lists*.

I see lots of people sharing, with good intentions, lists of words relating to topics. Reflecting on evidence pertaining to #ExplicitVocabularyInstruction, here are some thoughts.
1. Creating a word list to give to students is, in itself, ineffective - especially if the words will not be encountered in the text being studied. Also, giving students a word list prior to the explicit teaching of vocabulary is likely to cause extraneous cognitive load.
2. Selection. The process of determining key vocabulary is beneficial for teachers re: planning and instructional design. Goldstein et al. (2017) stress that “precise meanings of academic words vary based on context" so disciplinary knowledge is essential when sharing meanings.
Read 12 tweets
30 Jun 20
Here are my musings on the 'remote' aspect of #blendedlearning so far. No original thoughts here, just of a synthesis of snippets from research and blogs that I have read. Links to key readings included. I've tried to highlight some helpful adaptations teachers can make...
...to exploit what technology has to offer when planning for asynchronous or synchronous lessons.

Big thanks to ideas included from: @RobDav1es, @BarriMoc, @MrsDJIandS, @MrWiseCHS, @ImpactWales and @smanfarr. Your insights and suggestions have really helped.
Establishing purpose.

We must ensure that pupils do not get too caught up in what they are doing digitally, so that they lose sight of what they are learning.
Read 11 tweets
17 Jun 20
Doing a little reading on #blendedlearning. The #RemoteLearning Guidance Report by @EducEndowFoundn is excellent, but I’m keen to dig a little deeper myself. So, I thought I would share some insights from research articles as I go along.

First #ResearchReview is on...
'Quality in a Blended Learning Environment' by Fray, Fisher and Pumpian (2013).

I like the title. It highlights an important goal for teachers right now: strive for high quality blended learning experiences for all pupils. We can't forsake quality when BL is here to stay.
Fray et al. (2013) explain that definitions of BL vary.

Is this problematic? I think establishing a shared definition of BL is important, not just within schools but perhaps even between them. Will this kind of continuity and consistency of lead to more equitable BL?
Read 13 tweets
8 Jan 20
I recently delivered an introductory Science of Learning workshop to teachers, middle leaders and senior leaders and thought I'd share what I covered. There is a wealth of wonderful information available but here's what I decided to include in a 1hr CPD session.👇
Opening slide: this was a chance to get teachers thinking and talking about common misconceptions within education. We discussed how some are so heavily ingrained that teachers may still struggle to disregard them. Info. is from: Deans for Impact, 'The Science of Learning'. Image
I loved this visual when I saw it - thanks, @DavidDidau. Here, I emphasised that the session was about pupils' learning. Not the performance of learning that we see on a daily basis but the kind of learning that takes place over time, with practice - longer-lasting learning. Image
Read 12 tweets

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