ALEX Learning Activity

  

Fast answering and Furious questioning

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Jauriustee Brooks
Organization:UAH
  General Activity Information  
Activity ID: 1171
Title:
Fast answering and Furious questioning
Digital Tool/Resource:
iBrainstorm
Web Address – URL:
Overview:

iBrainstorm is a tool used to help with organization skills, planning, sharing, drawing and remembering important ideas. This tool can be used to help the teacher and the students become more efficient with timing. The tool will be used during lessons to help the teacher and students understand each other. This tool will be used when students have questions for the teacher during group or individual assignments. This allows the teacher to reply to each students questions quickly without having the distraction of students walking around or waiting for the teacher to come to their desk.   

  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • , using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA standards.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Learning Objectives:

  • Students will be able to communicate with other peers using the digital tool
  • Students will be able to collaborate with others during group assignments with the digital tool. 
  • Students will be able to ask questions using the digital tool.  

 

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The students will be given a partner after they have read a short reading/or listened to a podcast individually. Once each student has read/listened to the passage, both partners will discuss the topic together. After discussion each group will post their responses to share in a classroom discussion on iBrainstorm cork board. (Using digital environments to collaborate and communicate). 

Assessment Strategies:

  • The teacher can grade students on how well they collaborate with others and participate in posting on the cork board.(Set a minimum post per student). 
  • The teacher can also assign and grade quizzes using the digital tool. (Have students submit answers) 

Advanced Preparation:

Before the class lessons are taught the teacher will need to introduce ibrainstorm to the classroom (assuming the students have access to devices). Then the teacher will need to guide the students through the app while showing them how to make a note and how to send a note directly. After showing the students how to use the app the teacher should tell the students that there are no "dumb" questions and only the teacher will be able to read the note/questions they send. 

Variation Tips (optional):
 
Notes or Recommendations (optional):

  • Free app 
  • Good for classroom management 
  Keywords and Search Tags  
Keywords and Search Tags: