Description: The article is mainly intended to center on the key point with the topic of nearpod student login com. The content shows us that a physics teacher is willing to indicate us some reasons why he thinks the software Nearpod is helpful in his classroom teaching especially homework checking.
Grapple back and forth arguing about how things worked and then gradually move that over to larger groups interacting with each other and eventually also get a hands-on component where they’re building circuits and seeing how those ideas that they’ve been talking about it for the last half hour apply to an actual thing in front of them, I thought the software Nearpod could help me for a couple of reasons.
I like the fact that the students can access it on their mobile devices, I like it, because it has a simple interface and the main thing is that it helped me assess their homework quickly.
When they went into class, I could do a quick check and I already know that I don’t need to review circuit schematic thing, they were all getting those right whereas traditionally they did homework and maybe I’d have to give them a quiz when they arrived.
That quiz might not get marked and I wouldn’t get the feedback quite as quickly of how well they knew the basics before I moved on, during the class itself, as the students worked in pairs on their iPad, I was able to control the pace of the whole class.
I could slow things down if we needed to review a topic, I could speed things up clearly, the students were getting it, I had a clearer sense of whether they were getting it or not.
I think I would have looked over the class used their facial expressions, how engaged they were and got a sense of whether they knew this or not.
I wasn’t guessing when I was using Nearpod, I had a good sense and not only that which students were having trouble not like an aggregate, what that meant is that the class could move on, I could then walk over to a student who I notice how that troubles or a pair of students.
Let’s go back to see three steps and look at what you did there, one of the things I was able to do with the Nearpod software is when the students had agreed in their pairs that the current here would be greater than the current there.
I could select those students pictures that they had drawn and share it with the rest of the class, we could discuss it or have those students discuss it, it was a little mini layer of peer review that could be seamlessly embedded in the progression of the whole class.
As we moved along, sometimes, I did put up the student work that was not correct, because there were enough students getting it wrong that it was a bit difficult for me to find an exemplar.
I was very surprised, I ran this lesson twice with two classes and with the first class, I was wrong, my expectation was that they understood this current law previously from the grade nine work a lot better than they did a few main misconceptions.
I had to work over, for example, some of them thought that the current would disappear in the resistors so that in a sense, a lightbulb gobbles up electrons and it doesn’t let them through that.
They were starting to get questions wrong and I would have never thought that would happen with these students in my expectation. I have known them for a while now over here and some of them I taught before even in grade 9.
I was surprised that they were weak in that one part and I don’t think I would have figured that I would have a traditional lecture approach. It stuck out like a sore thumb as soon as I was trying to take up the students’ work and share it, so instantly on the fly, I adjusted the class and sorted that out.
On the other hand, in the afternoon, I did the same lesson and with that class, I didn’t have that problem and we progressed a lot faster and I would have never expected my two classes to be that different.
I had that information in front of me on my iPad as I was walking around the room based on the feedback, I was getting on my near pod screen in front of me, I was able to alter my lesson pacing and plan live on the spot.
I had intended to spend only three minutes doing this, but instead, I spent 10 because of the feedback, I was getting instantly and I would have never known that before.
If it wasn’t for the visual representation of my students learning there in my hand where I could access it and flip through it, I think in the future when I use this technology, I’m going to try and get as much assessment done live in the classroom as much as I can.
So I spend more time outside of class doing the things I enjoy to make fun lessons like this, I’d rather be doing that than marking, I think I’m starting to realize how I can use that power, can I call it a power, superpower in the future?
I’m a physics teacher and I’ve been teaching physics for about 15 years, currently, I’m teaching grade 11 physics and I’m also teaching the AP or Advanced Placement physics, our grade 12 version of it, recently our school has had some PD sessions where they’ve introduced this idea of backward design or reverse design where you start with the big ideas and you start to break it down to the little specific learning outcomes that you like the students to be able to do and start with that.
Then design your classroom lessons and your classroom activities based on what it is that you’d like to look for, once they’re all done and done their work, you’re always asking yourself the question as you go along.
How will I know they’ve achieved this specific learning expectation? It’s because you try and create an environment in the class where that will bubble up and you’ll see it and hopefully you’ll go and you will have documented it before it goes away back in grade 9 science.
The students were introduced to circuits and now in grade 11, we’re coming back around to that issue, overall, any topic in electricity and magnetism is very conceptual, you cannot see electrons luckily, you can see wires, you can see light bulbs.
So the plan was for them, for their homework, let’s see what they remember and I wanted to review specifically with them, the schematic symbols when they draw circuit diagrams.
So that is the homework before I use the software called Nearpod before they key to the class, they had to go to this website at home or use their phones and basically run through a bunch of questions, draw some stuff, they could use their fingers or a mouse and draw on the screen.
I thought that was cool and submit that and then as the class begins, I could refer back to that homework directly and lead straight into the lesson.
So the first thing they had to do is to look at a circuit that had a series and a parallel component to it and they had to think about whether the current would change from this point on a wire to another point a little further downstream and then gradually build on that start with that.
Then what about this point of the strengthening over here? They had to indicate on the screen with the current be less than greater than or equal to the current at this other point in the circuit.
Then eventually, after we got a sense of what our expectations were, they would then build a rule that would help them come up with the answer in any situation whether the current be higher or less safe in these different situations, the big picture that I wanted to achieve that class is for them to discuss with each other in small groups and tubes.