I started this school year excited about using Edmodo, but I all but abandoned it around the end of the first quarter. I was getting less than 50% completion on any online homework assignment, and I always had a few students in each class who said they did not have computers or reliable internet access at home. Much like Jennie Magiera writes about in this great article on EdWeek Teacher, though for different reasons, I decided to stop, reflect, and reassess what I was doing.
So as second semester started, I realized something simple: I was getting less than 50% homework on pen & paper assignments, too. Also, all students have at least one 99-minute study period during which they can go to the computer lab if they need to. I realized that I really wanted to bring the online component back into my instruction, and that merely 10 minutes of homework could accomplish this. My novel units were feeling so much duller than I remember them feeling. Part of this is because of how much actual reading I feel like we have to do in class. Remember that homework problem I mentioned? I don’t know if it’s school culture or what, but assigning reading for homework definitely goes nowhere. Still, there were things I was doing on Moodle back in my 1:1 days that added some richness and continuity to a novel unit.
So I’m having another go at it. I think the online component of the course will only work the way I want it to work if students get in the habit of checking it regularly, and for that to happen I have to be consistent with it. Here are some ways I’ve been using it this week.
1. Exit tickets to find best questions
I’m excited about this idea. I want my students to have some sort of threaded discussion online, but I’ve always had two major problems with it: bad discussions questions and late discussion questions (when students would rotate roles as discussion leader).
After reading a chapter in class together (but without having time to discuss it), I had all students write down their best discussion question on an index card as an exit ticket. I told them I’d pick the three best questions and post them on Edmodo. If I chose your question, your homework is already done and you earn full credit. Everyone else has to respond to one of them. I was able to scan the questions and post the three best ones in less than 10 minutes right after the bell rang.
2. Image searching homework
The opening scene of Of Mice and Men is filled with Steinbeck’s rich and vivid descriptions of the clearing by the Salinas river that proves so pivotal to the story’s ending. I want my students to really picture it (before we see the movie). In this assignment, I asked them to search for an image inspired by a specific phrase from the opening pages. Unfortunately, you can’t embed the actual image in an Edmodo post, but I was able to click on all of these during class and show them what their classmates had found – beautiful images of rivers that are “deep and green” and “sycamores with mottled, white, recumbent limbs.”
3. Getting kids to be more themselves, while also looking closely at the text
That was my intention with this assignment for seniors reading Their Eyes Were Watching God. Trust me that the students who wrote these first few comments do not speak this openly (or do not speak at all) in class.
4. Quick Polls
5. Checking in
My hope is that if I stay consistent in using it and keep varying the tasks like this, I’ll start getting more than 50% completion. Updates to come.