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Reinforcing Vocabulary with a Digital Twist

Picture: When you find a vocabulary word in the novel we're reading

From Memes.com

Every subject area contains vocabulary that is essential to student success. As students move from grade to grade, content vocabulary becomes all the more important. How can we help students not only retain definitions, but be able to apply the words?

For Unit Lists:

Digital Vocabulary Menus

Amp up the traditional paper menu by going digital. A digital option opens up a world of possibilities while continuing to offer student choice and individual learning. I have seen digital menus in Google Slides: the teacher has the menu on the first slide complete with hyperlinks, and then the student adds slides to complete the menu. I have also seen menus in Google Docs: the teacher creates the menu complete with hyperlinks and then the students can add more hyperlinks to turn in their work. What could be included in a Digital Vocabulary Menu?

Digital Menu Example

Quizlet

Traditionally students make flashcards and work to memorize the definition. Quizlet begins with that traditional approach, but then takes learning to the next level as students can add pictures and play games with the words. You can create the vocabulary list and share it with students, or students can create it themselves.

Quizlet Options

Quizizz or Kahoot!

Both of these apps feature a more gamified approach to vocabulary. There are searchable databases of teacher created and teacher shared games that you can use and deploy to your students, or you have the option to create your own games. These can be played at a student’s pace and assigned for extra study or practice, or could be used during class in real time. Both have features to track the most missed questions. Warning: students may get academically competitive!

Kahootquizizz

Adobe Spark Post/Canva

Have students make a visual representation of the words using either of Adobe Spark Post or Canva. Both apps are very similar as they resemble a poster that students can either start with a blank slate or template. From there students can add text, photos, and change the background.

Google Slides Template

Slides already has a flashcards template that students can personalize with unit vocabulary. To get to Slides Templates, go into the Slides app, tap the pencil to create a new presentation, and tap “Choose from template”. Remember with Slides students can collaborate – each student in class could research and define one term from the Google Slides presentation (a digital jigsaw!).

Slides Template

iBrainstorm or POPPLET

Both of these apps can be used to create graphic organizers. Students could complete word maps to further explore the unit vocabulary.

For Continued Study:

IXL

In the real world our students will not be given a list of words to study; instead they will suddenly come across a word and will have to figure out what it means. IXL starts vocabulary skills in first grade with word meanings and then continues increasing in intensity each grade level to build not only in rigor but also in content. By third grade students are exploring Greek and Latin roots, context clues, and prefixes and suffixes. English Language Arts teachers have teacher login access and student classes.

IXL Greek and Latin Roots

Does all this sound good, but you don’t know where to start? Ask your Tech Integrator for help! Together we can discuss what would work best for your students with you class structure and curricular demands.

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Using Flipgrid to Increase Engagement and Collaboration

Flipgrid is a great App or web-based tool to help increase engagement and collaboration in the classroom. It has taken the message board and discussion forum to new heights by allowing students to post brief videos of themselves to your class grid.

One benefit of Flipgrid is that it is easy to use in both the teacher and student format. Also, the free version has enough features that will allow you to experiment to shake up a lesson.

I was recently invited into J. Brad Landis’ health classes at the High School for an observation of Flipgrid. He only recently started using Flipgrid and his students in the classes I observed were brand new to using the app. I have to add this disclaimer before I go much further: Brad independently purchased the full version of Flipgrid that offers additional features. For more information on pricing click here. 

Brad’s introduction to the assignment pointed students to the fact that the world is changing and the way business is run on a daily basis is changing: more companies are relying on apps/websites such as Facetime, Skype, or Zoom for virtual meetings or webinars. It is becoming more likely that you would run or take part in a meeting using a device than flying across the world for a meeting. He stressed that it is important to become comfortable talking more professionally to a camera (using it beyond the silly selfies and Snapchat videos).

This was not a brand new lesson that Brad designed for the sake of using iPads in the class, but rather one that had been used in the past that he felt could use some added engagement and collaboration. Students were learning about LGBTQ issues and were prompted to respond to an assigned scenario. There were various scenarios the students were hypothetically placed in that would require them to make a decision while being sensitive to LGBTQ students.

Students in the past had logged onto the class Moodle page, open up the word document, and started typing away at their responses. They would then submit that word document to Moodle for Brad to download and then read individually as an audience of one.

In this new version, Brad used Flipgrid to have students respond to these scenarios via video and post them to his class grid. Students were instructed to create a two minute video and then respond to two other classmates. They were told their responses needed to add depth so that it  can drive the discussion. Students were also required to find an on-line resource to help back their opinions.

Change can be sometimes be difficult and scary. Brad recognizes this and says, “The challenge was trusting the process; using a new web 2.0 tool, learning while the students were learning, the quality of their responses, and how I would assess all the responses.”

 

When using the Flipgrid app, it looks like the photo below from the student perspective. As students create their videos, the screen becomes filled with student videos. (Brad’s assignment is now up to 27 responses, 31 replies, 349 views, and 11.2h engagement!)

 Modifying this assignment from a single student response to an outlet that can drive conversation increases student engagement, allows for collaboration between students, and offers an opportunity to work  on communication skills. Brad reflects on this lesson and his use of Flipgrid in saying, “My favorite part about modifying this lesson is the excitement on the kids’ faces to use technology in a new way.  No longer are they tethered to the classroom.  Students can spread out around the HS first floor (common area by art room, cafe lobby, and cafe) to complete the assignment.  Doing this takes away some of the formality and allows the students to relax, creating more authentic responses.”  
If you’re interested in using Flipgrid to modify a lesson, please don’t hesitate to contact your Technology Integration Specialist (Brandi at the HS, Melissa at LRIS and the MS, and Megan at the elementary schools).
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