Quizizz: making tests fun (+ activity ideas)

Quizizz_ making test fun

There is no course without assessment – I’m not really a fan of ready-made tests that come along with the coursebooks, so I used to spend hours designing my own tests covering those aspects I wanted to assess at that time. Although I found it a good method, it was rather time-consuming. Fortunately, here comes that magic phrase: There’s an app for this!

You must have heard of Quizlet and Kahoot!, but today I want to share my favourite quiz-making application: Quizizz. Apart from a name (try remembering which z is doubled!), this tool is not only useful and easy to grasp, but also fun to use, both for teachers and students. Quizizz allows people to create and use one another’s multiple-choice quizzes, so they can be used live as a form of classroom competition, or as homework (with maximum 2 weeks of deadline).

So far so good – but how does it work? A teacher prepares the test, students login on their mobiles (either via browser or using an app, but unlike Kahoot! you don’t need a projector) and they may enjoy an energised quiz with bright colours, fun music and memes (truth be told, it was the memes that I paid attention to at first). The questions are randomly given to students, thus eliminating cheating. After choosing the answer students immediately get feedback, and the resulting data is compiled into a spreadsheet to give the teacher a clear visual of the students’ performance in order to analyse trends in which areas might need the most focus in the future.

The good thing about Quizizz is that you may either create your own quizzes (which may again take a lot of time) or use ready-made tests create by your fellow users… or you can teleport questions from various quizzes to make your own, which is a great thing and really saves your time.

How can we use Quizizz in the classroom?

  • Whenever the students get bored – you may prepare a short and silly test to make them laugh;
  • As an entry activity, when you want it to be a form of revision;
  • As a revision exercise, students create their own quizzes (each group works on specific unit or area), and then all you need to do is teleport their questions and have a nice, proper test;
  • As a homework activity, when students prepare tests for one another;
  • As an after-film activity: students watch film in the classroom, and then answer questions

Truth be told, possibilities are endless, all you need to do is give it a go and soon you’ll see that quizzes may be fun. If you need a step-by-step instruction on how to start with Quizizz, you may find it here:

How to Use Quizizz:
1 Go to Quizizz.com and hit “GET STARTED”.
2 If you want to use an existing quiz, you can use the “Search for quizzes” box and browse. Once you have selected a quiz, skip to step 8. If you want to create your own quiz, select the “Create” panel, then the “Sign Up” panel and fill in the form.
3 Enter a name for the quiz and an image if you like. You can also select its language and make it either public or private.
4 Fill in a question, as well as answers, and be sure to click the “incorrect” icon next 5 to the correct answer in order to change it to “correct”. You can also add a corresponding image if you would like.
5 Select “+ New Question” and repeat step 4. Do this until you have made all of your questions.
6 Hit “Finish” in the top right corner.
7 Select the appropriate grade range, subject(s), and topic(s). You can also add tags to make it easier to search for.
8 You can either select “PLAY LIVE!” or “HOMEWORK” and choose the desired attributes.
9 Students can go to Quizizz.com/join and type in the 6-digit code to participate in the live quiz or complete the homework. They will be asked to enter a name to be identified by.
10 Once the students are finished, refresh your page and you will be able to view the results of the quiz. Click the “+” next to a name to expand and get more detailed, question-by-question results. (by blogs.umass.edu/onlinetools)

Enjoy!

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Children Learning English: A Guidebook for English Language Teachers (book review)

www.thatisevil.wordpress.com

The best thing about teaching children is that you’re working on unspoilt minds that are so eager to learn and have fun. While teens seem to be at least slightly nonchalant when it comes to their educational process, while adults are so self-aware and need to get feedback on every step, children are wonderfully easy to please and literally only ready to grow and flourish. Some claim childhood is the only period when we actually acquire knowledge with ease, others believe childhood should be mainly fun and parents encouraging their offspring to learn another language can end up as innocent victims of the predatory educational market only fishing for easy money.

As usually, I find myself somewhere in the middle, believing children should have fun being kids, but at the same time we should encourage them to learn, especially when classes include games, songs and a lot of fun activities. Trying to broaden my horizons on the topic, I read a book by Jayne Moon “Children Learning English: A Guidebook for English Language Teachers”. As the author mentions in the introduction, “the book will help you to build on the knowledge and skills you already have, become aware of your beliefs about children and about teaching, re-assess your practice in the classroom, provide fresh ideas and new insights (…) and deepen your commitment to and enthusiasm for teaching children.”

You will find various topics discussed, starting with students’ attitude to learning English, managing the learning process, introducing effective teacher-pupil interaction, creating, adapting and evaluating various activities, planning, organizing conducting and assessing learning and teaching etc. Apart from the book itself the bibliography looks really inspiring, as it leads you to more publications on the topic (and each chapter has its own set of books).

What I really appreciate about this book is that it not only discusses the areas I mentioned, but also provides strategies for potential difficulties and actual procedures to deal with various issues (e.g. action plan to find out how raised expectations affect children’s behaviour and attitude to learning English). One of my favourite parts is the whole chapter focused on introducing and carrying out pairwork and groupwork (as mixed-gender pairing happens to be quite problematic at a certain age) which gave me a lot of ideas and activities on how to deal with this particular problem.

Yet another useful chapter I enjoyed was on creating own resources. Apart from practical ideas, the author encourages teachers to answer some questions first, like setting up and organizing educational and developmental criteria on preparing resources, which makes it easier to not only create own materials, but also adapt the ones we observe during other teachers’ work. We are surrounded by so many online resources now, that I really loved the short checklist to make sure the material we’ve chosen is not only fun, but also appropriate and suitable.

The book is a great source of information for all those who have just started their work with children, or who have had a longer break and return to educating this particular age group. I found myself nodding approvingly over some details I once knew but now forgotten, having been teaching mostly teens and adults for the past decade. I really enjoyed revising the basics and learning new things, that’s why I believe all of you who might be in a similar situation, will find the book equally useful. After all, children and their education is the area that gives many opportunities and possibilities for all teachers, so we shouldn’t neglect it just because it’s easier to work with the adults.

I’m sure you’ll find the read quite interesting, regardless of your present teaching groups – some ideas are relevant for all ages, and being a teacher means you can’t be too sure as to what groups you’ll teach next time.

Enjoy!

Jayne Moon, “Children Learning English: A Guidebook for English Language Teachers”

MacMillan Books for Teachers

ISBN-13: 978-1405080026

Role-Playing Teaching (Part 6: Game Mechanics)

Role-Playing Teaching (1)

I’ve avoided this moment for as long as I could, but I don’t think I can move forward in writing about RPGs without discussing the mechanics. If you haven’t played any proper RPGs before, you probably won’t know that this aspect of games has been discussed for years, and involved: fandom wars, friendships ruined (seriously, been there) and physical injuries (OK, I might exaggerate a bit here) by almost all RPG players (minus D&D players who simply watch from the sidelines and eat popcorn 😉 ). Which one is more important – rolling dice or storytelling, element of chance or the belief that everyone should be satisfied with the general outcome of the story where a roll may often be unfair?

In case you’re worried – I’m not going to discuss those issues here – let me just admit I personally believe both aspects are important: storytelling may be the most important goal of RPGs (at least from a teacher’s approach to use RPG in the classroom as a communicative tool; as a pure game I’m convinced its main goal is to have fun), but it is the rules and rolling the dice that makes it a game.

In my previous note I gave three examples of characters’ communication and you could see that even if a simple chat or negotiation was fairly easy to act out, there were problems with finding a fast and easy conflict solution. In order to make it short and simple (my favourite KISS rule) we may simply roll a die and determine the success by the higher number rolled.

While this idea may sound good enough, it still seems rather unfair, especially when one character is an Experienced Lawyer (who spent years manipulating people), and the other is an Edgy Teenager (who simply goes with I know better attitude). Now, this exactly is the reason why RPGs use a tool called Character Sheet with basic traits and skills listed and “graded”. Usually all players start with the same number of EXP (experience points) to divide among traits, skills and abilities according to their characters’ background, profession etc. Then the roll may be modified by a point assigned to the particular attribute, so Experienced Lawyer, having higher social skills, will have an advantage over Edgy Teenager.

Naturally, you may design your own character’s sheets, but since I’ve already picked Monster of the Week as a system in which I’ll set my adventures, I’ll share a simplified MotW sheet.

Simple Character Sheet

Moves

Moves cover situations when the game rules step in to help you determine what happens, e.g. something dangerous, conflicts, unusual events. The Moves in MotW we’re going to use are as follow:

  • Act Under Pressure, used for difficult/dangerous situation
  • Help Out, used to help another player by giving them a bonus on their task
  • Investigate a Mystery, used to work out the situation the character is in
  • Kick Some Ass, used for, well, kicking ass, because in RPGs sometimes we declare a fight
  • Manipulate Someone, used in those times when Kicking Some Ass would be too risky
  • Protect Someone, used to save someone from danger
  • Read a Bad Situation, used to work out what dangers are threatening you

In MotW there are more Moves, but since we’re not really hunting Monsters (not yet), we’re good with the basics.

Ratings

In order to make abilities good enough to reflect our character, we are using the Ratings. They are added to (or subtracted from) your dice total when you roll for a Move:

  • Cool is how calm you are and adds to your roll Under Pressure and when you Help Out
  • Tough is how strong you are and adds to your roll when you Kick Some Ass or Protect Someone
  • Charm is how pleasant you are and adds to your roll when you Manipulate Someone
  • Sharp is your intelligence and how observant you are, and adds to your roll when you Investigate a Mystery or Read a Bad Situation

The ratings range from -1 to +3, where -1 is bad, 0 is average, +1 is good, +2 is really good and +3 is phenomenal. You start with 3 points, so some ratings will get better than average, some worse – just like in real life.

Now, all you need to do is roll two everyday six-sided dice, add them together and then add whatever number is written down for your character’s rating:

  • 10+ is a success – well done, you passed the test and everything’s great
  • 7-9 is partial success – well, you’ve made it BUT…
  • 1-6 is a miss – sorry, not this time…

So let’s take the conflict situation from the previous note:

Situation: You meet up on Wednesday afternoon in your favourite café and enjoy coffee and cakes.

Player A: you realise you’ve forgotten your money… again. Ah well, Player B will probably help you.

Player B: Player A seems to have forgotten money… again. It riles you up because somehow it’s you who usually pays for both of you and A doesn’t usually remember to give it back to you.

Let’s assume player A is Edgy Teenager, and Player B is Experienced Lawyer. If the discussion takes too much time you simply ask Player A to test their Manipulate Someone move. Now, Edgy Teenager adds 0 from his Charm and rolls 3 on one die and 4 on the other die. He gets 7 – partial success, Player B will treat Teenager this time, but this is seriously the last time, and their friendship is somewhat shaken…

I hope I helped you to grasp the idea of game mechanics – naturally, there’s much more to this as there are many worlds, many systems, many mechanics and their variations. The simplified version of MotW is just an example of a family of popular systems (called Powered by the Apocalypse), but there are ever so many of them, more or less complex, based on dice, cards, tricks etc.

Do you feel like learning more of them? Well, why don’t you get your own copy of a system that suits you and go on an adventure with your friends, students or both?

Enjoy!

5 applications to boost your English

5 applicationsto boostyourEnglish

After I had finished my BA, I had more than 4 months of holidays before I started my MA studies. I worked as an EFL teacher in a primary school and I thought everything was going smoothly with my life.

Little did I know – my command of English after four months of using it on primary level was, well, to put it mildly, certainly not on academic level, and it took me a while to catch up. At the moment I’m using English more often (why, even this blog started as my writing practice!), but I usually  have at least one group on at least C1 level, just to make my English actually work.

Well, I have no problem believing that some of my fellow teachers may experience similar traumas – so today I want to help everyone struggling with keeping up with English by sharing my favourite applications to learn English. You may recommend them to your students, but I encourage you to try them on your own – I do:

6 Minute English

It’s a nice application that helps you learn intermediate English through simple English Conversations from BBC Learning English Program: 6 Minute English, English At Work, The English We Speak etc. Each lesson comes with audio, a transcript and a  vocabulary list and frankly, I find it more useful to our students, however, apart from the obvious benefit of regular listening exercises we can use this app to introduce some of these podcasts to our classroom. Worth checking!

thefreedictionary

I seriously used to spend some time in bed, before I went to sleep, playing Hangman or Spelling Bee on this app, because Thefreedictionary is more than just an alphabetised collection of vocabulary items . There are interesting articles, inspirational quotes, games, holidays and even a horoscope (which always predicts something nice to happen, so I think one can trust it). If you have IWB, you can just go to the page and leave your classroom having fun with a dictionary – it’ll be so easy to convince them to use it on their own!

memrise

You can learn English with memrise and that’s OK – it’s an app designed to learn languages in a creative and fun way. What I do, though, is learning Spanish through English. It helps me not only learn a new language, but also revise the one I already know. It’s also a great idea from a neurodidactical point of view – you create more connotations which boosts your learning abilities. It works for me!

LearnEnglish Grammar by the British Council

Sometimes I start to suspect my grammar is not what it used to be back in my university days – and just to prove I can still do an exercise or three on C1 level, I find no better application than the one by the British Council (in fact the BC has a lot of cool apps and I strongly recommend you to try them all). We might be teachers, but it’s useful to practise grammar once in a while, isn’t it?

knudge.me

This is my favourite application at the moment – spaced repetitions, adaptive learning, infographics, gamification… and practising things up to C1 level! And not only vocabulary – you may decide to work on phrasal verbs, common confusing words or idioms. I downloaded this app just to test it, and here I am, using it more and more actively everyday as it’s not only useful, but pretty and witty, and it definitely got me.

I hope you’ll like my ideas – if you have your favourite apps, please, share them in the comments, I’ll be happy to test some more.

Thanks!