10 routines for teaching online – #8 Kahoot! – “Did you know or did you guess?”
Something I started to do recently during my live online sessions with faculty is to stop and give a short quiz about something. As you probably know, I use Nearpod for a lot of my live sessions, but not long ago learned of an interesting routine for using Kahoot! to introduce new topics. I highly recommend this video from the “inventor” of the blind Kahoot!
I designed a blind Kahoot! for my session entitled “Bloom’s Knowledge Dimensions and the Cognitive Domain”, whereby I introduce new material, discuss the concepts, then practice identifying the concepts with faculty. This is done through a series of the ever more interesting gamified multiple choice questions found in Kahoot!. When faculty give answers to the earlier questions, when the concepts are new, I will pause to see who got the answers right or wrong. Then, I ask a simple question: “For those who got this answer right, did you know it or did you guess?” I ask this and hope that faculty will be honest. This is a bit of formative assessment that can help me see that the design of the material is working as intended.
The other thing I’d suggest when using Kahoot! is to ask who got it right and how they know they got it right. This helps you understand how students are working with your material, and shows if they really have learned it through the explanations they give. It’s worth the extra class time, and it’s good if students supply answers for other students to monitor, knowing that they might be put on the spot in future, when such interactive online quizzes are done.
Kahoot’s website even has a link to a blind kahoot template, so that you can begin to construct one. Just make sure to stop after each question, and see who guessed, or who knew the actual answers and can explain them to some further depth.
This is a new series of tips for teaching online. This series focuses on the small things, in this case, small routines that you can, and should, easily incorporate into your every day instruction online. These routines address student motivation, participation, and metacognitive training leading to higher order thinking skills that focus on the conceptual and metacognitive knowledge dimensions from Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001).
Previous posts in this series include:
Subscribe to our Newsletter
Recent Posts
Teaching infographics #2 – VOCAL: Traits of a Successful Online Teacher
This graphic is a quick guide for some common s...10 routines for teaching online – #4 Talk types
The idea of ‘talk types’ is loosely...Differentiating Instruction in Your LMS
Anyone who has been in the world of education f...
Authors
- Andy Steele (9)
- Azim Ahmed (12)
- Christine Lampe (3)
- Gemma Escott (1)
- Larry Davies (25)
- Mahinour Ezzat (1)
- Raghad Nihlawi (16)
- Samantha McDonald Amara (16)
- Sarah Whittaker (55)
- Silishi Noushad (1)
Categories
- Adult Learning
- Assessment
- Blackboard
- Blackboard
- BookWidgets
- Collaborate Ultra
- Ed Tech
- Grade Center
- ILC
- Infographics
- Instruction
- Learning Technology Tools
- Microsoft
- Mobile OS
- Mobile Technology
- Nearpod
- News & Events
- PLAs
- Professional Development
- Routines
- Teaching with Technology
- Uncategorized
- Webinars
Tag Cloud
Archives
- February 2021
- November 2020
- October 2020
- September 2020
- August 2020
- July 2020
- June 2020
- May 2020
- April 2020
- March 2020
- February 2020
- January 2020
- December 2019
- November 2019
- October 2019
- September 2019
- August 2019
- June 2019
- May 2019
- April 2019
- March 2019
- February 2019
- March 2016
- January 2016
- November 2015
- October 2015
- June 2015
- May 2015
- March 2015
- February 2015
- January 2015
- November 2014
- October 2014
- September 2014
- August 2014
- June 2014
- May 2014
- April 2014
- March 2014
- February 2014
- January 2014
- September 2013
- January 2013
- December 2012
- November 2012
- October 2012
- July 2012
- April 2012
- March 2012