Skip to main content

Flipped Learning with Nearpod

Indirect or Direct?
Recently, I have been trying to get my Year 12 confident with pronouns (direct and indirect object pronouns).  Anyone who teaches French will know that these can be complicated for some pupils and it can be tricky to teach.  Thinking that I really needed to get my pupils to work at their own pace and take their time over exercises testing their (hopefully) new-found knowledge I decided to put together some lessons using Nearpod.  Nearpod is an online tool that allows you to create inspiring and engaging lessons and provide you with 'real-time feedback and post-session reports'.  This last term I was able to benefit from the ability to embed videos from YouTube for free (normally, you would have to upgrade to be able to use Web Content) and over a suite of Nearpod lessons I started each different grammatical point with a video.  Of course, if I had made the video myself, there would have been no problem in simply uploading that from a number of different sources (eg dropbox, googledrive, or my computer's hard drive) and embedding it in the Nearpod lesson.   I was then able to create a number of different activities from open ended questions, to quizzes and from memory tests to filling in the blanks.  There is even now a collaborative page where pupils can work together and there is a draw function.  This latter I have seen used effectively in a Chinese lesson where there was a need for pupils to write Chinese characters. 
I could have set these tasks to be completed out of the classroom but on this occasion I chose the "student-paced" option which allowed students to do the work at their own pace and importantly, it allowed me to go around and help each pupil work on areas they found more complex.  If I had chosen a "live lesson" I would have been in control and students would not have been able to go back and check the video or other useful information provided at the start of the Nearpod lesson.
Of course there are many benefits to a live lesson as well.  Once students have tackled some questions the teacher can share students' work with the rest of the class. The opportunity therefore to promote discussion and collaboration is greatly enhanced via tools such as Nearpod and the ensuing progress that students are able to make is also further improved. 
Analytics are also available as you can see below.  Such fast, easily accessed information on your students' progress is to be highly valued and makes tools such as these vital in this day and age when time is of the essence.

Sadly, my trial period which enabled me to use the student-paced lesson is now at an end.  Nonetheless, I shall continue to use the live lesson feature and having attended the ATI17 conference which is all about 'pushing the boundaries of technology in education' I have been reminded of a number of other great tools that have similar functions.  More on these in my next blog...
What tools do you like to use that enable you to differentiate in this way and that provide you with great detailed feedback from your pupils?  Let me know in the comments box below.


Popular posts from this blog

First steps with OneNote

In all my years of teaching I have always written to-do lists to help me keep organised and have had a lovely black academic diary that I have refilled each year.  However, over time I have relied increasingly on my outlook calendar for important dates and deadlines.  Last April, knowing that as a school we would be implementing Office 365 tools in the classroom in the near future, I saw that One Note would be a good place for me to start learning.  I could cut my teeth on my own Notebook and be ready to introduce Class Notebook in September.

I started using my notebook as a personal organiser in late May and by the end of June I had made my decision to give up my old ways of organising my busy working life.  As time has gone on I have become more adept at using the tool and have organised my Notebook accordingly.

Firstly some OneNote Notebook clarification:

A Notebook has sectionsWithin sections there are pagesPages can have sub-pages. In plain language, imagine that a Notebook is lik…

Does education really need technology?

There may be many with a view on what makes for a good lesson.  Most would not argue with the ideas clearly expounded upon by Hattie and Yates (1) that a good lesson starts with an initial review of knowledge, moves on to a formal presentation, guided practice, initial feedback, independent practice and a follow-up review.  In terms of my own practice this is a model that I follow.  Not via any particular tools because I know that my target audience need variety and must not settle into any type of formulaic process.  Thus, I follow the steps but use different methods. Far be it for me to claim that this effective lesson cannot be achieved without technology.  Having started my teaching career over 20 years ago I know that it is possible to be an effective practitioner and deliver a lesson where progress is made using old-fashioned methods that may well have included some worksheets created on the trusty (rusty?) Banda machine.  Nor am I here to advocate that this process is more effe…

3 Core Principles to consider when using Tablets & Office 365

Technology must not cloud the pedagogical intent.Having made a start at explaining how I use Microsoft in Education in these three posts here (Learning to teach with Microsoft in Education, First steps with OneNote and Tags & Templates) I want to take a step back and outline my thinking behind using this technology in the first place. I am teaching at a school where a decision has been made to commit to using Microsoft Surface Pro and the suite of Office 365 tools and although this has meant learning about a new set of tools essentially I am in favour of the decision and all its implications.  In fact, use of technology to enhance what pupils are able to learn and achieve in the classroom very much fits in with my intrinsic teaching methods and my ideology.  I have posted on many occasions about technology use.  This post from last June clearly outlines how technology can have an impact on the different stages of teaching.  
As I embark on my second term with my Surface Pro and O…