This is my penultimate post in this series of weekly reflections on the current goings-on, as I finish with my groups next week. This week my two lessons were both tests: the first was reading and listening, the second speaking. In this post, I’ll describe how we ran the tests and what I’ve learnt about Zoom this week.
Before I start, I’d like to stress that systems we’ve been using to test our students are the cumulative thought process and reflection on experience of the teachers and management team I work with at IH Bydgoszcz, and we’re refining it all the time! Thank you to my colleagues for all of their input and feedback!
Testing listening and reading
Before the lesson:
- Create a Google Doc with your questions. Check that these are relatively easy to complete on a computer even if you have minimal technical skills, particularly for the listening.
- Make one copy per student, with the student’s name in the file name, plus a demo document.
- Create an extra document. In this document, make a list of all of your students’ names, with the edit link for the document under their name. Leave a space after each name/link pair. This makes things easier during the lesson!
During the lesson:
- Have all of the students’ listening or reading tests open in a single set of tabs.
- Remind them to put all phones, books etc, away from their device (unless they’re using a phone of course!)
- For reading, tell them that you would like to check their reading, not Google’s, and therefore they shouldn’t copy and paste the text or any of the questions (this happened in a couple of my colleagues’ lessons!)
- Show students the demo document, particularly any question types/exercise types which they might not immediately be able to work out how to complete. This includes how you want them to complete e.g. a True/False question. Should they underline it? Highlight it? Delete one? The last is probably the easiest by the way!
- Put the list of links into the chat box. Students click on their link. If students aren’t logged in to Google (they don’t need to be), you should see a little coloured circle in the top right corner saying ‘anonymous wombat/ifrit/walrus’ etc appear when they’re in.
- Ask students to type their name at the top of the document when they get in. This helps you to check that the right student is in the right document. Go through each test and check it matches the file name.
- Ask everybody to mute their microphones. Mute yours too.
- For listening, tell students that if they can’t hear or there’s a problem with the audio, they should say ‘Stop, help!’ as soon as possible. One or two colleagues had students who got to the end before saying they couldn’t hear anything!
- Start the listening – make sure you’re sharing your computer audio! It’s best to have the file on your desktop, rather than streaming it, if possible.
- While the students are completing the reading or listening, flick through the documents to see whether they’re filling it in correctly, as in completing the tasks in the way you want them to. Help students if they’re having problems. Create a manual breakout room to move a student to if you need to speak to them.
If you suspect cheating, you can look at previous versions of the document to see how the student completed it by checking how they edited it over time.
We had some lessons where the teaching did the testing, and others where there was a guest examiner. In all cases, the students worked in pairs in breakout rooms on a revision activity throughout the lesson. Mostly this was them creating a game, and they then switched games with other students to play in the second half of the lesson. I saw various types of game:
- Creating a Kahoot.
- Creating virtual board games in Google Docs or using Tools for Educators. Thanks to Ruth Walpole for leading me to that website.
- Completing a list of challenges which each have points values, with the aim of getting as many points as possible.
The teacher set up the main activity at the start of the lesson, then put students into breakout rooms. The speaking examiner dropped in to each breakout room to test the students, then moved onto the next room. If it was a guest examiner, they could put up their hand so that the teacher knew it was time to move them to the next room. This system seemed to work pretty well. 🙂
The personal stuff
Things seem to be returning to some level of normality here in Poland. You no longer have to wear masks outside, though I still generally do, apart from when I’ve been on my bike far away from other people. It’s almost like nothing happened in many ways, which seems quite strange!
Edutopia has an article about how to reduce the likelihood of teacher burnout during the pandemic, as a lot of us seem to be working a lot more hours now (though luckily mine are pretty similar).
Anka Zapart has great ideas for teaching YLs on her Funky Socks and Dragons blog. Here’s a whole list of ways to work with songs, both online and off.
Alex Case has materials for teaching language for checking and clarifying on Zoom, something we all need!
James Egerton has a range of tips and activities for teaching on Zoom in this blogpost.
David Petrie is blogging again 🙂 Here’s his reflection on blogging and teaching in the time of COVID-19.
Jacqueline Douglas talks about all the things she’s noticed about running CELTA online.
THE REST OF THE SERIES
Each week I’ve summarised what our teachers and I have learnt during the transition to online teaching. Every post includes some tips about using Zoom, activities we’ve tried out (many adapted from the face-to-face classroom), and reflections on how my teaching and management have been affected by working from home. Here are all of the posts so far:
- Ideas for adapting group lessons to working on Zoom
- Moving a school online: reflections from week one of using Zoom
- The transition to working from home
- The world is changing
- The new normal?
- Half a week
- Calmer seas
- What we do
- There’s always a story
- What a difference a week makes
- The end of normal teaching
- Testing times (this post)
You may also find some other posts on my blog/which I’ve written useful:
- Separating work and life when you’re quarantined in one room
- Adding movement to online lessons (a guest post by Olga Stolbova)
- Adding movement to your online lessons (crowdsourced from IH Bydgoszcz teachers)
- 4 tips for teaching teens online
- Online activities that really work when teaching teenagers online (a compilation of activities used by IH Bydgoszcz teachers)
- Using NearPod for asynchronous online teaching (a guest post by Katie Lindley)
- Moving teaching online (IATEFL panel discussion recording – I was on the panel)
- How do we teach when we’re teaching online (a guest post by Laura Edwards)
- Mentimeter and word clouds
- TEFL (online) Tantrums (a guest poem by Jenna Edmondson)
- Fortune teller decision maker
- A post-corona SWOT analysis
- 100 ideas for exploiting activities, a webinar I did for IH Bucharest, including ideas for the physical and online classroom, none of which should take longer than 5 minutes to prepare
Stay healthy. Stay safe. Stay kind. And stay at home (if you still have to!)