Homework help boardAlso known as: anonymous questions
Students post anonymous questions about homework or a task on a board or in a homework box in the classroom. The teacher sorts through the questions at the beginning of class. If one or two students have a similar question, a student can be asked to answer the question. If many students have the same question, the teacher can reteach that concept themselves. Keeping the feedback anonymous encourages student contributions.
Google G Suite
How to use with ICT
There are a number of online messaging and classroom quiz applications that allow for anonymous posting to a virtual board. If your school has accounts with Padlet, Socrative or the like you can set up an anonymous quiz that students can access at home, so they can ask a question immediately. Within Google Classroom or Microsoft Teams you can use forms to get anonymous questions. It is important to use a form that does not ask for student names. Do not create an assignment or quiz within these platforms. Rather create a form within your Google or Microsoft drives and share a link with students.
Have the computer set up with the form ready to go and designed so that upon completion the form resets. Make sure students have an opportunity to access the computer in the morning and have a set time at which you will collect responses.
|Homework help board (video) from the Ohio Department of Education||Homework help board (new window)||A teacher discusses using a homework help board in her classroom (non-digital).|
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.