1. Using online Kahoot and Socrative
Collecting Data
Using online Kahoot and Socrative

2. Kahoot

3. About Kahoot… Free, online game-based learning activity
Students can access on any device (not an app so not limited to iPads)
Can include images in questions (but not as answers)
Quizzes can be private or open to the public
Can use pre-made public quizzes – e.g. HSC quizzes are already on there
Time based scores - works well with juniors
Can use superscript and subscript

4. Using Kahoot… 3 types of Kahoot – Quiz, Discussion and Survey
Quick and simple to create
One limitation - Questions created can only be very short (strict character limit)
Students don’t need to register or login – just use a unique game code each time you play
Question and answer shown on the board, students select answer on their device based on the colour

8. Collecting data…
Once finished completing a quiz, click feedback and results
Then click final results
Then click save results, download
Data will be downloaded as an excel spreadsheet which can be saved
Can be used to identify areas of weakness for individual students or for class as a whole – act as a “hinge question” to determine direction of learning for future lesson(s)
Data must be collected and saved straight away

11. Socrative

12. About Socrative…
Free, online (or app) platform to connect with students as learning happens.
All data can be downloaded to an excel spreadsheet
Quizzes can be student self-paced or as a whole class teacher-paced quiz
Can use images in questions (but not answers)
No text limit
Questions on students device (don’t need projector)
No time based scores
No public / pre-made quizzes
Live updates on teacher screen
More appropriate for seniors

14. Using Socrative… Sign up with your google account
Quick and simple to create
Three activity types: quiz, space race or exit card
Quizzes can be used as a space race, where teacher chooses number of teams and students are randomly allocated to a team
A live team score update shown on the board
Multiple choice, true or false and short-answer style questions

15. Collecting data… Live updates on teacher’s screen
After completing the activity, click finished
Then click get reports
Then select to download as an excel spreadsheet
There is an option to download individual student data as a PDF
Reports can be retrieved (do not need to be saved straight away)
Individual and class areas of weakness
Can use as a ‘hinge question’ for future lessons

17. Fossils Research Assessment
Year 8 – Explicitly Teaching Paraphrasing

18. Task details…

19. Scaffolding…

20. Plagiarism problems..
44% of students plagiarised part of their assessment
The amount of plagiarism varied – from 2 marks through to the entire assignment

21. Addressing the problem
Worksheet was developed to directly teach what plagiarism is and to also teach how to avoid it
Students watched videos, took notes and engaged in class discussions on plagiarism
Modelling – an example of the steps involved in paraphrasing was included on the sheet
Practising – students then had an opportunity to use provided information to write their own definition
Applying – Students then had to collect their own information and write their own definition

23. Follow up activities…
In the following week, students completed a task on paraphrasing two new terms (as an introduction to the new topic).
Information was provided for the first term and a scaffold included.
For the second term, students had to find their own information and use the provided scaffold.

24. Back to the assignment…
Following this lesson, students who plagiarised were given one week to re-submit the task.
Students who did not plagiarise were given the opportunity to improve their responses and submit it again to also be re-marked.

25. The results… A lot of chasing students! Marks – Plagiarism –
An increase from an average mark from 39% to 55%
Plagiarism –
A decrease in plagiarism from 31 assignments to 6 assignments (44% to 8%)
A decrease from 12% of marks plagiarised to 2.1%