We, French with the Hobbs, create and implement many decks of Boom Learning Digital Task Cards to use with our in-class and distance learning students. As we create a deck of the digital cards, we are always thinking of how to make our cards most effective for the students. We want to create cards that move from lower order to higher order thinking skills: cards that will challenge all learners and build their understanding and comprehension of the subject at hand. For example, take a look at the learning pyramid below. We strive to make cards that include BOTH the lower order thinking such as identifying, remembering and recalling AS WELL AS higher order thinking cards that require analyzing and evaluating. A challenge, indeed! (Check out our Webinar: Tools for Teaching World Languages at a Distance for further discussion). HOW CAN BOOM CARDS BE EFFECTIVE WITH STUDENTS?
Ok, but now that the cards are ready to implement with students, how can they be EFFECTIVE in implementation and execution? Here are some ways you can make Boom Learning Digital Task Cards effective for in-class and distance learning students. 1. Practice with the cards BEFORE teaching Before presenting the material, assign the deck link to students. Let them discover what they can figure out and the strength of their background knowledge. Discuss with the students what they already knew, what they could figure out and what questions they still might have after competing the cards. Begin instructing the students on the given material. Then, ask students to go back to that same deck and see how much they have improved. 2. Practice with the cards AFTER teaching After presenting the given material, assign the link to students. For the first time going through the cards, maybe it would be best for some students to be in pairs. Other students might thrive better individually. This is where the advantage of personal pacing really comes into play! Students can go at their own pace without feeling rushed or even defeated by their classmates. 3. Go through the cards TOGETHER Go through the cards as a whole class (either on a interactive board in the classroom or share your screen via distant learning). Ask students to explain WHY the answer is what it is for the cards. Hearing peers explain the concept can be beneficial. 4. Break-out rooms For distance learners, students could be assigned to break-out rooms where they go through the cards together via screen sharing. Students could take turns completing the cards or do them together. This provides the opportunity for discussion and explanations. 5. Students share the challenging cards As students go through the cards, ask them to note which cards are more challenging or cards they don't understand (note on paper, take screen shots, etc). Share with the class; there is a good chance s/he isn't the only one who stumbled on that particular card! 6. Students share cards where they feel confident On the flip side, ask students to note on which cards they felt really confident. Again, they can note on paper or perhaps as a screen shot. Share with the class. This can be a great opportunity for peer-to-peer instruction and opportunity for deeper understanding and clarification. What are other ways you have found Boom Cards to be effective with in-class and/or distant learning students? Do you have another idea to share? Comment below or email us!
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Who are the Hobbs?Originally, we are from the Midwest and the East; however, our paths took us to Angers, France where we met and fell in love. Archives
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