Tech EDGE, Integrating Technology into the Arts - Classkick

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Classkick - Tech EDGE, Integrating Technology into the Arts - University of Nebraska-Lincoln (UNL) Technology (Tech) Education In Digital and Global Environments (EDGE) Innovation in Teacher Education College of Education and Human Sciences | Department of Teaching, Learning and Teacher Education

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[00:00:00.691](light music)
[00:00:06.300]Hi, and welcome to "Tech Edge,"
[00:00:08.100]and we're in our second episode
[00:00:10.380]talking about technology and arts integration.
[00:00:13.830]I'm Guy Trainin.
[00:00:14.670]I'm a professor at the University of Nebraska-Lincoln.
[00:00:17.490]And I'm Cody Talarico.
[00:00:18.510]I'm the Fine Arts Education Specialist
[00:00:20.010]at the Nebraska Department of Education.
[00:00:21.870]And today we're talking about Classkick,
[00:00:24.000]and I'm going to be the student, right?
[00:00:26.280]You are. So tell us us a little bit
[00:00:28.000]about Classkick.
[00:00:28.980]So when I was teaching,
[00:00:30.210]my teaching background is K-6 vocal music.
[00:00:32.730]And when I was teaching,
[00:00:33.690]Classkick is really just a learning app,
[00:00:35.670]so it can be used in any subject.
[00:00:37.470]And it was one of my favorites
[00:00:38.550]because I could see the kids working in real time,
[00:00:41.250]and also cut down on having to have manipulatives
[00:00:43.593]for the kids,
[00:00:44.700]having to wait and grade a paper later.
[00:00:47.190]And so it just kind of kept everything in one place.
[00:00:49.530]And my particular district bought an enterprise
[00:00:52.110]so I could have all of my kids in my building log in.
[00:00:55.500]So there is a cost to it.
[00:00:57.810]Teachers can do it on their own
[00:00:58.860]or the district can do it as well.
[00:01:01.050]And if you're working within a district
[00:01:02.790]that has an organized way to work with apps,
[00:01:06.300]you've gotta make sure that you go through the process
[00:01:08.820]and you get the approvals,
[00:01:10.020]because we do have some legal requirements
[00:01:12.360]and safety requirements that are connected to it.
[00:01:14.730]That being said, the app itself
[00:01:16.560]has all of these layers of security,
[00:01:18.930]so you can trust it,
[00:01:20.700]but you do need to go through formal approval
[00:01:23.010]if your district hasn't bought into it yet.
[00:01:25.440]Yep, absolutely.
[00:01:27.090]So we'll dive in and I'll show you three different things
[00:01:29.700]that I used to use when I was in the classroom.
[00:01:31.950]The first one here is a melodic identification test.
[00:01:35.820]So we had common formative and summative assessments
[00:01:39.180]in the district that I taught in,
[00:01:40.680]and the kids would have to go through
[00:01:42.780]after we taught a certain melodic element,
[00:01:44.850]and they would have to identify
[00:01:46.710]which melody was being heard.
[00:01:48.240]So this is basically just a slideshow that I started with.
[00:01:51.600]And then I import the slideshow into Classkick,
[00:01:54.480]and it gives you different navigation with it.
[00:01:59.100]And so like in this particular instance,
[00:02:02.430]we're using the tone set of F and it's over the note Fa.
[00:02:06.390]And then one of the other things that I realized
[00:02:08.280]is with this particular assessment,
[00:02:11.520]I would usually have to sing it
[00:02:12.627]and the kids would have to be right with me.
[00:02:14.850]So then using the app here of Classkick,
[00:02:17.460]I was able to record it,
[00:02:18.750]and then I didn't have to always be administering the test.
[00:02:22.320]So if a kid was gone, I could say, "oh yeah,
[00:02:24.210]your test is available for you in Classkick.
[00:02:26.430]You know, jump on and do it."
[00:02:27.840]They could also listen to it as many times as they needed,
[00:02:30.690]and I didn't have to sing it over and over and over.
[00:02:33.030]So they would just, you know, click on it.
[00:02:35.850]And then this is just me singing it.
[00:02:38.790]For questions number one, two, and three.
[00:02:42.030]And I would explain it and go through and sing it
[00:02:43.890]and make sure that they knew where the tonal center was.
[00:02:46.560]And what I'm seeing on my side,
[00:02:49.200]because I logged in as a student,
[00:02:51.030]is I have a little bar that tells me I can play it.
[00:02:54.660]So I can hear it on my own,
[00:02:56.951]Use for question number one, two.
[00:02:58.675]And that means that, again, if I'm not on campus
[00:03:04.080]that day, I can listen to it.
[00:03:05.820]But also if I'm there
[00:03:07.140]and you want everybody to use their headphones,
[00:03:10.620]they can do that as well.
[00:03:11.938]And actually my class, we would just scatter out.
[00:03:14.940]They didn't wanna use their headphones,
[00:03:16.170]we just scatter all over the front of the building is
[00:03:18.900]where I was and they would just listen to it.
[00:03:20.460]So, and do it.
[00:03:21.960]And then so the test is set up, the tone sets at the top,
[00:03:25.680]and then this recording here has one
[00:03:28.769]of these melodic patterns.
[00:03:30.720]And so the kids then had to choose either A, B, and C.
[00:03:33.780]And on my screen right now, you can see
[00:03:35.400]that the answer is chosen for B.
[00:03:37.560]One of the things about Classkick,
[00:03:38.820]it always gave you five different multiple choices.
[00:03:41.280]A, B, C, D, and E.
[00:03:42.210]So on Dr. Trainin's side here, if he goes
[00:03:45.690]to slide three, I'll go back to,
[00:03:47.170]Yeah, I'm on slide three.
[00:03:48.780]Yep, and then let me go to the student work.
[00:03:52.217]So after this is all ready to go,
[00:03:54.659]then as the kids are taking it, you can see them logged in.
[00:03:58.050]So guys down here at the bottom,
[00:03:59.730]I can see that he's now on slide three.
[00:04:02.880]He's ready to do that.
[00:04:03.960]So if he plays it and then he would choose B
[00:04:07.860]and then it lights up green.
[00:04:09.630]If he were to choose this...
[00:04:11.502]Question number one, what pattern do you hear?
[00:04:13.149]♪ So fa me play do ♪
[00:04:17.140]And if you were to choose a different answer,
[00:04:20.520]like A or C, then it's gonna show up red.
[00:04:23.820]And so that was a nice way with an entire class,
[00:04:25.800]I could see them working in real time.
[00:04:27.660]And especially, I always was one
[00:04:29.820]that I wanted the kids to practice the assessment
[00:04:31.725]so they knew the instrument before we did it.
[00:04:34.410]And then this let me get right into a kid
[00:04:36.570]and say, "Hey, you know,
[00:04:38.796]you might be having some trouble right now,"
[00:04:39.960]rather than having to wait a week
[00:04:41.244]because I saw my kids every four days.
[00:04:44.220]And so it was so nice
[00:04:45.450]that I could just see them working in real time
[00:04:47.280]and just knowing that feedback is such an important part
[00:04:49.596]of the learning process.
[00:04:51.167]♪ Do ray me fa so ♪
[00:04:54.600]So watch Guy work,
[00:04:57.450]we'll see if you can figure it out.
[00:04:59.640]All right, so he got it.
[00:05:00.990]All right, I'm working through it.
[00:05:04.003]All right, so that's one way of using Classkick.
[00:05:07.097]Ready to look at another way?
[00:05:08.940]And the one thing I want to highlight,
[00:05:12.300]because you were a music teacher
[00:05:13.620]and we're thinking about other art teachers
[00:05:15.780]and at least where we are,
[00:05:18.270]and I think in many places around the United States
[00:05:21.030]and maybe beyond, our teachers don't get
[00:05:23.070]to see their kids every day.
[00:05:24.510]They get to see their kids in jumps,
[00:05:26.370]but they have a, whether they're art, music,
[00:05:29.490]I mean the arts in a more generalized way,
[00:05:32.489]and even other specials that occur
[00:05:34.999]in their regular frequency, but not every day.
[00:05:38.469]You have two features that really help with this design.
[00:05:44.070]One is that you don't see your kids often.
[00:05:46.800]So you need to be able to give feedback
[00:05:48.630]and get feedback to them much faster.
[00:05:51.600]Because if you don't see them, you see them only once a week
[00:05:55.140]and then they miss once, suddenly it's been two weeks
[00:05:57.300]and it's really long to preserve the learning.
[00:06:00.690]So that's one feature of this which makes it worthwhile.
[00:06:03.780]The other feature is that you have, you teach the same thing
[00:06:07.290]with multiple groups of kids.
[00:06:09.060]So every time you put your time
[00:06:10.830]and effort into creating this, you will use it even within
[00:06:13.838]that very same week, maybe three, four, five
[00:06:17.610]maybe more times.
[00:06:19.020]So you get a lot of return
[00:06:21.180]because making these things is labor intensive.
[00:06:24.737]And for somebody who sees groups of students
[00:06:29.160]that are similar, that makes it truly worthwhile
[00:06:32.670]and gives you returns much faster than, for example,
[00:06:35.670]I think about the teach, most of the teachers I work
[00:06:38.250]with are elementary teachers
[00:06:39.840]and they get to do that one thing only once
[00:06:42.570]and then it takes a full year till they get,
[00:06:44.310]they circle back to it.
[00:06:45.624]Yep, absolutely. So is it worth doing?
[00:06:48.162]Sometimes it's still worth doing.
[00:06:49.080]And if you have a few teachers
[00:06:50.460]and you kind of take turns into taking those things on,
[00:06:54.525]or the district organizes it, it makes it worthwhile.
[00:06:57.780]But when you're working like that in a school,
[00:07:00.600]then it makes it, the return is immediate.
[00:07:03.210]Yeah, absolutely. Alright.
[00:07:04.830]And then like you said, being able to share it.
[00:07:07.505]So I could share this, put it on, you know,
[00:07:10.107]share it out widely or share it indirectly
[00:07:11.040]with other teachers that are in the district
[00:07:12.900]and that, so, and here's the dashboard
[00:07:16.110]or the menu where you can turn grades on and off.
[00:07:19.369]You can allow kids to help each other.
[00:07:21.720]There's a feature where they can raise hands
[00:07:23.190]if they have a problem and need some help.
[00:07:26.370]And then down here is the lock the assignment.
[00:07:28.080]So like now Guy can't do anything and so he can try,
[00:07:31.862]but he can just go back and forth.
[00:07:34.110]He can still hear it, but he can't answer any questions.
[00:07:36.540]Oh, okay, that's what.
[00:07:37.651]And then I can click on show students
[00:07:38.640]their points and now on his side it shows up.
[00:07:41.006]You didn't answer that one,
[00:07:42.630]so you don't get to see the points.
[00:07:44.067]All right.
[00:07:44.970]So lots of fun features.
[00:07:46.737]Ready to try creating in Classkick?
[00:07:49.290]All right, let's see what we can do for creating
[00:07:51.810]in Classkick.
[00:07:53.335]All right, so how you, once you make the assignments,
[00:07:55.860]then you share it with a code.
[00:07:57.810]And so I'll give you the code
[00:07:59.430]and you click to the assign tab.
[00:08:03.870]You can either assign a roster
[00:08:07.890]and then if the kids always log in the same way,
[00:08:10.290]or you can just do a code the entire time.
[00:08:14.002]So is this a new class?
[00:08:15.780]This is, it would a new assignment.
[00:08:19.203]And they can either do the code,
[00:08:21.990]you can give them a link and they can go in.
[00:08:23.640]You can embed that in your learning management system
[00:08:25.881]as well.
[00:08:27.150]So this one is second grade.
[00:08:30.120]So this is improvising and creating in second grade.
[00:08:33.570]In my particular district,
[00:08:34.860]we worked on half notes in second grade.
[00:08:37.077]And so let me jump back here.
[00:08:42.030]Alright, so this is "A thousand hungry monsters,"
[00:08:45.450]and the rhyme goes like this on slide two.
[00:08:47.460]So that way you could project this and they could see it.
[00:08:50.137]"A thousand hungry monsters sitting down to lunch,
[00:08:53.580]gobble, gobble, gulp, munch, munch, scrunch."
[00:08:57.120]And so the kids would learn that.
[00:08:58.452]And then we would read the rhythm.
[00:09:00.812]And you know, being a music teacher
[00:09:03.195]and having those half notes in it,
[00:09:04.800]I wanted to make sure everything kinda lined up.
[00:09:06.750]So tt, ttt, tee, ttt tee ta, tt tt, ta
[00:09:10.825]ta ta ta.
[00:09:13.080]And that's just the rhythm language
[00:09:14.250]that I used in my classroom.
[00:09:15.608]And then we talked about half notes
[00:09:19.740]and how they have two beats.
[00:09:20.885]That word that we're gonna use is gulp.
[00:09:23.760]And so here the kids can write two in there.
[00:09:27.060]And if I go back to where I can see Guy working.
[00:09:31.650]Alright, so now this is Guy's screen, so now quarter notes.
[00:09:36.797]So munch, how many beats does a quarter note get?
[00:09:39.850]One?
[00:09:41.310]Alright, so you'd write in a one.
[00:09:43.950]And then on my screen, 'cause I'm looking at Guy's
[00:09:46.620]and how he's working right here, I can see that.
[00:09:48.540]And then eighth notes, be careful, not two beats.
[00:09:52.110]And so nibble, how many beats there?
[00:09:55.590]One. Uh huh.
[00:09:56.880]Okay.
[00:09:58.619]I'm learning something here, so.
[00:10:00.600]And then go to the next slide.
[00:10:02.550]And so now one of the things in music we create,
[00:10:05.820]perform, respond, and connect.
[00:10:07.620]And so this is where we were creating.
[00:10:09.840]And so you're going to create a four beat pattern
[00:10:13.234]using our monster words of gulp, nibble, and munch.
[00:10:18.107]And at the bottom you have basically cards.
[00:10:21.360]It becomes a manipulative.
[00:10:22.484]So he can go ahead and drag one of those cards up.
[00:10:26.430]So I can now, oops,
[00:10:29.040]I can do munch, oh, gulp is.
[00:10:32.340]Ah, so
[00:10:33.930]Yeah, So Guy tried to,
[00:10:36.210]it didn't jump in 'cause you can't see him doing
[00:10:38.130]it until there, he tried to put it up here,
[00:10:40.470]but then he realized that gulp didn't fit there
[00:10:42.570]and it's two beats long.
[00:10:43.830]And so that's why that particular card is longer.
[00:10:47.460]And so we're gonna create an eight beat pattern
[00:10:52.500]and then the kids would be so excited
[00:10:55.710]and I could project these different rhythms
[00:10:58.080]or they could practice as together in groups.
[00:11:01.920]So let's say together.
[00:11:03.240]All right. Nibble, munch,
[00:11:05.753]gulp, gulp, nibble, munch.
[00:11:09.570]And then there's a repeat sign, so we'd repeat it,
[00:11:11.157]but let's repeat it with the rhythm language.
[00:11:13.650]And I always use Ta for half dance.
[00:11:15.780]So do the best job you can, and.
[00:11:18.270]TT, ta, at, ta tt, ta.
[00:11:24.240]And then the great thing about this too is
[00:11:26.160]then the kids could move that and they can rearrange it
[00:11:28.650]and do all sorts of different things on that slide.
[00:11:31.570]And then I even gave them a few other examples so you know,
[00:11:36.360]they could hang on to it as well.
[00:11:38.730]So a way to create with your kids.
[00:11:41.430]All right, I love it.
[00:11:42.794]And this is the most music lessons I've had
[00:11:46.718]since probably fourth grade, so (laughs).
[00:11:49.890]It's coming back. Thank you for that.
[00:11:52.371]Alright, so today on "Tech Edge,"
[00:11:56.730]we talked about Classkick and the ways you can use it
[00:12:00.300]to really organize learning,
[00:12:02.430]to think about how kids can create.
[00:12:05.247]And what I love about it is there's the opportunity
[00:12:08.220]to create.
[00:12:09.413]What are your last words of wisdom for teachers?
[00:12:13.230]You know, I just loved the fact that it could be
[00:12:16.800]on the iPad and I didn't have to go and get all my stuff.
[00:12:19.665]And when I left the classroom,
[00:12:22.143]all the stuff in my classroom, I actually built a shed and,
[00:12:25.761]'cause I had so many things to store.
[00:12:28.620]And so this was just a wonderful way
[00:12:30.030]that I could just, you know, have it all in one place
[00:12:32.520]and get the kids in there and it was faster.
[00:12:34.571]And sometimes my classes were only 25 minutes long.
[00:12:37.701]So by the time you pass everything out,
[00:12:39.780]and then it also, if they did it on a manipulative,
[00:12:43.260]it's gone at the end.
[00:12:44.490]So this was a way I could, you know,
[00:12:46.080]have 'em leave it there, could share it
[00:12:48.231]with parents on parent teacher conferences,
[00:12:50.100]lots of possibilities.
[00:12:51.660]All right, so we'll see you next time on "Tech Edge."
[00:12:54.090](soft music)

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Tech EDGE, Integrating Technology into the Arts - Classkick

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