SocrativeTraining
CELLab Professional Development
SU 2016
Have a purposeful use for the
technology
Pedagogy first:
Find a tool to support your
Technology teaching goals, not the other way
Tips around
Avoid using technology as an add-
on—use it for enhancement and
transformation of your lessons!
Goal 1: Language teachers acquire and maintain foundational
knowledge and skills in technology for professional purposes
S2: Language teachers demonstrate an understanding of a wide
range of technology supports for language learning and options for
using them in a given setting
S3: Language teachers actively strive to expand their skill and
TESOL knowledge base to evaluate, adopt, and adapt emerging
technologies throughout their careers
Technology
Goal 2: Language teachers integrate pedagogical knowledge and
Standards skills with technology to enhance language teaching and learning.
S2: Language teachers coherently integrate technology into their
Alignment pedagogical approaches
Goal 3: Language teachers apply technology in record keeping,
feedback, and assessment
S1: Language teachers evaluate and implement relevant technology
to aid in effective learner assessment.
TESOL Technology Standards Framework
Online Student Response System (OSRS)
Allows teachers to
obtain feedback
use the feedback to create opportunities for
What is expanded discussions
Socrative? have the feedback influence students
learning (Yearwood 2012)
Web based—no hardware
Free on Apple and Android OS
Pedagogical effects of SRS:
increases learner and teacher motivation
fosters interaction
encourages active participation
gives students the opportunity for self-assessment
allows students to compare their understanding and
SRS Research performance with that of their peers
increases learning (or at least the perception of having
learned)
Similar effects recorded in both small and large classes
(Mork 2014)
Benefits for Students Benefits for Teachers:
• Enjoyment • Evaluation of class
• Practicality understanding
• Peer assessment • Pacing
Why Use It? • Opportunities for • Formative assessment
engagement (exit tickets)
• Efficiency
• Encourages student
preparation
Suggested activities include:
Brainstorming
Activating prior knowledge of topics
Sentence production and analysis
Listening/reading comprehension
Ways to Use It Vocabulary: recognition and production
Group writing activities
Active reading strategies
Peer feedback and questions during
presentations
Creating “backchannels” for questioning
Creating Backchannels
students pose questions or comments
regarding the material in real-time, which
the teacher may use questions to drive
teaching and discussion
Ways to Use It
Classroom collaboration thus extends beyond
segments of teaching followed by discussion,
seamlessly melding the two, fostering
participation and engagement.
(Socrative Garden)
Classroom Implementation:
Runs on smartphones, tablets, computers
Internet connection required
Teacher creates an account
How to Use It
Students download the app on phones or
tablets
Students access the teacher’s questions by
entering a unique room code
When using Socrative in the
classroom, what guidelines will you
Discussion need to have in place to ensure that
the focus is on the task at hand and
not somewhere else?
Challenge
How can teachers manage students’ use of their
personal portable devices?
Issues in the
Solutions
Classroom
Have a plan for how, when, and where during
class that you will allow their use
Establish rules for use at the beginning of the
semester
1. Back-channeling with Socrative. (2016, May 10). Retrieved July
1, 20106, from [Link]
2. Byrne, R. (2013, June 13). 5 Benefits of Using Backchannels In
Your Classroom. Retrieved July 1, 2016, from
[Link]
[Link]#.V3r2LKL3R1t
Resources 3. Mork, C. (2014). Benefits of Using Online Student Response
Systems in Japanese EFL Classrooms. JALT CALL Journal, 10(2),
127-137. Retrieved July 1, 2016, from [Link]
4. Yearwood, D. (2012, September 21). App Review: Socrative.
Retrieved July 1, 2016, from
[Link]
technology-articles/app-review-socrative/