Feedback from the teacher who was surprised to discover that the lesson ran past scheduled time.
By Ben Toettcher, Training Director at Spiral.ac
firstname.lastname@example.org | @bentoettcher
This week a College of North West London class was captivated by a lesson performed on the Spiral platform.
Trialling Spiral for the first time
This week I visited the College of North West London. Berta Miguez, a Learning and Improvement Coach and ESOL Lecturer, was about to trial Spiral for the first time and wanted a hand. Berta is a huge fan of elearning tools and currently uses Socrative and Nearpod with her classes.
As a coach at CNWL, Berta is always on the lookout for for next generation classroom learning platforms. Her approach to Spiral was to dive in at the deep end; with a lesson plan that included using all four Spiral apps. Her students were armed with their own smartphones, which were connected to the college wifi or used their own reception.
The pre-intermediate English class looked into the advantages and disadvantages of living in a city. They then explored when you do and don’t use the definite article ‘the’.
Using all 4 apps in one lesson
Berta started with a Quickfire survey to find out who had lived in cities, towns or villages before living in London. Quickfire groups similar answers so we quickly determined most of the students lived in a city before London.
She then used Team Up to group the students into threes and fours linked to the tables they were sitting at. Two teams came up with slides for advantages of living in a city, 3 groups came up with disadvantages. One team presented from each side. Team Up on mobile phones is a bit fiddly – the split screen template seemed to be the easiest to use.
Next, students were presented with two reading comprehension tasks in Discuss. Students read the text and answered the question. As the answers came in, Berta gave minor corrections to each student asking for their answers to be improved. Students also saw their peers’ answers come in on their device even when they had finished.
To finish Berta moved onto Clip. She found a youtube video of a teacher going through 6 rules for when to use and when not to use the definite article ‘the’. Students listened to this new instructor in the class. It’s true to say that even at the end of the lesson, they were captivated. They could see the progress bar so knew how long it was before they were going to be asked a question.
Towards the end of the session Berta passed me a note: the lesson should have finished 10 mins ago and they haven’t noticed yet! That’s a good sign! Apparently the students would have been leaving the class on the dot of quarter past. In the end it was half past before one student realised they were all still learning and asked to leave.
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