Participate and share: Interactive session 
Recorded Session
Virtual Session
Educators often face the challenge of limited time for instructional planning, assessment, and providing individualized feedback. The need for strategies that are both time-efficient and effective is more pressing than ever.
The purpose of this 40-minute presentation is to equip educators with practical, technology-driven strategies to save time and enhance the learning experience in the classroom. By the end of the session, participants will:
1. Understand the concept and benefits of a flipped classroom.
2. Know how to use small group discussion recordings to facilitate peer learning and save time.
3. Be proficient in using Google Docs for saving comments and providing real-time feedback.
4. Learn how to use voice notes for personalized and efficient feedback.
5. Be familiar with auto-assessed evaluations and their role in timely assessment.
6. Understand the utility of QR Codes for quick tasks like to-do lists and exit tickets.
7. Be introduced to the Pecha Kucha presentation style for engaging lessons.
8. Learn how to integrate Google Site or Padlet as a companion to Google Classroom.
9. Understand the concept of a classroom backchannel for real-time communication.
No technology intervention is needed: all the tools discussed are widely known and available.
As for models employed, flipped classroom (a pedagogical model where traditional homework and lecture elements are reversed) and small group discussions (a collaborative learning technique where students discuss topics in small groups) are mentioned as part of the strategies.
Regarding evidence of success, we have observed increased student engagement and participation, improved quality of assignments and assessments, and time saved on grading and administrative tasks, allowing for more focus on instructional planning and individualized student attention.
Introduction (3 minutes)
Brief overview of the challenges educators face regarding time management and student engagement.
Classroom Backchannel (3 minutes)
Content: Introduction to the concept of a classroom backchannel.
Activity: Live demonstration of a backchannel.
Process: Device-based activity; attendees can post questions or comments in real-time.
Flipped Classroom (4 minutes)
Content: Explanation of what a flipped classroom is and its benefits.
Activity: Quick poll to see who has tried this method before.
Process: Use of real-time polling software for audience engagement.
Small Group Discussion Recordings (3 minutes)
Content: How to facilitate and record small group discussions.
Activity: Audience will discuss in pairs and jot down how they can use this in their subjects.
Process: Peer-to-peer interaction and sharing of key points.
Saving Comments/Feedback in Google Docs (3 minutes)
Content: How to use Google Docs for real-time feedback.
Activity: Demonstration and hands-on practice.
Process: Device-based activity; attendees will use their devices to practice.
Voice Notes/Recordings for Feedback (3 minutes)
Content: Benefits and how-to of using voice notes for feedback.
Activity: Attendees will record a sample voice note.
Process: Device-based activity.
Auto-assessed Evaluations (4 minutes)
Content: Introduction to platforms that offer auto-assessed evaluations.
Activity: Quick quiz using an auto-assessment tool.
Process: Device-based activity; real-time quiz results.
QR Code: To-Do, Exit Ticket (3 minutes)
Content: How to use QR codes for quick tasks.
Activity: Scanning a sample QR code.
Process: Device-based activity.
Pecha Kucha (3 minutes)
Content: Introduction to the Pecha Kucha presentation style.
Activity: Audience will watch a 1-minute Pecha Kucha presentation.
Process: Visual and auditory engagement.
Google Classroom (4 minutes)
Content: Effective use of Google Classroom for assignment management.
Activity: Walkthrough of Google Classroom features.
Google Site or Padlet (3 minutes)
Content: How to use Google Site or Padlet as a companion to Google Classroom.
Activity: Brief demonstration.
Process: Visual engagement; screen sharing.
Q&A and Conclusion (4 minutes)
Content: Summary and open floor for questions.
Activity: Q&A session.
Process: Open discussion; attendees can ask questions verbally or via a backchannel.
We have a long list of works cited in our presentation:
Andresen, M. A. Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), 249–257. 2009.
Frazin, S. and Wischow, K. Unlocking the Power of Classroom Talk: Teaching Kids to Talk with Clarity and Purpose. Heinemann, 2020.
He, Wenliang, et al. “The Effects of Flipped Instruction on out-of-Class Study Time, Exam Performance, and Student Perceptions.” Learning and Instruction, vol. 45, 2016, pp. 61–71., https://doi.org/10.1016/j.learninstruc.2016.07.001. Accessed 13 February 2023.
Klein, L. “Auto-Évaluation : Daily Self-Assessment in the FSL Classroom.” Canadian Modern Language Review, 2023, utpjournals.press/doi/10.3138/cmlr.64.1.181. Accessed 16 Feb. 2023.
Klentzin, Jacqueline C. “Pecha Kucha: Using “Lightning Talk” in University Instruction | Emerald Insight.” Reference Services Review, vol. 38, no. 1, 2013, pp. 158–167, www.emerald.com/insight/content/doi/10.1108/00907321011020798/full/html, https://doi.org/10.1108//rsr. Accessed 16 Feb. 2023.
Lavy, Victor. “Do Differences in Schools’ Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries.” The Economic Journal, vol. 125, no. 588, 1 Nov. 2015, pp. F397–F424, academic.oup.com/ej/article-abstract/125/588/F397/5077917, 10.1111/ecoj.12233. Accessed 19 Jan. 2023.
Miller, Stacia C., et al. “Engaging Technology in Elementary School: Flipgrid’s Potential.” Childhood Education, vol. 96, no. 3, 2020, pp. 62–69., https://doi.org/10.1080/00094056.2020.1766677. Accessed 16 February 2023.
Nemec, Eric C., and Dintzner, Matthew. “Comparison of Audio versus Written Feedback on Writing Assignments.” Currents in Pharmacy Teaching and Learning, vol. 8, no. 2, Mar. 2016, pp. 155–159, www.sciencedirect.com/science/article/abs/pii/S187712971520010X, 10.1016/j.cptl.2015.12.009. Accessed 3 Feb. 2023.
Rivkin, Steven G., and Schiman, Jeffrey C.. “Instruction Time, Classroom Quality, and Academic Achievement.” The Economic Journal, vol. 125, no. 588, 1 Nov. 2015, pp. F425–F448, academic.oup.com/ej/article-abstract/125/588/F425/5077912, 10.1111/ecoj.12315. Accessed 19 Jan. 2023.
Rubio-Escudero, C., et al. “Impact of Auto-Evaluation Tests as Part of the Continuous Evaluation in Programming Courses.” Advances in Intelligent Systems and Computing, 7 June 2018, pp. 553–561, link.springer.com/chapter/10.1007/978-3-319-94120-2_54, https://doi.org/10.1007/978-3-319-94120-2_54. Accessed 16 Feb. 2023.
Stoszkowski, John. “Using Flipgrid to Develop Social Learning.” Compass: Journal of Learning and Teaching, vol. 11, no. 2, 2018, https://doi.org/10.21100/compass.v11i2.786. Accessed 16 February 2023.
Webb, Helen. “Effective Student Feedback: Creating and Using Comment Banks.” Sec-Ed.co.uk, 28 Sept. 2016, www.sec-ed.co.uk/best-practice/student-feedback-creating-and-using-comment-banks/. Accessed 16 Feb. 2023.
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