Using Edmodo for Peer Collaboration

Edmodo is a great resource for teachers who want to provide a safe, structured, and fun way to incorporate online learning into their classes.  Using Edmodo, a teacher sets up a “class” and is provided a private code that a user must enter in order to access it. When students enter the code to gain access, they set up their profiles and choose an avatar to represent themselves.  They can make and reply to posts, which is similar to how it happens on Facebook; however, the class is private, so no one “random” can just pop in.  The teacher can set up assignments, provide links to videos, websites, articles, word documents, pictures, etc.  The teacher can also set up a library of resources that the students can access.  Online assignments can be “turned in” and graded online.  Edmodo is a good resource for flipping the classroom:  a teacher can link a video for the students to watch at home so that class time can be devoted to problem-solving or projects.  Edmodo is also a good resource for students who miss class:  a teacher can link make-up assignments or provide links for homework; it could also be used when the school is closed for a snow day in order to access learning.  Currently we have a teacher at our school who is using Edmodo as a way to provide an online class to a student who has such significant anxiety that he can’t leave his house.  Over the summer, I created a presentation that uses Edmodo as a way for students to collaborate on a reading assignment, and I will link parts of it in this post.

Cornell University provides some important insight about collaboration and collaborative learning and why it is so important:

“Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts, or find solutions to problems. This often occurs in a class session after students are introduced to course material through readings or videos before class, and/or through instructor lectures. Similar to the idea that two or three heads are better than one, many instructors have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.”

Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. The benefits of collaborative learning include:

  • Development of higher-level thinking, oral communication, self-management, and leadership skills.
  • Promotion of student-teacher interaction.
  • Increase in student retention, self-esteem, and responsibility.
  • Exposure to and an increase in understanding of diverse perspectives.
  • Preparation for real life social and employment situations.

Here is a lesson I developed that involves students collaborating on a class project (I have classes of 5 or 6, but a larger class could be divided up into small groups for this project): Collaborative Approach Activity Lesson Plan

The following is from “Using Collaborative Strategic Reading” by Janette K. Klingner and Sharon Vaughn:

  • “Once students have developed proficiency applying comprehension strategies through teacher-led activities, they are ready to learn roles they will perform while using Collaborative Strategic Reading (CSR) in their peer-led cooperative learning groups.
  • Student roles are an important aspect of CSR because cooperative learning seems to work best when all group members have been assigned a meaningful task.
  • Some roles you can use: leader, announcer, time keeper, summarizer, visualizer, encourager, and reporter
  • The teacher becomes an active listener (or participant online) while helping with any questions or issues that come up for students; the students learn from each other
  • CSR can be used in general education classrooms where students with special needs are included for instruction (Klingner et al., in press) as well as in special education settings (Klingner & Vaughn, 1996).

downloadIn case you aren’t familiar with Edmodo, here is a handout I created that explains some of the main features of Edmodo: Edmodo Handout.

To use Edmodo for a reading collaboration activity you need:

  • personal tablets or laptops with internet connectivity or a computer with internet connectivity.
  • The Edmodo app installed on each personal tablet or access to the website.
  • A personal Edmodo account (email is not needed for students to set up accounts).

The activity could be something like this:

  1. Read for a few minutes, then answer a comprehension question on the site (the reading and questions are linked on the site for the students to access).
  2. The next step would be to continue reading for several more minutes and respond to at least 2 other people in the class via posts and replies. 
  3. Then, the group would finish the story and post their answers to the end questions. 
  4. The final step is to respond to at least 3 other learners in the class and answer any questions posed.  Then complete an assignment that is based on the reading.  The whole activity could probably take about 50-60 minutes, depending on your readers.  Here is an example of how you could set up your group collaboration reading (I used the story, “The Ransom of Red Chief,” always a favorite): Ransom of Red Chief Story and Questions

A Research Model

imagesOver the summer I took a course through PBS Teacherline called “Promoting Digital Media Literacy.”  The final project was presented as a problem to solve:  how can students effectively locate good resources online, analyze, and use them.  For my solution to the problem, I developed the Q-PASS model.  Through the course we looked at various research models such as “The Big 6,” “Pathways to Knowledge,” and “SPIRRE.”  By studying models we could see what we liked about certain models while thinking of the needs of our students, so we could synthesize that information into something new.  Because I work with students with middle and high school students with emotional and behavioral disabilities at an alternative school, I wanted to develop a research process that would be easy for them to remember and that would help them develop some important critical thinking skills.  I also wanted to develop something that I felt would be a useful process for them to go through when answering life’s tough questions when they are done with school:  “Which job should I take,” or “Both towns are close to where I work.  Which town should I live in?”  As a result,  the model I developed has a way to define a good research question as the first part of the process.  Also, my students need help with social interactions.  The goal at our school is to get  the students transitioned back into a mainstream setting, but they need help with social skills.  In my model, there is a process for learning to collaborate with others, which is an important social skill.

The Q-PASS model involves 5 steps:  Question, Plan, Assemble, Survey, and Showcase.

1.  Question.  First, students develop a good research question.  It doesn’t show me what my students have learned if they are just giving me factual information about a topic.  Copying and pasting facts from their research is not good learning.  That’s what my students want to do, but it doesn’t show me what they’ve learned.  So developing a good research question is essential.  If a teacher has already developed a good research question, then this part of the process is not necessary, but many teachers want their students to develop their own questions.  In order to help my students come up with a good question, they will first need to brainstorm what they know about the topic.  Then they use the chart I created in order to develop questions.  Once they become proficient at developing questions, then they will no longer need to use the chart.

2.  Plan.  The next step is for students to plan their research.  What search terms will they use?  How will their search terms be refined?  What types of information will they need in order to answer their research question?  When my students begin a research project, they usually have a lot of difficulty starting because they don’t know what to do.  I developed this step to help them.

3.  Assemble.  Next, students will assemble their information.  That means that they find it, take notes, collect images, organize it, and analyze it.  I have included a tool students can use to evaluate a website in order to determine if it meets their needs before they use it for their research.  This step will require some critical thinking in order to organize the information and analyze whether or not it will be useful.  When students have all the information that they think they will need, they move on to the next step.

4.  Survey.  Students will work with a partner to help each other determine if they have enough information and if their information aptly answers their research question.  This is a social skills training opportunity for my students, so in my model, I include a lesson plan for one way to go about teaching this step to students.

5.  Showcase.  The last step is to show off your project.  The students I work with often don’t finish projects or they don’t want people to see them, even their parents.  By making this step the final part of the research, it helps students see that showing your work is part of good learning.

the Q-PASS Research Model

I am excited to try out this research model.  I would love to hear feedback from other people who try this in their classrooms too.