Edmodo and Group Collaboration

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2 middle school students read and prepare to collaborate as a group using Edmodo.

Today one of my middle school literacy classes worked on continuing to read the story “The Ransom of Red Chief.”  While they did that they prepared to ask each other questions using Edmodo (a social media tool).  I’ve talked about this resource in a previous post, and it is a resource that I love to use, and my students also enjoy it a lot.  Click here to see the conversation that has been started about the character “Red Chief.”  As the teacher, it is important that I keep the conversation going, so I’ve prompted them with a question to help them continue the conversation the next time they are in class.  Today is the first time they have used this tool to collaborate, so I only expected 1 response from them so they can get used to this format.

What I like about Edmodo is that my students can talk to each other in a way that is familiar to them because it’s kind of like Facebook; but this is also a safe place for them because no one has our class code and can randomly insert themselves into the conversation or find my students.  This also is a good record of student progress and academic achievement.  My students all have learning disabilities, so I know it is tough for them to write, but just seeing that they’ve written semi-complete sentences and connected their comments to each other’s makes me feel like they are accomplishing some good work.  I was really proud of them today; they had good focus and they followed directions beautifully to get some real academic work done.

I also used the quiz feature in Edmodo today.  Teachers can create their own quizzes with multiple choice, short answer, true/false, or fill-in-the-blank questions.  They are easy to grade and the teacher can comment on each question while correcting the quizzes.  My 6th and 7th grade students particularly enjoyed the quiz–they ENJOYED it–a quiz!  Through Edmodo’s create a quiz feature, I was able to make a quick assessment to determine if they are ready to move on.  Even though I’ve been using Edmodo for a few years, this is the first time I’ve made and used a quiz.  I really like it, and I will continue to use it because it can make a great exit card and help me form the basis of my next lesson or to see what I need to review.  The quiz today was only 4 questions, but it was enough to inform my instruction for tomorrow’s class.

Using Nearpod For Safe Discussions

nearpod app for ipadUsing 1:1 iPads can be tricky with middle school students.  They want to access music and games, and otherwise multi-task while attempting to complete their class work.  In addition,  the type of students I work with will do everything in their power to avoid classwork; they also can be super anxious about talking out loud or contributing to a discussion.  We want to have classrooms be more real-life project-oriented to get students interested in learning, but the students I work with need intensive structure and support; they aren’t good at independent learning. I wanted to provide a fun way for students to interact and participate in a class discussion in a safe way.  Last school year I heard about an app called Nearpod, and I’ve found it to be really fun and engaging for my students.

Nearpod allows someone to create a “presentation,” and then allows others to see it on their own device and to interact.  Presentations can be created usingnearpod featuring creator's screen Nearpod or they can even be uploaded from Powerpoint or from your Google Drive.  I like building presentations in Keynote on my iPad and then uploading them to Nearpod to finish off because Nearpod doesn’t have as many building options as other presentation building tools.  Once the presentation is in Nearpod, the creator can add activities which include polls, open-ended questions, multiple choice questions, drawings, or quizzes.  The creator inserts opportunities for the users to answer questions and provide input.  It becomes an interactive presentation and discussion tool.  To set up, the creator logs into Nearpod and then shares a presentation; when that is done, the creator gets a code.  The code is what everyone else enters in order to access the presentation.  Each person creates a screen name to use when they log into the presentation.  The creator can see everyone’s names, and when activities are shared, the creator can see everyone’s responses.  The creator is the one who controls the presentation and shares it with the group.  My students are especially fond of “draw-it” scenarios because they love using the drawing or picture tools, and they love to see each other’s artwork when I share for the discussion.

So how can you use this tool?  This week I created a presentation on friendship since we’ve been discussing it in our social skills class.  What I did was create “tricky situations,” scenarios that we needed to discuss.  I would share a slide of a situation, then present an activity for student comment or response.  Once all responses were in, I would share them, and as I shared them across the ipad screens, we had our discussion.  Each student was actively engaged, and they felt safe to participate.  They created silly screen names and would laugh when I used those names instead of their real names:  “I like what Goldfish shared, he had a great suggestion for this situation.”  I like to use scenarios and have students respond to the scenario using Nearpod; they feel safer doing it this way rather than just speaking out in class.

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

New School Year

While I haven’t used this blog much, I do think about how I want to make blogging more a part of my educational life.  I read lots of blogs and I’m always really impressed with what teachers are sharing and discussing.  As a new school year starts for my school district on August 21 and summer is rapidly winding down, I’ve thought a lot about how I want to approach my students next year and what I want to teach.  I took three courses during my summer break, and through those I developed some fun and exciting ideas that I can’t wait to try.  One thing that I did was develop a web portal with some resources for information technology.  While web portals are kind of on the outs (I haven’t used one since iGoogle ceased to exist), I did create one for one of my classes.  I think it’s something that I might keep updating, or at least, I will save the link so I can get to the resources when I need them.  Another class I took required me to develop a research process for students.  That was a really interesting project and one that I would like to share on this blog in the future.  The third class I took, required me to develop a conference workshop around reading comprehension and technology.  That ended up being a project that I actually would like to present. In the past when I’ve taken graduate courses I haven’t had them relate so closely to what I do and cause me to be so excited about getting back into my classroom.  The courses I took over the summer have inspired me and I can’t wait to see my students and help them learn some cool stuff that I’ve been working on while we’ve all been away on summer vacation. 


I’m currently attending Vermont Fest, a technology conference held in Killington, Vermont each fall. What I love about this conference is attending all the different sessions about how teachers are integrating technology in their classrooms. I get tons of ideas and I get really energized about using technology. If you want to follow some of the presenters on Twitter use #vted