Ms. Grotrian’s Teaching Activity That We Are Thrilled About!

Flash back a few years… think back to those awkward middle school years… now imagine one of those times when you were sitting in class watching a movie of some sort (no doubt that it was probably a VHS). What did you have on your desk? If you were like me, you probably had a worksheet in front of you with numbered questions to answer as the movie played.

While many of us relished those laid-back “movie days” in class, what’s wrong with this picture? We were not given the opportunity to control our own learning. The video would not rewind when Tim wanted to clarify a statement. The video would not pause when Savannah needed a few moments to reflect and write down her thoughts. Even if the video content was really great and relevant, it was the way that the content was delivered which really destroyed the learning process for most of us.

Fast-forward to now… with the constant growth of technology and information readily available to us, students like Ms. Kelly Grotrian’s can more easily control their own learning. When we came across Kelly’s recent article, How to use video and Google Forms to encourage deeper learning, we were blown away. She has coined the term “VBQ”, or video based questioning, which she defines as “a series of videos with critical thinking and higher-level questions”. The novelty of this idea, she says, is that

“students are in control of their learning”

Well, what does it look like?

  • Each student has a Chromebook (or other digital device) to use
  • Students are given a link to a Google Form, which includes a series of videos and questions prompting students to interpret them (see image below).
An example from Kelly Grotrian’s VDQ activity.

To put it simply, Students are empowered to be apart of the learning process. They are differentiating on their own by “pausing to write, re-playing to clarify a statement — everything is in the students’ hands”, and with Google Forms, the learning is centralized in one place.

We weren’t just blown away because Ms. Grotrian’s approach nicely utilizes Google Forms and Youtube videos, but it was the fact that her VDQ process incorporates the teaching and learning practices that Comprendio focuses on, too!

In addition to utilizing videos and questioning to:

  • personalize the content delivered to students
  • centralize the learning process, and
  • give students the opportunity to go at their own pace

Comprendio also allows teachers to add in other online resources. Teachers can embed articles from scientific journals, learning games for students to play, and more:

Teacher view in Comprendio.

…and Comprendio does all of this, while providing a centralized space for students to take notes at the same time. The teacher adds resources and guiding questions to the left drawer, and students can add in their own observations and notes to the right drawer — it’s really that simple.

Student view in Comprendio.

We’re glad that Ms. Grotrian’s class is having such success with their VDQs, and we hope that Ms. Grotrian, and teachers like her who are leveraging technology in the classroom, see the value add that Comprendio can provide for an even more personalized, centralized, blended learning environment.

Interested in learning more about Comprendio? Please click here to let us know and we’ll get back to you shortly.

Lizzy Schiller is the author and serves as Comprendio’s Director of Community Operations.

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