This year in our school we are focusing on the PiXL idea of Diagnosis, Therapy and Testing (DTT) as a key school priority. I’ve blogged about this already here.
Recently, we had a staff CPD session where a number of our colleagues presented how they have made it work in their classrooms. We saw a range of fantastic ideas during the session presented by enthusiastic and interested teachers who have really grapsed this idea and thought about how to make it work and have impact in their classrooms. One idea that came about from this presentation was to use the website Kahoot. This is a site that allows you very quickly and easily to create and then run your own quizzes. Students can easily access the Kahoot site either on their mobile phones (Bring Your Own Device) or through our school’s chrome books. What is great about Kahoot is that it is engaging, easy to use and gives you real time feedback on the performance of students in your group.
Through our work on DTT, we teach a whole unit of work getting the students to diagnose their understand with clear success criteria at the end of each lesson using a Personalised Learning Checklist (PLC). After we have taught the unit we teach some ‘therapy lessons’ where students have time to work further on any misconceptions they have, review their learning or expand upon their learning. Pictured is an example of one of our PLC resources.
I tried Kahoot in a lesson this week on a double lesson that worked as a ‘therapy lesson’. The topic was Crime and Punishment in the Early Modern Period. Students had already been taught the whole topic. I gave them a ‘diagnosis quiz’ which tested their knowledge of the course. The students were engaged in Kahoot and were excited about the competitive side of the quiz. Many of them had already tried it out in their Science lessons. The quiz only took me about 10 minutes to make and it took around 10 minutes to run in the lesson. As Kahoot runs automatically, I was able to spend the time assessing student understanding and picking up misconceptions with students in real time as I could see who was performing well and who was not. Kahoot also gives the teacher a spreadsheet of which questions students got right and wrong which helps the teacher to diagnose individual misconceptions and whole class misconceptions. For example, it showed me that students did not have a full grasp of religious change in the Early Modern Period and this enabled me to re-teach this to the class. Students then completed a variety of activities personalised to them for the rest of the ‘therapy lesson’ of which the Kahoot was just one route in helping them to determine which aspects of the course they were understanding well and which they were not.
At the end of the ‘therapy lesson’, I reran the quiz with the group. I used this as a ‘test’ to determine how much impact the ‘therapy’ work had had on their understanding. It was pleasing to note that in the first Kahoot quiz 51% of the answers were correct whereas by the second Kahoot quiz 87% of the answers were correct. All students had done better in the second quiz. It would be interesting to repeat the quiz a third time in a few weeks to see whether the students could remember the information over a longer period of time.
Kahoot is a great tool both for engaging students and also to diagnose student understanding. It is another very useful diagnostic tool in helping us determine how much our students understand. Of course, it can only really reliably assess knowledge through multiple choice which does place a limit on how deep a diagnosis it can make. For example, it cannot tell me about the quality of the students’ evaluation skills or their ability to complete extended writing tasks. However, I can assess this through the formal end of unit test.
In summary, do try out Kahoot. It is a highly engaging resource which will promote fun, enjoyment and great diagnosis of student knowledge. Another great teaching and learning tool to support our work on Diagnosis, Therapy and Testing.