Tag: Kahoot

Technology in the Latin Classroom

More Kahoot Jumble Ideas

salvemsbLeave a comment

Long time, no blog! I don’t really have an excuse. I was going to say that I went to Iceland, but I went to Iceland before my last blog post, so… foiled by my own dang self.

Anyway!

A few months ago, I wrote a post about the possible uses of Kahoot Jumble as a post-reading activity. I’ve had a few ideas since then about how we can use this feature of Kahoot; I’ll just list them below. Again, I don’t think Jumble is as useful as it could be. You should be able to use regular Kahoot questions and Jumble questions in the same quiz, but alas, I don’t run the world or any part of it.

Any type of sequencing activity should work well with Jumble, including:

  • Putting the days of the week, the months, the seasons, etc. in order
  • Putting tenses in order (for example: pluperfect, perfect/imperfect, present, future)
  • Ordering characters in a story from youngest to oldest or vice versa
  • Putting positive, comparative, and superlative adjectives in order
    • I think you have to have 4 things to order in each question, so I would do this by using “non adjective.” For example: non iratus, iratus, iratior, iratissimus
  • Putting events in logical order
    • For example: I wake up. I take a shower. I put on clothes. I leave for school.
  • Putting historical events in order
  • Putting phrases in order according to transition words
    • For example: First, I get home. Second, I do my homework. Next, I watch TV. Finally, I go to bed.
  • Putting meals or courses in order
  • Putting numbers (cardinal or ordinal) in order
  • If you can find a GIF of someone doing something in a recognizable order, you can upload the GIF as part of the question. Then you could have students arrange the sentences to accurately reflect the order in which the person does that thing. (Could that be a more convoluted sentence? I’m sorry – I’m tired!)

I would use the quiz to target a specific sequence or set of vocabulary words, like days of the week or transition words, and do no more than 10 questions in a quiz (otherwise it becomes easily tiresome and repetitive).

I’m sure there are thousands of other ways to use this feature – let me know your thoughts!

Reading Strategies · Technology in the Latin Classroom

Kahoot Jumble

salvemsbLeave a comment

As you probably know, Kahoot is incredibly popular with students. I had no idea what it was when I started teaching, but I use it on a semi-regular basis now, usually for vocabulary. (Here is an example of one of those for CLC Stage 6.)

Kahoot recently introduced a new type of quiz: Jumble. With Kahoot Jumble, students reorganize blocks, which can contain words, events, etc., into the correct order. Truth be told, I think this feature has limited use as a standalone quiz. For real functionality, I think the Kahoot team should allow you to create quizzes with multiple types of questions: Jumble, multiple-choice, and whatever else is on the horizon. But that’s not the point of this post. 🙂

I can see Jumble being a great way to do post-reading with Latin students, and I think this is something that Latin teachers of all pedagogical stripes (CI, grammar/translation, hybrid – which is kind of what I am) can use.

There are two main things I foresee myself doing with Kahoot Jumble questions: put the words in the sentence in the correct order, and put the events in the correct order. I did this in the quick Jumble I threw together to get comfortable with how the whole thing works. That Jumble is for the Stage 1 story “Cerberus.”

Here are some screenshots of the quiz:

Caecilius est in horto.jpg

cerberus-events

Ultimately, I think option #2 (put the events in order) is more useful for us as teachers and for our students’ interaction with the text. Option #1 works well for that very first stage of CLC, if that’s what you’re using, when the sentences are four words long. Option #2, however, lets you assess students’ comprehension of the text. For those of you out there who are reading novellas (I see you on Twitter, amici et amicae!), this could be a great ten-minute activity for post-reading of a passage.

The big con here is that, as far as I can tell, you are limited to four boxes of text, and those boxes of text have a character limit. This might not even be a con for many of us – it might just be a way to make us more “creative” in the ways we ask students to think about the text.