During my two years at Ottawa University in the Bed program I often heard people talking about Pear Deck. I was very confused at first, cards..pears.. that doesn’t make sense. So I googled it. It has been discussed a lot in my courses and I would like to create my own Pear Deck. I had intended to in my practicum but it proved difficult to get access to the computers.
Pear Deck is an tool used for presenting information that is meant to be interactive and engages your audience in their own learning. As a user, you can use a google account to create presentations.
It is a free tool but you can get a premium account which gives you access to draggable slides, drawing slides, google classroom integration, session dashboard and review, student takeaways, unlimited pdf and google slides import, and a priority help desk.
Groups ( 5 Teachers starting at) $449.95/yr
Pear Deck is used by teachers and students and you must select your role when visiting the website. As a student, you are provided a random code to login to see your teachers Pear Deck. As a teacher you can create or upload a Pear Deck, and one completed you can project the Pear Deck for your students to see. You can have students answer questions, look at images, move their cursors to different statements, and you can lock their interaction with the slideshow. One benefit of Pear Deck is you can see your students answers even after the slideshow is finished.
To learn how to create different Pear Deck slides click here.
To learn how to present your Pear Deck click here.
As well as creating an interactive slide show presentation Pear Deck can also be used as a diagnostic assessment tool before starting a lesson. Ask students if the sun is a star, or which is larger the earth or the sun? This way before you start a lesson you understand where your students misconceptions are. Answers are saved and can be referred back to later, which can help a teacher focus on students who need more support. By answering questions in real time on their devices, students are not centered out in the classroom. They do not need to put their hand up to show their knowledge and understanding. By having students answer questions in real time, it also shows authentic learning. However, for assessment these answers should only be used for assessment for learning, and not evaluated. Finally, teachers can use Pear Deck to consolidate a main idea, or lesson.
Here is an example of a teacher using Pear Deck as a Culminating Science lesson to tie in knowledge students should already have learned.
In this lesson, the teacher shows a demonstration of a reaction, and is asking students whether it is an exothermic or endothermic reaction?
What went well:
- students show their previous knowledge through answering questions
- the teacher places images of what will happen
- the teacher can refer back to students answers
- saves time taking answers from students with hands raised
What can be changed to make it better:
- ask questions that don’t need as lengthy responses
- have less text based answers: visual selections to choose from instead of writing answers
- do not allow students to see each others choices during multiple choice
- lock answers when given, many students change answers to most popular answer
- slow down, have you gotten responses from all students? Pear Deck is meant to involve all students, make sure they are all contributing
Link to featured Image.