Thanks for this feature request, Stephanie. We built snapshots with physical classrooms in mind, with two screens in front of the students – a screen in front of the class and a screen on their desk. It’s been interesting and disappointing to see – as you note! – how those designs work much less well with there is only one screen in front of students, and they have to switch between windows. We’ll chat about this together.

Thanks for sharing these. I”m wondering if there is a feature on Desmos that would allow me to share student work out to students during the Desmos set. I would love to be able to show student work without having all my students move away from their Desmos browser and look at my screen share.

Thanks for any feedback you might have on this!
Stephanie Yi

Hi Brenda, this is something I had not considered before, but after reading your comment, you are absolutely right! During synchronous classes, it is so easy to provide feedback and have students gain access to the feedback you’ve given, as it is provided in real time. However, since being entirely/ mostly virtual, it is hard to ensure students are looking at the feedback you are providing and gaining anything from it. If the lesson simply tells them right or wrong, with auto grading, then many students won’t come back to the assignment, as long as they are happy with their “score” or how they did. I completely agree with you that teachers should be able to decide whether they want auto grade to be on or off, and I may be incorrect, but I believe that is a feature on Desmos as of now.

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It wasn’t my idea, it was literally what Dan had done in a webinar earlier. I think that was the best reaction video that I had done, and it was because it had been modeled for me and this task was uniquely suited to students creating LOTS of different correct and interesting responses. Maybe because the point of this activity is INTERPRETING graphs. It’s harder to do something like this for tasks like “Build a Bigger Field,” where the thing that kids struggle with is writing an equation. And ultimately I was still talking to students- I missed the conversational piece.

I’d love to think about what are the types of things you could feature in a reaction video, or what are some general principles for creating them. A framework would be nice.

I think Kate is getting at something important here. Things are more different than ever now that we have our students at a distance. What worked well before (teacher feedback in person), are not working at all for me with asynchronous instruction (what seemingly is the most equitable form for my students, I understand that sync is working great for others!). Is it possible that the reason why teachers are requesting more comprehensive feedback tools now because their instruction is failing in new ways now? I’m totally with the idea that Desmos doesn’t not want their platform to be a bad imitation of a teacher by giving immediate feedback which enables all kinds of bad habits in students (guess and check can be a bad solution if no reflection is done afterwards). But I feel the need for a way Desmos to give automatic feedback in activities that meets me where I am (nearly drowning!). Bryn had some interesting suggestions (mentioned in the CL forum), like showing the students their Teacher Dashboard status. That might work well on something like a card sort.
I don’t use CL as much as many but I’ve been using it more and more because of how it *isn’t* a cookie cutter tool for providing rightness/wrongness for random problems assigned. I love how the Desmos CL platform enables all kinds of tools to allow students the ability to build conceptional knowledge. So I don’t want it to become a cookie cutter tool either!