Students have been using Google
Drawing to create illustrated review sheets and group projects in my social
studies classes. So far it’s been well received by the students. When I introduced it, they all just
went to the program and began working!
Student example #1: Making note-taking more personalized with symbols, arrows, and images.
Student example #2: Reviewing concepts in social studies with Google Drawing.
We have only used it a few times,
but I am interested in learning more about the program for the future. In the
future, I think we might try to use Google Drawing for other tasks like making
timelines and graphic organizers.
In the recent PD on the use of Google Classroom I have put
together a simple user guide to setting up and using Google Classroom. https://goo.gl/3aWXKM
What is in there now is the basics of setting up. If you are
currently using Google Classroom and have anything to add all WWPRSD users have
editing rights. Please add!
I have also included a section for questions that people have that
I or anyone on the document can respond to. -Tovi
This past week I had the opportunity to participate in a 6th grade math lesson. Both Linda Scanlan & Taylor Sternotti planned and carried out the lesson via Google Classroom. All three of the 'create' functions on the classroom's Stream were utilized. They first 'announced' the lesson by posting an invitation.
During the lesson, they posted an 'assignment' using Google Presentation for the students to plan out and solve the questions of date, place, and host.
Finally, the lesson utilized the 'create question' function by having the students submit their answers to the invite.
Here's what Linda & Taylor said about their lesson:
"Lesson title: Math Mystery Ball
First, we sent an invitation prior to the lesson to all students by sending an 'announcement' through Google Classroom with the invitation attached. Students were intrigued by the invitation. We sent a Google slide presentation with information students needed to complete the activity. The learning objective was for students to be able to reason, abstractly and quantitatively, to solve real world problems using the strategy 'Use Logical Reasoning'. Students needed to solve three logic problems to correctly solve the mystery of when, where and who was hosting the party. Google Classroom provided students with the file on the Chromebook, therefore, they were able to work at their own pace and provided diagrams for visual learners. We sent a question to all students, through Google Classroom, that asked the three details of the Math Mystery Ball. When students solved all three logic problems, they then submitted answers to the question. As a formative assessment, the teachers were able to see students’ responses and comment on each student response in real time. This provided immediate feedback for students to move on to the next activity in the classroom or revise incorrect answers. Students were actively engaged in the lesson and had felt a need to solve the problem correctly. Thanks to Liz Keller for providing the activity."
I had a couple of teachers, recently, bring an issue to my attention about the 'Turn In' feature for assignments in Google Classroom. The student would try to 'Turn In' an assignment and they would get an error message:
Here is a resource I put together to assist them on how to fix this issue themselves:
There are lots of really great educational technology resources out there and many new ones developed every day! With so many choices, it can be difficult to know where to start or how to decide which ones are the best to use. Through the last 9 years of using Google products with my students, I have learned that for most things we want to do in school, Google has a perfect product for the task.
Google is just a really great match for education. As a company, Google keeps evolving and growing. And now -- more than ever -- Google is focused on developing products that meet the needs of students and teachers. This two-minute video highlights some of the ways that the company and its products have changed over the years:
The sky really is the limit when we think of what our students can do with the tools that Google provides...and what they will be able to do in the future as new products are developed.
Here are just a few ideas to consider trying with your students and their WWPRSD Google Apps for Education accounts:
design and use custom search engines and refined research strategies (Google Search)
classify, curate, organize, and share collections of web sources (Bookmarks)
create custom contact groups and distribution lists (Contacts or Groups)
compose and store documents saved in the cloud (Docs)
collaborate in real-time on documents (Docs), presentations (Slides), spreadsheets (Sheets) and more
discuss and debate with other students across the school, district, state, and world (Hangouts)
get organized and prioritize tasks (Google Calendar and Google Keep)
create infographics and other design projects (Google Drawing)
publish content for authentic audiences (Google Sites and Blogger)
digital and custom mapping (Maps and Google Earth)
and there's so much more!!!
One of the newest Google products is designed specifically with students and teachers in mind. Take a look at this short video about Google Classroom and see how it is the perfect online tool to connect with your students and to incorporate many of the other products mentioned in the list above:
Are you already using any of the resources mentioned on this list? Maybe some that weren't mentioned? Get the conversation started and leave a message in the comments section below. You can also continue the conversation on Twitter with our district hashtag: #WWPRSD.
And don't forget to reach out to the resource specialist in your building for resources, to talk about these ideas further, to set up share sessions, or to coordinate other professional development.
In this post, some of our 6th grade teachers reflect on their first year in a 1:1 setting. Please feel free to respond to their reflections and continue the conversation in the comments section below.
"In my 6th grade Science class this year, the
chrome-books enabled us to try some new projects using technology. Students observe the life cycles of the Cabbage White
Butterfly and the Wisconsin Fast plant each year. This year the chrome-books
were a great tool in helping to do a long term project over a six week period.
Students took pictures of each of the developmental stages of these organisms
throughout their life cycles. They also recorded data and observations on
the chrome-book. The finished product was a Google presentation of the life
cycle stages of each organism and examples of how they are independent upon
each other in different periods of their development. The students loved using
their chrome-books to take pictures and record data about these living creatures
as they grew in the classroom!"
"As a first year teacher, the idea of having CBs in my room was overwhelming. On top of learning a new school, new students, and a new lifestyle, I was encouraged to learn about a technology I had little prior knowledge of. During my interview process, I quickly faced this reality while participating in a demo lesson. When I asked students to design an irrigation system for the Nile River, they went right to their CBs. I knew then, that my thoughts of teaching and engagement would have to change.
This year the 1:1 initiative brought challenges and successes to my teaching. Though I cannot point to one particular app or procedure that worked well, as a whole the CBs allowed my students to interact with history outside of my room, without leaving their desks. Students were more confident and curious when the CB was utilized; a wealth of information was at their fingertips. Research assignments were more authentic because students were not just learning skills meant for a library- the skills could and would be used in everything they examined, each time they logged on. The CBs also allowed many of my students to have a voice in the room. Backchannels, video presentations, and blog posts allowed my quietest students to become active participants in daily activities. Now in June, these students are more confident both online, and in person.
Next year I hope to continue to explore uses for the CB. The 1:1 initiative has meant a lot of professional development goes on during my down time, as my chronic “pinning” proves evidence of. The students are always looking for new things to learn on their devices, and I am always looking for new ways to direct their learning. As technology continues to grow and new sites and apps are developed daily, I will continue to look to my students, colleagues and online communities for more. More than continuing to utilize a particular website, extension, or procedure, I would like to continue to make the time for earnest exploration and professional development."
"A course that starts with the Big Bang and extends into the Common Era offers myriad opportunities to differentiate and give students freedom to select from a wide menu of topics to pursue. Symbaloo provides teachers with the ability to present many options on a single screen, allowing students to safely pursue their interests and even suggest websites to consider adding. The students love to share their discoveries. Symbaloo is colorful and user friendly, making it a delightful destination. Symbaloo has become a favorite of several of the foreign language teacher here at Grover, too. They use this software in the classroom as a key tool in their “carts.”
