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Explore the teaching resources area of Google for Education’s Teacher Centre. Choose one that you could use with your pupils in the new school year. Discuss how you would localise and enhance this for your classroom in this Forum as a reply to this post (150 words minimum) and how you would go about using it with your class. Include a link to your chosen resource.
I found this great for introducing the whole G suite for teachers with lessons and videos. As an LS teacher, I would like to set up my students on Google Classroom and try and work on google docs individually with students on writing/typing on our writing genres. This would work with students who have access to assistive technology. The preparatory work would be done in the group where we would work on a topic using mind maps and vocabulary. The final product could be then typed up into google docs and amended there with additions of visual information to make the writing more interesting. Students might then comment in a positive way on their classmates work.
How can you use DT in your classroom to enhance learning?
I can do this by using Google Slides to teach content and to encourage creative use of this app by students as part of the process. I currently use the teaching programme Touch Type Read Spell to teach typing to students with assistive technology and I also use readtheory. com to encourage students to read digitally online and to assess their comprehension skills using multiple choice quizzes.How can you apply SSE to your teaching?
I can use pre and post test teaching on the subjects I teach, Literacy and Numeracy. As a teacher leader I have instigated the teaching of Irish sight words and the testing of Irish reading to record progress as this was an identified need in our school. With twice yearly testing we can observe progress and an increased effort being made by students to do well in the subject.
We also looked at the average number of new words learned this year using Spelling For Me (digital spelling programme) and I discussed with each teacher the average new words of each student learned this year against a recommended baseline.
What impact does developing your own use of DT have at school level (SSE)?
This has a huge impact because with proficiency in using Google Forms for gathering evidence from teachers, students and parents, one can effectively gather data (STEP 2) in a timely and efficient manner. This also leads to analysis of information as part of the SSE process (STEP 3 ANALYSE AND MAKE JUDGEMENTS) which in turns leads to the formation of a School Improvement Plan which will then be shared digitally with the school community via Aladdin.
In addition, proficiency and leading as a curriculum leader is important as we use Google Drive in school to share resources and it is a useful way to keeping records of meetings held and actions enabled to drive progress. I look forward to being able to share the “Applied Digital Skills” in Google with teachers and to use this invaluable resource to improve our practice as teachers in a digital age.Hi Michael
I see that you have used Google groups for sharing calendars, emails and files. That is something I would like to work on with our staff as we currently use a variety of other tools to communicate mostly Aladdin. I agree that Google Slides is a nice way to capture student understanding and I will add this to google docs and forms as well of carrying out assessment on students.
My digital story is on the Solar Eclipse. As it was a timely subject, I used video links, audio and images to talk about eclipses. The interactive portion allows the student to create a slide to show how to make a pinhole camera.
Link https://docs.google.com/presentation/d/16g6kxUhJeMN1wIssnxJcoA_K68b-XYqQTjhypIYvmiQ/edit?usp=sharingWorkshop Tools such as Groups, Classroom and Meet enable the teacher to communicate more efficiently and in an interactive fashion with students, staff and management in the school. I liked the idea of groups for working on core curricular and interest areas for school self improvement utilising one email address per group. This makes the sharing and uploading of files much easier and efficient. Google Meets is also helpful for liaising with outside and inside educators to discuss current work and the link with the calendar is helpful for planning and scheduling ahead.
In the past, I would have used Google Forms to help with surveys and Google Docs to read and amend essays being submitted by students and had a fragmented understanding of how Google Suite works. Going forward I may utilise Google Classroom for my SET students although I don’t currently have access to ipads or chromebooks unlike my classroom colleagues. My students (some of them) have assistive technology which we use to do SET work. I do intend to use Google Slides for classroom content and Google forms/sheets to continue with the collection of data for school improvement planning. This will allow for blended work with staff and the in school management team.
For students’ work, I hope to use the interactive student blogs to blend with work covered in the learning support room and classroom on how students managed to solve problems and how they feel about Maths. I think the use of tik tok, instagram and students blogs will motivate the students further as they use their assistive technology to improve their writing skills.I liked your Google Forms which incorporates KWL into your Geography reflection and allows for individual responses and awareness of learning. It is a great idea to see what individual children bring to the lesson and what they they learn from the lesson and makes them realise the importance of their own learning.
I liked the definition offered below by the following researchers. Recent research emphasises the importance of the learner and their peers in negotiating new learning whereas previous research saw the teacher as the main actor in Formative Assessment. This article talks about the evolution of assessment and its different meanings in Formative Assessment and Assessment of Learning.
Stiggins, Arter, Chappuis and Chappuis (2005) proposed that assessment for learning consists of seven strategies:1. Provide students with a clear and understandable vision of the learning target.
2. Use examples and models of strong and weak work.
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
5. Design lessons to focus on one learning target or aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection and let them keep track of and share their learning.
Self regulated learning posits the student as an active agent in their own learning and suggests that they don’t need immediate reward for their efforts but can postpone the reward for future success. It allows a variety of methods to achieve learning and is more theoretically grounded whereas Formative Assessment is more pragmatically based on classroom practice. The way forward, the author suggests is to interlink and build on the strengths of each marrying the practical pragmatic FA with the more theoretical SRL research based methods.
Going forward, I will use Google Forms to gather information through Exit tickets and quizzes to help me assess students’ mastery of key work covered and students own feelings about their own learning. I would compare this also to summative assessment to see what is reflected back on students’ learning. As a school we gather qualitative data to garner student’s attitudes towards learning and this informs our practice as teachers.My Google forms is based on the assessment of word vocabulary and seeks to establish a baseline for work at the start of the year. This forms assessment is suitable for 3rd/4th class or Learning Support for 5th/6th class. It is based on 15 items and the students receive feedback on submission of the forms. This will serve to indicate those children who are relatively proficient in word meaning. For learning support children who have difficulty reading, this forms could be administered one by one by a Learning Support teacher who would read the items aloud and let the students make their selection. The data can be imported into sheets and read in different ways and cross class comparisons can be made.
The link is as follows https://forms.gle/ncSBkeaWJUfNFkV47John, I like your idea of using shared Google Drive folders to work collaboratively on school data/school self evaluation. Like your school, two of us in school devised a Google Forms to use with 3rd to 6th class to see how children found the new Maths My Way programme this year as they negotiated the new Primary Maths curriculum. Classes could collect their own data by copying the file and distributing the form to their own group. We will analyse the pupils thoughts on the programme on return to school and see if we can improve or celebrate the work done.
I used a history lesson suitable for 3rd/4th class comparing modes of transport between the 19th and 21st centuries using a visual from google images: an old photo of College Green where trams and horse drawn vehicles are seen using. This was uploaded to Google Slides. Alt text was used for those using visual readers.
I would invite children to make their own slide in a group based on modern modes of transport using the same format for the 21st century in Dublin. This would invite pupil engagement and allow creativity in the selection of images to show the historical contrast. To enable text description, I would allow students to use Voice Typing to describe the differences they observe between the early and modern modes of transport. Thirdly, the group would be invited to ask questions about what interests them with regard to the movement of people and goods in the two periods of time. For feedback on group work, I would use Google comments on submitted slides documents to give information on how the task was completed.
As an exit strategy, I would use Google Forms for students to complete making use of 1 naming question 2 a Likert scale rating knowledge competence question 3 a misconception question using mcq 4 a What question for further information and 5 A what helped you most checklist question. We have used the Google Forms this year to assess what our students from 3rd to 6th thought of the New Maths Curriculum using a range of questions. This data will be used on return to school for further work on SSE.
In terms of inclusion, I used Alt text with the visual picture and also
Darragh
Your varied ideas and uses of Google Classroom show your expertise. I especially like the collaborative activity on slides for pupils to show their learning on Ancient Egyptian life. You had of course used Google slides to introduce key vocabulary and images which would make it easier for children to follow your good example.
The topic I chose was one of vocabulary instruction using -tion words for 5th or 6th class Learning Support. The design choice is that I would use google slides to present visual images of words, one per slide with the word clearly identifiable so that the student could read 8 words. The second design choice was to use a link to google docs template where the students could choose from the 8 words to complete a cloze procedure. The lesson supports clarity with visuals to prompt word recognition, the sequence is learning new words and then using them meaningfully in a cloze procedure.
I would like to be able to use an audio link to the words so that children could use earphones and actually say the words aloud after the prompt.
The link to SSE would be Word Work as part of our word building school improvement target and would feed into a cross class initiative which would lead to further assessment to investigate retention of words. This could be done online by various classes using a larger google docs template based on words in week 1, 2, 3 and 4.