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Hi Una,
That sounds like a fantasic use of the google classroom tools and has definetly given me some inspiration for next year.
That is a fantastic idea, we have access to chromebooks already so will hopefully implement this idea next year.
For this activity, I am sharing a Google Slides resource I created for a 5th class Maths lesson on tessellations. The Slides introduce pupils to tessellations using visual examples and activities, allowing them to explore patterns and develop their understanding of how shapes can fit together without gaps or overlaps.
I have used Google Workspace tools regularly in my teaching and have found Slides particularly useful for presenting learning in a clear and visual way. Google Classroom is also useful for sharing resources and allowing pupils to access their work both in school and at home.
Going forward, I would like to continue developing how I use these tools to encourage greater pupil participation and independent learning. Google Classroom, Slides and Meet also lend themselves well to a blended approach, as resources can be accessed outside the classroom when necessary. However, I would continue to use digital technology alongside practical activities, discussion and collaborative learning rather than as a replacement for these.I would use the Form as an initial assessment to identify what pupils already understand and any areas that may need to be revisited. It would include a mixture of multiple-choice and short-answer questions, with some questions providing immediate feedback.
Wiliam (2014) highlights the importance of using assessment evidence to inform the next steps in teaching. This made me reflect on the importance of not simply collecting assessment results, but actually using them to adapt my planning.
Google Forms would make this easier as responses can be reviewed quickly. I could identify common misconceptions, decide whether a topic needs to be retaught and provide additional support or challenge where needed. I would also use Forms throughout the year for short quizzes and exit tickets as part of AfL, while end-of-topic assessments could contribute to AoL.Hi John, I really enjoyed reading your post. I liked how you used Google Workspace to make the activity more inclusive for all learners. Your use of accessibility features is something I could see working well in my own classroom, particularly with senior pupils. Thanks for sharing your ideas!
For this module, I chose a collaborative 6th class Geography activity using Google Slides. Pupils worked in pairs to research an Irish county before creating a presentation to share with the class. The activity supported pupil engagement by giving children ownership of their learning while encouraging collaboration and discussion.
To support inclusion, I would provide a template with clear instructions and allow pupils to use Google Workspace accessibility features such as Voice Typing, captions and screen reader support where appropriate. This ensures that all pupils can participate and demonstrate their learning in a way that suits their needs.
Feedback would be provided through teacher comments on the Slides and class discussion after each presentation. As a next step, I would use a short Google Forms quiz to assess understanding and identify any areas that may need further revision.
Google Workspace could also support School Self-Evaluation (SSE) by collecting pupil voice through Google Forms, tracking progress over time and helping teachers evaluate the impact of digital learning across the school.My learning sequence was designed for a 6th class Geography lesson using Google Classroom and Google Slides. Pupils worked in pairs to research an Irish county before creating a slide to present their findings to the class.
One design choice I made was keeping the learning sequence simple and consistent by using the same slide layout and clear instructions throughout. This helped pupils focus on the learning rather than figuring out what to do next, while also supporting independent work and collaboration.If I were to make one adjustment, I would include a short Google Forms quiz or exit ticket at the end of the lesson. This would allow pupils to reflect on what they had learned and help me identify any areas that may need revisiting.
This lesson also links well to School Self-Evaluation (SSE). The completed Slides, quiz responses and pupil reflections would provide useful evidence of learning, helping to inform future planning while also supporting the school’s digital learning targets.
One resource from the Google for Education Teacher Centre that I would use is Google Slides.
I think this would work well with a senior primary class. For a Geography topic, pupils could work in pairs to create a slide about an Irish county, including facts, images and key landmarks. Each pair would contribute to one class presentation that could be used for revision.
To suit my classroom, I would provide a simple template, success criteria and support where needed so that all pupils can participate. Pupils could also record themselves explaining their slide to develop their oral language skills.
Using digital technology in this way promotes collaboration, creativity and engagement. It also supports the School Self-Evaluation (SSE) process, as I can reflect on pupil engagement and learning outcomes and use this information to improve future lessons. Developing my own confidence with digital technology will also allow me to share ideas with colleagues and support digital learning across the school.