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I created a short interactive digital story for my ASD class to prepare them for swimming lessons: https://docs.google.com/presentation/d/1NuhQ5Wy21iYa0tERVdNSjTLPNP0g3OljusHwSchkGJA/edit?usp=sharing
Over the past number of years, I have used some Google Workspace tools like Google Docs, Slides and Meet, mainly during school closures. Google Meet helped me to stay connected with pupils and parents through online meetings and check-ins. It was a useful way to keep communication going when we could not be in school.
Until recently, I had not used Google Classroom, but taking part in this course has helped me see how useful it can be for teaching and learning. I now see how it can help to organise lessons, share resources, and provide feedback to pupils in a clear and simple way. I look forward to using it more confidently in the future.
I have used Google Docs and Slides with pupils to support digital skills and encourage creativity. These tools allow children to work on projects, write stories, and present their learning in a way that is engaging. I have also found Google Drive helpful for organising my own planning and teaching materials.
Going forward, I see that Google Workspace can support a blended learning approach, where pupils can access learning at school and at home. It is helpful for children who may be out sick or who need extra time to complete tasks. It also encourages independence and allows pupils to take more ownership of their learning.
Although I am still learning, I can already see that Google Workspace offers many simple and effective ways to improve teaching and learning. I hope to keep building my skills and using these tools more often in my classroom.
https://forms.gle/x3jTGKmozZXm5PHJ9
Class Level: 3rd Class
Description: This simple assessment will be given in the first two weeks of September to gain an insight into pupils’ literacy attainment after the summer holidays. The quiz focuses on key literacy skills including reading comprehension, vocabulary, grammar, and sentence structure. The results will partially inform differentiated literacy groupings, and guide early interventions, particularly in reading and grammar instruction.
Each question is assigned a point value, and the quiz uses automatic grading features in Google Forms where possible.
That’s a nice idea, I created a literacy assessment google form but didn’t think to create a google form to get to know my students – I will be using this idea in September.
Lovely idea. Often with cake sales the parents tend to do most of the work but this would give the students real ownership of the task.
After reading Redesigning Education: Meeting the Challenges of the 21st Century, one skill that really stood out for me is real-world problem solving. The paper explains that future jobs will need people who can think for themselves, work through tricky problems, and come up with creative solutions – not just follow instructions.
I think school is the perfect place to start building these skills.
In my classroom, I plan to give pupils more chances to solve real-life problems that matter to them. One area I would like them to focus on is litter around the school. We could look at this together and ask, “Why is this happening? What could we do to fix it?”. This discussion would give pupils ownership of the problem. I would create a topic in google classrooms and divide the class into groups to focus on a different part of the project. Pupils could design posters, make a video message using Google Slides, or create a rota system and share it on Google Classroom. The groups can present their findings and ideas to the class, and let the class decide on which ideas to move forward with.
These tasks are meaningful, and they help pupils to learn how to work in teams, listen to each other, think creatively, and take action. I’m also using Google Classroom to let pupils share ideas and reflect on what worked and what didn’t.
By giving pupils the chance to solve problems in school, it helps pupils see that their ideas matter. It builds confidence, independence, and a real sense of purpose.
That is something I thought about too. Seems like a lovely idea but creating school emails for all children in a class/school could create other issues. Who will oversee this and how will emails be created? Should primary school children have access to their own email accounts?
https://classroom.google.com/u/1/c/Nzg5MzE3OTYzODQ3
Overall, Google Classroom can be an effective tool for supporting a flipped classroom in primary school. It allows teachers to share content in a simple, structured way and encourages children to take more ownership of their learning.
I can post videos, links, slides, PDFs, or reading tasks for children to complete at home. For example, I might upload a video explaining fractions before teaching the topic in class. Work can be divided into topics or weeks, so children (and parents) can find the tasks they need to complete at home. Children can post questions or comments under an assignment if they’re confused. This helps us see who might need extra help before the in-class lesson.
There are some things to consider which may not make Google Classroom suitable for everyone. It’s uncommon now, but not all families may have reliable internet or a device at home, which can make it difficult for some children to take part in flipped learning. While Google Classroom shows who has finished work, it doesn’t always show how much the child actually understood or whether they had adult/other support.
I know my boys would love an activity like this. As boys with ASD, some of them can find creative writing extremely challenging, but adding the visual element in a comic strip would really motivate them and allow them to develop ideas in a way that suits them.
The Google Drawings activity “Design a poster about you” offers numerous benefits for 5th and 6th class ASD (Autism Spectrum Disorder) students. It would be an ideal activity for my students in September.
I like this activity as it allows students to share their interests, hobbies, and favorite things in a visual and creative way. For some of my students who find verbal communication challenging, a visual activity like this provides an alternative to express themselves.
Creating a poster like this helps develop fine motor skills, sequencing, and organizational skills as the boys decide what to include on their poster and how to arrange it. Additionally, this activity builds self-awareness and self-esteem. It also promotes social understanding, as students may share their posters with peers, encouraging social interactions and empathy.
Overall, this activity is a positive way to build confidence and communication skills among ASD students in older primary classes.