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I created an interactive slide show based on the novel Matilda by Roald Dahl. I loved creating it as it’s my first one. Here it is.
I was aware of those children in 3rd and 4th class who may find reading a novel difficult and wanted to make it more visually and orally attractive to them. I’ve also realised from doing this course, and as discussed in module 3, that in order for us to teach children into the future we must change our teaching methods to equip them to go into a workforce which is very different to our own.
In reflecting on what I have learned from this course, Google Workspace isn’t half as intimidating having completed the modules. Google Docs, Forms and Slides really appeal to me. These app open up an avenue in which a whole school can easily communicate and collaborate with each other. With automatic saving and with each app easily linked to the other, I find it makes learning more versatile and addaptible.
The area of assessment is a huge part of learning, for both teacher and pupils and I see Google Workspace as really being central to that learning.
What really stood out to me in doing this course was discovering the DL planning section in PDST, being able to create e-books, make a school blog, do book reports on Google Forms, reading up on Webwise, finding out about add-ons and seeing how class/individual pupil assessment can be so easily done digitally.
Because pupils have access to their work at home, Google Workspace makes it ideal for blended learning and make it much easier for the teacher to assess their work for either blended learning or as a future tool in which homework can be done.
https://classroom.google.com/c/NTg5MDQzNTM3Mjcx/a/NjE4MTYwMzAyNjQw/details https://classroom.google.com/c/NTg5MDQzNTM3Mjcx/p/NjE3NTMzODA5MDM5/details Normally the children in my classroom would have a scrapbook which they would add to during the year. Very often adding what they like best so it was really used as a self-assessment folder. Since starting this course, I’ve decided to use the Book Creator app with my classes to make a digital scrapbook/ self-assessment folder, in which they can add to during the year. When it comes to school self-evaluation, I feel that feedback in Google Docs would be invaluable. Gradebooks within Google Docs would also create a clearer picture as to where a pupil is within their own class and would make for easier planning when deciding on what a class or whole school should be focussing their learning objectives on. When it comes to differentiation, I liked the idea of using Google Classroom for art where the rubric is emailed to pupils beforehand and is personal to them, if necessary while the general rubric is on the whiteboard during the lesson, reminding pupils of the process, not the end product. I also like that Google forms can be used for formative assessment in the form of a quiz.
<span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Calibri’,sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: ‘Times New Roman’; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>https://classroom.google.com/c/NTg5MDQzNTM3Mjcx/a/NjE4MTYwMzAyNjQw/details</span>
<span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Calibri’,sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: ‘Times New Roman’; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>https://classroom.google.com/c/NTg5MDQzNTM3Mjcx/p/NjE3NTMzODA5MDM5/details</span>
The reason I chose this course was that I used Seesaw during the pandemic and felt that Google had so much to offer but it seemed overwhelming as to where to begin with it.
Normally the children in my classroom would have a scrapbook which they would add to during the year. Very often adding what they like best so it was really used as a self-assessment folder. Since starting this course, I’ve decided to use the Book Creator app with my classes to make a digital scrapbook/ self-assessment folder, in which they can add to during the year.
When it comes to school self-evaluation, I feel that feedback in Google Docs would be invaluable. Gradebooks within Google Docs would also create a clearer picture as to where a pupil is within their own class and would make for easier planning when deciding on what a class or whole school should be focussing their learning objectives on.
I also like that Google forms can be used for formative assessment in the form of a quiz and that it automatically saves and links in to other Google apps .
Having reviewed the paper https://download.microsoft.com/download/7/b/e/7bed9f61-335e-48d5-81e7-0d00f146c1df/ms-learning-paper-book.pdf,
I focussed on skills number 1 & 2
– Knowing more about the world
– Thinking outside the book
I used the Roald Dahl novel “Matilda” as an example of how these skills could be utilised.
Skill No 1: “Knowing more about the world”
– I Looked at Google “Arts and Culture” and specifically at an online exhibit of Rold Dahl’s “Matilda, the Musical”. https://g.co/arts/NkNJkwG5Sjv4vTsm8?authuser=0
Skill No 2: “Thinking outside the box”
– I created a book report template in Google Docs in which it gives you the setting, characters, plot and conclusion headings. https://docs.google.com/document/d/1dMaxv3S0VbOfvg5Ab3v8eW89WDKiGn3NAlydFcqiPxg/edit
I would also use Google Forms to generate a quiz based on the novel to assess what students have learned in class. https://www.roalddahlfans.com/fun-stuff/trivia-quizzes/matilda-quiz/
Students would be collaborating on quiz questions in ability-based groups, whilst working independently on their book reports. An oral language-based discussion could then be used afterwards to assess students’ knowledge of sequencing events in the online musical slides they watch.
Although these resources are created in English, I would agree with Jen that working in a Gaeltacht school, you tend to have to create a lot of resourses and this course has opened up new avenues in which to do that.
I have created a Google Quiz in Google forms.
https://docs.google.com/forms/d/14t0bIz-W35P1MprvTDt0pLFO9DPOlOX3N80aEh8ES-0/edit
The quiz would then be e-mailed to each student which allows for differentiation as students who would find some of the questions too challenging could be given alternative questions using a different rubric.
A Google assessment based on what students have learned in geography for the term could then be created on:
https://docs.google.com/forms/d/1fFYLLW1qWChggdRz-VoR_rGr-yuOa_GaMk1zm6B1qoQ/edit
After completing the quiz, students must then use Google Earth to find the river than runs through or close to these famous landmarks etc. They must also find the continent on which each of these are.
Assessments done using Google forms could enhance student progression and could also give a clearer picture as to the extent to which curriculum objectives have been met. I would be able to use this information in different ways in planning the next steps in the pupil’s learning.
Ways in which I could improve AOL and AFL in my classroom could also be by using peer feedback, where more able learners could reinforce their learning by explaining ideas to less able classmates. It could also help students to develop diplomacy and communication skills that will be essential in many aspects of later life.
https://app.bookcreator.com/read/library/-M10xgn9MIs3l2ae60-Z/46WUh5qZ7lTS9NUapPRohVGjUcY2/YgJbcdkmSs6NBe-KWuMFjA/55T37LIOQLqKrSiiUNbqvg?from=editor The dlplanning site is a great find which ties in with learner outcomes for the curriculum. It also has loads of videos with ideas to use in the classroom. I particularly like the Book Creator app used to create ebooks which is so versatile for the curriculum. It could be used for history fact files or procedural writing for science etc using “Creative Commons” which is a safe site for students to access photos, sounds and videos. These ebooks can then be published to i-Tunes or a school blog. I also liked the video on using the app “Sworkit” for P.E. where children were divided into groups doing different activities and then used coloured squares as a rubric for self-assessment. When it comes to differentiation, I liked the idea of using Google Classroom for art where the rubric is emailed to pupils beforehand and is personal to them, if necessary while the general rubric is on the whiteboard during the lesson, reminding pupils of the process, not the end product. I also like that Google forms can be used for formative assessment in the form of a quiz.
