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Great idea using a Google Form to get to know your new class – such a practical alternative to the usual pen and paper. I think I’ll give it a go too. Might even use it as a monthly check-in to keep an eye on how peer relationships are going and to get a sense of how everyone’s feeling. It’s a simple way to gather useful info and could really help with building a positive classroom environment early on.
Over the past number of years, I’ve found Google Workspace tools—especially Classroom and Docs—to be incredibly useful in how I teach and how students learn. What originally started as a way to manage and share assignments has grown into something much more powerful: a more blended, inclusive, and student-centred approach that works just as well at home as it does in the classroom.
One area where I’ve seen a real difference is in teaching writing genres. Whether it’s narrative, persuasive, report writing, or procedure, Google Docs makes it so easy to embed rubrics directly into the assignment. This gives students a clear sense of what’s expected right from the start and allows for more consistent, transparent marking. It also encourages self-assessment—skills that are essential for growth. The children get better feedback and can make changes on the spot, which is brilliant for engagement.
I’ve also been exploring the flipped classroom approach through Google Classroom, and it’s opened up so many possibilities. Posting videos or readings as homework frees up time in class for collaboration, problem-solving, and discussion. The shift in classroom dynamic is noticeable—students come in more prepared and we can get to an activity or hands-on task quicker.
Looking ahead, I can see myself using these tools more and more. They support the development of key 21st century skills like collaboration, independence, and digital literacy. They also align really well with the principles of Universal Design for Learning—allowing for flexibility, differentiation, and accessibility. All in all, they make learning more meaningful, more engaging, and a lot more manageable (and I’m probabaly more organised because of them too!).
Link to Google Slides task – https://docs.google.com/presentation/d/1u8h6Oo58Wbo3oWR4kbz8WHaQS-kKECESYKd42onRKzg/edit?usp=sharing
This is a lovely, hands-on idea that really suits 1st Class – simple, meaningful, and a great way to get them noticing the world around them. Google Slides is a nice choice too. One small suggestion would be to let them record their voice instead of (or as well as) writing captions. It can be a fun way to build confidence, especially for those still finding writing tricky, and it adds a nice personal touch to their work when they share it with the class.
After reading Dylan Wiliam’s paper, it’s clear how important it is to use assessment as a tool for learning, not just of learning. It really made me reflect on how I must try to give students ownership of their progress and how I can respond to their needs in real time. One of the main takeaways for me was the need for more regular check-ins and feedback that actually helps students improve, rather than just telling them where they went wrong.
I’ve attached a Google Forms survey we recently used to gather student voice on anti-bullying. I was able to analyse the results to identify patterns—like where students feel least safe or how confident they are in reporting incidents. This kind of data is so valuable for our staff engagement of the new Bí Cineálta policy.
Looking ahead, I plan to use Google Forms more regularly for short topic-based quizzes—quick to create, easy to analyse. I’ll also continue using Kahoot as a more interactive way of assessing knowledge. It’s great for instant feedback and really engages the class. Combining these tools should give me a broader picture of where students are at while making assessment a more natural part of learning.
After reading Redesigning Education: Meeting the Challenges of the 21st Century, I’ve been thinking about how I can help my pupils build important 21st Century skills—especially collaboration and problem-solving (6th class).
One idea I’m planning is a fun project where the children work in groups to redesign the Principal’s office. They’ll need to think about what an office needs (and they can be as creative as they like!), research items online, and decide what to include—all while sticking to a set budget. Each group will use Google Docs to list their chosen items, include prices and pictures, and explain why they picked them.
They could also use Google Sheets to keep track of their spending and compare options. To bring it all to life, they might even use an AI image tool to create a picture of what the new office would look like. At the end, they’ll present their design ideas to the Principal.
I think this will be a great way to get them working together, making decisions, and solving problems—just like they’ll need to do in the real world.
I completely agree with your points about Google Classroom. It really does give pupils more ownership of their learning and allows them to present their work in ways that suit their strengths. I also find rubrics incredibly useful for setting clear expectations and giving structured feedback. The ability to track progress over time using the Gradebook is a great tool for both teachers and students and something I haven’t fully utilised. And you’re right — the data and insights we get from using Classroom really helps support the SSE process across many subjects.
https://classroom.google.com/c/NzcwMzIxMzIyODQ4
Class Code: rx6pb6tpI use Google Classroom regularly as all the children in my class have access to Chromebooks twice a week. It has really changed how I set work and assess students. One of the main advantages is the extra engagement from students – they enjoy using the platform and like being able to access everything in one place.
Grading is much easier now, especially when using rubrics for written pieces. It helps me give clear and fair feedback. I also find project work works really well with Google tools like Docs and Slides, and I can check in on their progress as they go.
For assessment, I’ve used Kahoot and Google Forms, which are great for quick checks on understanding. All of this is shared on Google Classroom. It’s also really useful for posting links to videos and interesting articles to support lessons. This approach helps us track learning better and supports the school self evaluation process too.
Thanks Norma for sharing and I found your link interesting reading too. I like your approach to Irish vocabulary excellent and will look to do something similar next year.
https://edu.exceedlms.com/student/path/1605996-discover-ai-in-daily-life?sid_i=2
I explored the “Discover AI in Daily Life” resource on Google for Education and feel it would be very useful for supporting individual learning in my classroom. Tools like Quick, Draw!, Google Translate, and Google Slides can really help children, especially those learning English. I would use Google Translate when teaching new vocabulary in Irish or English to help EAL students understand better.
Quick, Draw! would be fun for all students and could help them learn new words through play. I can also assign different worksheets or tasks to students through Google Classroom without anyone knowing they are working on easier or different work. This helps with inclusion and builds confidence. It is a discrete way of ensuring differentiation for the children which was promoted in this module at the very start.
This approach fits well with the School Self-Evaluation process and supports digital learning in a meaningful way accross the curriculum.