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https://docs.google.com/presentation/d/1CwznzB1Um8ygVU0uZ7kcOQBoPBGvogeKaWUjO5trJLk/edit?usp=sharing
Over the past years, I have used various Google Workspace tools which have significantly supported both my teaching and leadership practices. Initially, I used Google Classroom as a straightforward platform for sharing assignments and resources, but my confidence and competence have grown as I explored the wider suite of tools. This course has greatly helped with this. For example, Google Slides has allowed me to create interactive and engaging lessons that pupils can revisit and work on at their own pace. While Google Docs and Drive have encouraged collaboration, even among younger learners, they quickly adapt to editing and giving peer feedback.
Google Forms and Gmail have strengthened communication with colleagues and parents, ensuring that we can get input on important changes. During periods of remote and blended learning, Google Meet proved invaluable for maintaining real-time connections with students, supporting not only their academic progress but also their sense of belonging. The wide variety of workspace tools has made differentiation more manageable. For example this year I have a mixed 4th/5th class, I can assign tailored tasks, provide timely feedback and monitor progress more effectively. It also links with apps very well such as duolingo, khan academy, etc
Looking forward, I feel I can get better at blending these digital approaches with in-person teaching. The tools offer opportunities for pupils to develop independence, digital literacy and collaborative skills, which seem increasingly essential in the workplace. As my own confidence grows, I feel better equipped to design meaningful learning experiences that balance structure with flexibility. Google Workspace is proving highly suitable for enhancing student engagement.
I really like how the last few questions in your form focused on the child looking at how they can be helped by the teacher and how they felt about learning. Asking the child how they can be helped really helps build the relationship between the child and the teacher and allows the child to view the teacher as an instrument of support rather than someone that gives orders. If we want to support a child to learn, we must first understand how they feel. If we can change how they feel, they can begin to change their story, thus allowing them to learn. Really enjoyed those questions.
Find attached a link for a Google Form with assessment questions to test 4th and 5th class children on the comprehension strategy of Prediction. I have structure them in different formats multiple choice, short answer and paragraph. These questions give a mix of knowledge-based, application and reflection questions.
I’ve also put together a sample passage broken into checkpoints with prediction questions at each stage. This structure lets students pause, think and revise predictions as they get more clues. Exactly how prediction works in real reading.
For me Dylan Wiliam’s paper explains how formative assessment helps teachers and students guide learning. Assessment is useful only when the information is used to change teaching and improve learning. Three ways this can happen is before lessons (planning what to teach), during lessons (checking understanding and adjusting in the moment) and after lessons (reflecting and changing future teaching). The strategies he highlighted that I noted included clear goals, good feedback and involving students in assessing themselves and each other. Wiliam also links assessment to self-regulated learning, where students take charge of their own progress.
I really like this project idea, it combines creativity, problem-solving and collaboration. Redesigning the Principal’s office gives pupils a real-world challenge they can relate to, while the set budget builds financial literacy and decision-making skills. Using Google Docs and Sheets encourages teamwork and mirrors professional tools and the AI image tool adds an exciting visual element.
In my school, I could adapt this to redesign the library, playground, or staffroom, allowing students to research, budget and present ideas for spaces they use daily. It’s active, purposeful learning that makes pupils feel their ideas matter, while building essential 21st-century skills.
To encourage problem solving and collaboration in primary school, students could be given the challenge of designing a cheaper yet practical alternative to an expensive Chromebook trolley. The school currently owns 30 Chromebooks, but the cost of a commercial trolley that stores, charges and transports them is beyond the budget. Instead of purchasing one, students will work together to find a creative, affordable solution using only items available from the local office store catalogue.
The project could begin with a group discussion about the purpose and functions of a Chromebook trolley. It must store the devices safely, allow for easy transportation between classrooms and provide charging capability. This stage builds understanding of the problem and the essential requirements. Students will then be divided into small teams, each responsible for researching different aspects. Such as storage design, mobility, charging solutions and cost comparison.
Using the office store catalogue, teams will explore available items like storage cabinets, plastic drawers, extension cords, cable organisers and trolleys. They will evaluate materials for durability, portability and affordability, keeping a record of prices to stay within a set budget. Teams will brainstorm possible combinations of items, sketch designs and present their concepts to the class.
Collaboration will be encouraged through a ‘design marketplace’, where teams can share ideas, swap components of their designs and merge concepts to improve functionality. Students will then agree on the best final design, which meets all requirements and is the most cost-effective.
The class will prepare a proposal for the school leadership, including diagrams, a budget breakdown and a written explanation of why their design is practical and affordable. Hopefully this activity promotes teamwork, problem-solving, budgeting and communication skills.
I completely agree with some of your points about Google Classroom, it really is such a practical and efficient tool for both teachers and students. I especially connect with what you said about keeping assignments and notices all in one place. That kind of organisation not only makes my life easier as a teacher, but it also helps students develop better habits for tracking their own work.
I also think that seamless integration with Google Docs, Slides and Forms can be very effective. Like you mentioned, the ability for students to submit work directly from these apps and for us to give feedback without having to download files saves so much time. I plan to make more use of this by encouraging my students to complete more collaborative work directly in Docs or Slides so I can give formative feedback as they go, rather than only after they submit.
I also really like the point about reducing printing, something I want to be more intentional about in my own teaching. Using Classroom to store and organise assignments in Drive means I can easily refer back to past work with students and track their progress over time.
Your note about parental access for younger pupils is also something I’d like to explore more. Having parents in the loop can really strengthen the home/school connection and help support learning beyond the classroom.
I have been using Google Classroom extensively with my classes, incorporating activities such as setting self-assessment targets in Google Docs, creating individual, pair and group slide presentations and developing genre-specific writing in English. For assessment, I had been giving individualised feedback. While this was undeniably time-consuming, I found that the students were highly engaged with it. They frequently responded with gratitude, often seeking clarification or further advice, which created a productive dialogue around their learning. I have noticed that I never get the same level of interaction or engagement when giving feedback in the copies or general classroom comments.
Previously, I used each student’s workspace in Google Classroom as a type of portfolio, allowing them to store and reflect on their work over time. However, I now see the potential of using Google Sites as a more dynamic and personalised way for students to create and curate their own portfolios. This format would give them the freedom to present their learning in ways that suit their style, whether through text, images, videos or embedded resources, while also building digital literacy skills. It also allows for the possibility of observing progress over time.
This realisation has also got me to consider developing my own Google Site for lessons, topics and resources for each class. Google Sites is extremely user-friendly and easy to navigate, making it an accessible tool for both teachers and students. I can envision it becoming an effective, centralised learning hub one that not only supports my teaching but also empowers students to take ownership of their learning journey. Linking my Google site to student and parent access could be an effective way of bridging school/home divides.
I think there are some great ideas here. I completely agree that while platforms like Google Classroom may be too advanced for younger children to use independently, tools like Google Sheets can be very effective for teachers behind the scenes. I also use Sheets to track Maths progress. One idea I’m taking is using it to record more like phonics and reading assessment data in a way that can be easily shared with other teachers. This would really streamline communication and ensure plans and handovers are based on accurate, up-to-date information.
I also see potential in using conditional formatting in Google Sheets to quickly highlight areas where pupils may need extra support—making it visually easier to spot patterns or concerns at a glance. This could provide tangible evidence of pupil progress over time and helping to inform next steps. It’s also a good way to collaborate meaningfully and efficiently with colleagues. Thanks again for the ideas.
I looked at “Create a Comic Strip in Google Drawings”.
https://edu.exceedlms.com/student/path/1606448-create-a-comic-strip-in-google-drawings
I have 4th/5th class and I know this is a project they would find both engaging and motivating. I have a very creative class that love both story and art. This marries these two components together.
To localise the lesson, I could adapt the content to suit my students’ age and digital skills. Some simplification of instructions and using more child-friendly language. A demonstration of how to access Google Drawings through their school accounts. Introduce the comic strip concept using familiar example, for example a story involving local landmarks, school life or a character.
I’d look to provide templates with speech bubbles and character cut-outs so they can focus on creativity rather than technical skills. Encouraging them to write short dialogues in their own words, perhaps using everyday expressions. Storyboarding a scene from a book they’ve read in class is another idea.
Using group work can help less confident students. Finally, allowing time for sharing their work with the class, promoting communication skills. Hopefully this keeps learning fun, meaningful and rooted in their own experiences.