Google Basics

by Marsha Scott

Google Classroom: class code 88xosnm

What did you create, and why?

I created a 5th grade Google Classroom for my ELL students. Here is our focus for the year: “Welcome to 5th grade! This year you will use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.”

Students are beginning to use Google Classroom in their general education classes so I wanted students to continue building their knowledge and skills in using the program in my class.

What went well for you?

Setting up the students for the class went well. With my first experience, I entered all of the students by their email addresses. Then I learned, there was an easier way for students to access the classroom; invite students to join a class by providing them with the “class code”.

Managing the students’ assignments seems to be work well because I can set a due date and then track each assignment.

I noticed there seems to be less copying since as I am able to link items such as writing rubrics and checklists for students.

What was challenging?

One challenge that I faced was when students submitted their assignments, they were no longer “owners” of the document. If students needed to correct or add to their documents, they were only able to “view” the document. Also they were required to “request permission” from each time they wanted to add to their document.

After speaking with Rose M. about this issue, she suggested students “un-submit” their assignments. Then re-submit the assignment once students complete their additional information.

What did you enjoy?

Students are learning to use this tool independently and becoming more knowledgeable on how to access their assignments. Everything is organized in one place- assignments, readings, and formative assessments. I have started to add Google forms as a way to monitor and check in with students. The next step is to learn how to embed video segments into an assignment. (Youtube is blocked, I need to find another resource.)

What ideas do you have for using this tool with your students, grade level, staff or to communicate with families?

A few staff members at my building are beginning to use Google Classroom, mainly 3rd-6th grade. One third grade teacher uses the comment section (under assignments) as a blog, students reply to a question and classmates read and respond back. As more teachers begin to use Google Classroom, there may be opportunities to support and share with other teachers during collaborative time.

Google Basics

by Marsha Scott

Google Classroom: class code 88xosnm

What did you create, and why?

I created a 5th grade Google Classroom for my ELL students. Here is our focus for the year: “Welcome to 5th grade! This year you will use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.”

Students are beginning to use Google Classroom in their general education classes so I wanted students to continue building their knowledge and skills in using the program in my class.

What went well for you?

Setting up the students for the class went well. With my first experience, I entered all of the students by their email addresses. Then I learned, there was an easier way for students to access the classroom; invite students to join a class by providing them with the “class code”.

Managing the students’ assignments seems to be work well because I can set a due date and then track each assignment.

I noticed there seems to be less copying since as I am able to link items such as writing rubrics and checklists for students.

What was challenging?

One challenge that I faced was when students submitted their assignments, they were no longer “owners” of the document. If students needed to correct or add to their documents, they were only able to “view” the document. Also they were required to “request permission” from each time they wanted to add to their document.

After speaking with Rose M. about this issue, she suggested students “un-submit” their assignments. Then re-submit the assignment once students complete their additional information.

What did you enjoy?

Students are learning to use this tool independently and becoming more knowledgeable on how to access their assignments. Everything is organized in one place- assignments, readings, and formative assessments. I have started to add Google forms as a way to monitor and check in with students. The next step is to learn how to embed video segments into an assignment. (Youtube is blocked, I need to find another resource.)

What ideas do you have for using this tool with your students, grade level, staff or to communicate with families?

A few staff members at my building are beginning to use Google Classroom, mainly 3rd-6th grade. One third grade teacher uses the comment section (under assignments) as a blog, students reply to a question and classmates read and respond back. As more teachers begin to use Google Classroom, there may be opportunities to support and share with other teachers during collaborative time.

Chromebook Basics

I took a quiz on the Chromebook Basics. I am trying to be paperless in our second year of having one to one Chromebooks. There are often frustrating situations involving the Chromebooks. I thought it would be helpful to have some more information about them so I would be able to help the students. I will hopefully be able to assist a bit more with their computers now.

The articles to read online where helpful. I thought it would have been nice to be able to do this with a Chromebook in front of me. I tend to learn by doing and think it helps when I can see the materials in front of me. Maybe if there were some videos of the steps we could see it happening on a Chromebook would be a good addition.

I was thinking it would be nice to find a good way to share this information with the students. Maybe a handout or a poster. That way they can troubleshoot these things before having to ask me.

Chromebook Basics

I took a quiz on the Chromebook Basics. I am trying to be paperless in our second year of having one to one Chromebooks. There are often frustrating situations involving the Chromebooks. I thought it would be helpful to have some more information about them so I would be able to help the students. I will hopefully be able to assist a bit more with their computers now.

The articles to read online where helpful. I thought it would have been nice to be able to do this with a Chromebook in front of me. I tend to learn by doing and think it helps when I can see the materials in front of me. Maybe if there were some videos of the steps we could see it happening on a Chromebook would be a good addition.

I was thinking it would be nice to find a good way to share this information with the students. Maybe a handout or a poster. That way they can troubleshoot these things before having to ask me.

Challenge: Google Sheets

I love podcasts. I really do. I spend a lot of time driving and crafting, so something that doesn't require visual input but that engages my brain is great. One of my favorite podcasts is Stuff You Should Know, which has been around since 2008. They cover all sorts of different topics from the relevant to the bizarre, with many topics tying into content areas. They have a fun way of approaching the information, giving multiple viewpoints, and don't make judgement (at least most of the time). They also are hilarious. Which is where my product for this activity comes in. I created a spreadsheet that I would have everyone work on collaboratively after listening to a podcast episode. My thought was to create groups, task them with different approaches to assessing that they listened and got something out of it, and have a reference sheet that everyone can access. I also played around with a few of the add ons to see what I like.

Overall, I really enjoyed this interaction with Sheets. Looking over the material, it looks like I was using the new version, which works very well. I like that the wrap text option is easily accessible. The protect feature is great so that I don't have students changing the groups I assigned. I also like that there is a range of options when it comes to protecting portions of the document.

I used the add on "rostersync - Teacher edition" which pulled data from my Google Classroom, so I didn't have to type out everyone's names. I would have liked it to put both first and last names in one cell, just because that is easier to manage for information's sake, but at the same time, it still was able to do what I needed it to do.

I did have a bit of a problem trying to find where the Freeze control was, because rostersync froze my top row when I imported my roster. But I am glad I found it and it has the options that it does, so that I can adjust what is locked for students. I actually like the interface with this function within Sheets better than with Excel, just saying.

So here is my sheet. It is pretty generic, so that I can reuse it for multiple assignments.

Challenge: Google Sheets

I love podcasts. I really do. I spend a lot of time driving and crafting, so something that doesn't require visual input but that engages my brain is great. One of my favorite podcasts is Stuff You Should Know, which has been around since 2008. They cover all sorts of different topics from the relevant to the bizarre, with many topics tying into content areas. They have a fun way of approaching the information, giving multiple viewpoints, and don't make judgement (at least most of the time). They also are hilarious. Which is where my product for this activity comes in. I created a spreadsheet that I would have everyone work on collaboratively after listening to a podcast episode. My thought was to create groups, task them with different approaches to assessing that they listened and got something out of it, and have a reference sheet that everyone can access. I also played around with a few of the add ons to see what I like.

Overall, I really enjoyed this interaction with Sheets. Looking over the material, it looks like I was using the new version, which works very well. I like that the wrap text option is easily accessible. The protect feature is great so that I don't have students changing the groups I assigned. I also like that there is a range of options when it comes to protecting portions of the document.

I used the add on "rostersync - Teacher edition" which pulled data from my Google Classroom, so I didn't have to type out everyone's names. I would have liked it to put both first and last names in one cell, just because that is easier to manage for information's sake, but at the same time, it still was able to do what I needed it to do.

I did have a bit of a problem trying to find where the Freeze control was, because rostersync froze my top row when I imported my roster. But I am glad I found it and it has the options that it does, so that I can adjust what is locked for students. I actually like the interface with this function within Sheets better than with Excel, just saying.

So here is my sheet. It is pretty generic, so that I can reuse it for multiple assignments.

Challenge: Google Forms

As a substitute teacher, I always groan as I read notes saying that I have a day of “work periods” for projects or getting caught up on homework. While I have the skills as a teacher to manage the classroom, it’s hard to give feedback that can tie into students’ regular grades. And that is where I came up with exit tickets as a means for students to evaluate their own work ethic, as well as provide a numerical value for the teacher to use, if he or she so chooses, to input into the grade book.

I have some classes that I have covered so many times that they groan when they see the shortened URL on the board, since it is a fairly regular scenario. I try to change them up and ask funny questions as well, so they don’t always feel like it is the same form, although the foundation is the same. I’ve done the question series from Monty Python and the Holy Grail, what would you do if you won a million dollars, and other fun questions as a quick way for me to get to know the students. I always make sure that they are giving me a numerical value, as well as a record of what they actually accomplished. I think the challenge with these is making sure that they don’t take too much time in fun, but still are able to stay fresh with students. Also, I have had days where the URL is not very easy to read, so I always check before I post it so it does work easily.

So, without further ado, here is my form for you to take a look at! Form

Challenge: Google Forms

As a substitute teacher, I always groan as I read notes saying that I have a day of “work periods” for projects or getting caught up on homework. While I have the skills as a teacher to manage the classroom, it’s hard to give feedback that can tie into students’ regular grades. And that is where I came up with exit tickets as a means for students to evaluate their own work ethic, as well as provide a numerical value for the teacher to use, if he or she so chooses, to input into the grade book.

I have some classes that I have covered so many times that they groan when they see the shortened URL on the board, since it is a fairly regular scenario. I try to change them up and ask funny questions as well, so they don’t always feel like it is the same form, although the foundation is the same. I’ve done the question series from Monty Python and the Holy Grail, what would you do if you won a million dollars, and other fun questions as a quick way for me to get to know the students. I always make sure that they are giving me a numerical value, as well as a record of what they actually accomplished. I think the challenge with these is making sure that they don’t take too much time in fun, but still are able to stay fresh with students. Also, I have had days where the URL is not very easy to read, so I always check before I post it so it does work easily.

So, without further ado, here is my form for you to take a look at! Form

Chromebook Basics Challenge

Google ChromeBook Basics:

What did you create?

This challenge was basic education on using the Chrome Books, so nothing was created.

What went well for you, what was a challenge?

Most of the tutorials were clear and understandable although having an actual Chrome Book at hand would have been more useful as I"m not familiar with the keyboard layout.

What did you enjoy?

Any education on basic functions of a computer is always helpful as I have holes in my basic skills that often trip me up when doing something simple.

What ideas do you have for using this tool with your students, grade level, staff or to communicate with families?

Since our students use Chromebooks it is important that I have a basic working knowledge of them.

Chromebook Basics Challenge

Google ChromeBook Basics:

What did you create?

This challenge was basic education on using the Chrome Books, so nothing was created.

What went well for you, what was a challenge?

Most of the tutorials were clear and understandable although having an actual Chrome Book at hand would have been more useful as I"m not familiar with the keyboard layout.

What did you enjoy?

Any education on basic functions of a computer is always helpful as I have holes in my basic skills that often trip me up when doing something simple.

What ideas do you have for using this tool with your students, grade level, staff or to communicate with families?

Since our students use Chromebooks it is important that I have a basic working knowledge of them.

Piktograph

I created a poster to advertise a book. I have my students complete a book project each quarter for their independent reading books. I thought it would be fun to have them complete a visual aid to go along with their book talks. Since the point of the book talk is to "sell" their book to the audience, creating a visual advertisement seemed to fit.

The program piktochart, is really easy to use. I think the hardest thing was coming up with some way to use it in class.

The most challenging part was figuring out how to best get pictures onto the poster and then get them to be the appropriate size and shape that I needed. Got it to work for all but one of the pictures. I figured out a way to get it on their, but not exactly how I wanted it. Hopefully, with a little more practice I can figure it out.

I also created a poster to advertise for track and field starting up. I think this would be a great way to make announcements to students about things that are going on. I also think it would be a fun way for students to share what they have learned. You could do it as a simple advertisement type assignment, or it could easily be made into something which they would have to share more information, statistics, facts, etc. There are also lots of ways that students can share information, charts, graphs, pictures, words. This could be a good cumulative way to show learning.

Piktograph

I created a poster to advertise a book. I have my students complete a book project each quarter for their independent reading books. I thought it would be fun to have them complete a visual aid to go along with their book talks. Since the point of the book talk is to "sell" their book to the audience, creating a visual advertisement seemed to fit.

The program piktochart, is really easy to use. I think the hardest thing was coming up with some way to use it in class.

The most challenging part was figuring out how to best get pictures onto the poster and then get them to be the appropriate size and shape that I needed. Got it to work for all but one of the pictures. I figured out a way to get it on their, but not exactly how I wanted it. Hopefully, with a little more practice I can figure it out.

I also created a poster to advertise for track and field starting up. I think this would be a great way to make announcements to students about things that are going on. I also think it would be a fun way for students to share what they have learned. You could do it as a simple advertisement type assignment, or it could easily be made into something which they would have to share more information, statistics, facts, etc. There are also lots of ways that students can share information, charts, graphs, pictures, words. This could be a good cumulative way to show learning.

Challenge: Chromebook Basics

So, I am starting out with (what I thought would be) the easiest, simplest option here, since it is just a straight forward activity. You take a quiz, blog about it, badabing, badaboom, credit hour. Well, even though I currently am working as a middle school librarian with the "Chromebook Lady" sitting at the next desk over, this was fairly challenging and I learned some cool tricks that I know some of the students I work will will appreciate.

So, I didn't create any new content, simply because this is just the basics. It was pretty straightforward, which was nice. It made it easy to read through the pages and make sure I understood the hints. What was challenging was that a lot of the minutiae doesn't make sense with the basic PC logic. I can read the pictures and use them, but the logic behind using Alt + Search to trigger caps really threw me for a loop.

I feel like this would be a great first stop for everyone, speaking from the substitute side of things, to successfully complete before they even walk into a tech training session. I've seen the trainings that we offer (for substitutes) turn stagnant because a majority of people don't know how even log into a Chromebook. That doesn't mean we shouldn't continue to offer high level trainings, but it makes sense that we have a tiered system, potentially even using these PD challenges, for people to move through the ranks of skilled teachers.

Challenge: Chromebook Basics

So, I am starting out with (what I thought would be) the easiest, simplest option here, since it is just a straight forward activity. You take a quiz, blog about it, badabing, badaboom, credit hour. Well, even though I currently am working as a middle school librarian with the "Chromebook Lady" sitting at the next desk over, this was fairly challenging and I learned some cool tricks that I know some of the students I work will will appreciate.

So, I didn't create any new content, simply because this is just the basics. It was pretty straightforward, which was nice. It made it easy to read through the pages and make sure I understood the hints. What was challenging was that a lot of the minutiae doesn't make sense with the basic PC logic. I can read the pictures and use them, but the logic behind using Alt + Search to trigger caps really threw me for a loop.

I feel like this would be a great first stop for everyone, speaking from the substitute side of things, to successfully complete before they even walk into a tech training session. I've seen the trainings that we offer (for substitutes) turn stagnant because a majority of people don't know how even log into a Chromebook. That doesn't mean we shouldn't continue to offer high level trainings, but it makes sense that we have a tiered system, potentially even using these PD challenges, for people to move through the ranks of skilled teachers.