Beginning Google Classroom

Ruth Rudd,

Class date: December 7, 2015

Abstract & Essential Question

This lesson is for a class of teachers desiring to be more effective in reaching 21st Century Learners . In this lesson teachers will understand the value of Google Classroom, and create their own Google Classroom. They will also learn effective and creative ways to use Google Classroom with their students, as well as evaluate their Google Classroom learning activities in reference to the SAMR model.

EQ – Why should I use Google Classroom and how can I use it effectively in my classroom?

Performance Objectives

By the end of this lesson, class members will be able to:

Understand the value of Google Classroom
Explain where different activities fit in the SAMR model
Identify different types of posts in the stream of Google Classroom: questions, assignments, add links, Google Forms, include documents, etc.
Evaluate different uses of GC and choose the most effective use of GC for their classroom needs
Create their own Google Classroom
Negotiate the important areas within Google Classroom
Apply the needs of their content area to GC

Scaffolding Knowledge

Essential Question: Why should I use Google Classroom and how can I use it effectively in my classroom?

Bloom’s Taxonomy

LEVEL	ACTIVITIES
Remember	List different post types in the stream of GC. Recognize the Stream, Student, and About tabs in GC.
Understand	Review the 4 levels of the SAMR model. Describe where a learning activity from GC fits in the SAMR model.
Apply	Demonstrate understanding in Assessments 1 & 2.
Analyze	Experiment with different types of posts in GC. Choose an appropriate theme for their content area and age of students.
Evaluate	Justify use of a learning activity based on the SAMR model questions. Select an appropriate learning task for GC.
Create	Prepare and develop their Google Classroom with announcement, theme and resources. Collect pertinent materials to place in the About tab of GC.

Standards Addressed

ISTE Standards for Teachers

#2. Design and Develop Digital-Age Learning Experiences and Assessments

a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

#3. Model Digital-Age Work and Learning

a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

Teacher Preparation

This lesson requires:

The school to be a Google Apps for Education (GAFE) school
Students (teachers) to have their own device and GAFE account
Internet access that does not block Youtube

Key Terms

TERM	DEFINITION
GAFE	Stands for Google Apps for Education, a suite of apps for educators and their students.
Google Classroom	Part of the suite of apps in GAFE. This platform simplifies the distribution of information and materials to students and the collection of information and materials from students, all digitally. It is a closed environment that encourages the communication of teachers with their students and of students with their teacher and each other.
Post	Announcements, Assignments, Questions, images, documents, movies, links, and other items which are put in the Stream.
Stream	The dynamic portion of GC where posts, questions, assignments, announcements, etc. are made. It is the “home” page for your Google Classroom.
About Tab	The About tab takes you to the place to give information about your class and to store resources and materials. It should be used as a static page.
Announcement	A type of post in the stream in GC that gives information in text, with a link, attachment, Google Drive item, presentation, docs, videos, and/or images, etc.
Assignment	A type of post in the stream in GC that assigns work with or without a due date and time. Along with text, it can include a link, attachment, Google Drive item, presentation, docs, videos, and/or images, etc.
Question	A type of post in the stream in GC that will assign a question to which students can respond to others in the class of to the teacher only. Along with text, it can include a link, attachment, Google Drive item, presentation, docs, videos, and/or images, etc.
SAMR	A model that demonstrates the integration of technology in learning developed by Ruben R. Puentedura, Ph.D.
Substitution	First step of the SAMR model in which computer technology is being used to perform a learning activity that can be done without technology.
Augmentation	Second step of the SAMR model in which use of computer technology offers an effective tool to perform common learning activities with some improvement in functionality.
Modification	Third step of the SAMR model in which use of computer technology improves the functionality of the learning activity and begins to enhance it in a way that would be lost without the use of technology.
Redefinition	Fourth and last step of the SAMR model in which the learning activity cannot be done at all without computer technology.

Differentiated Instruction

Students who struggle with the material may use the Dig Deeper links, which include good reviews and alternate presentation of the information
Take time to work one-on-one with those who are resistant to technology or struggle with it.
Students who want to move on may use the Dig Deeper links, which include websites and videos that will help them to think further and deeper, as well as help them to take next steps.
Partner those who want to go further, with other teachers on staff who are leaders in the use of Google Classroom.

Links to the 2 Activities for this lesson

Additional Links for this lesson

REFERENCES:

“ISTE Standards for Teachers.” ISTE. International Society for Technology in Education, 2008. Web. 6 Dec. 2015.

SAMR Model – Technology Is Learning. Noble High School, North Berwick, ME. Web. 5 Dec. 2015.

Instructional Design

Teacher Page