The use of Google for Education – Google Classroom (for teachers) 90′

This session was put together as part of a “trend” I am to start at the Institution I work for. The trend is to have an event (it could be done in 2 or 3 days), in which teachers of the institution share their successful tasks, their discoveries, their areas of expertise, and thus, creating a comfortable and rather sharing environment. At the same time, the teachers will be highly motivated and always eager to try something new or to gather more academic information in order to share it later on. 

The conclusion is that we have to strike a balance between the use of technology and the use of coursebooks or any other resources in the classroom. Also, we need to be careful with the objective and outcomes of the technology implementation in separate tasks. 

Teachers Feedback: 

The session was well organised. Teachers had the space to share their own opinions and their views freely.  It was very enriching as it showed different points from the US and Brazil and other schools. It showed how other schools (public and private) are dealing with the increasing use of technology in the classroom, and how, sometimes, it is very difficult for teachers to deal with it. Sometimes they are on their own. Teachers liked the Google Classroom tool and how user-friendly it is. Not only will the teachers’ lives be easier as well as their students’ learning. As the data shows, students are much more eager to learn and much more engaged, especially with the homework doing, after using this tool. (It could be both because students really like the tool and the use of online tasks, or because they know teachers have easy access to it and will check whether they have done the tasks proposed within the time limit).  

Materials used:

PPT file: Google is taking over the world

Videos:

https://www.youtube.com/watch?v=uXFUl0KcIkA 

Google Support:

support.google.com/edu/classroom/answer/6149237?hl=pt-BR&authuser=0

Articles:

  1. https://www.blog.google/outreach-initiatives/education/value-google-education-action-new-impact-portraits-us-schools 
  2. https://www.weforum.org/agenda/2015/01/how-brazil-is-improving-education/
  3. https://cloud.googleblog.com/2014/05/brazils-colegio-mater-dei-launches.html 

In order: 

 

[Slide 01]

  1. Introducing the topic (brainstorming about Google for Education forms)

At this stage, I asked teachers if they were familiar with Google for Education / what is it? / what does it encompass? and if so, have they already used it, what for?

After teachers share their knowledge of the Google apps, the tutor shows the following video: 

www.youtube.com/watch?v=uXFUl0KcIkA

  • Interaction:  Pairs or trios.
  • Timing: 10′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share the relevant points raised by teachers.

[Slides 02 – 06]

2. Brainstorm what is the impact of technology on the schools (public and private)  is in the US and, mainly, in Brazil.

PART 1 (Slide 2)

  • Interaction:  Pairs or trios.
  • Timing: 10′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

https://www.blog.google/outreach-initiatives/education/value-google-education-action-new-impact-portraits-us-schools/

Teachers were asked to read the first QR code (slide 02)  with their devices and skim through the article. I asked them to check specifically the graphs shown (below) and work on the numbers presented. 

Discuss with their peers and open the discussion with the tutor, so everybody is on the same page. Then, after they’ve shared everything I asked them: 

How meaningful is all this data to us?

1234

 

PART 2 (Slides 3 & 4)

  • Interaction:  Pairs or trios.
  • Timing: 10′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

https://www.weforum.org/agenda/2015/01/how-brazil-is-improving-education 

Teachers were asked to read the first QR code (slide 03)  with their devices and skim through the article. 

I asked them to focus on the data from (slide 04 – below) and share their comments with their peers. After with the whole group. 

Some high-level findings from this most recent survey:

  • Schools in urban areas have an average of 19 computers, serving an average of just over 650 students. Most of these are in administrative offices and dedicated computer labs.
  • 95% of schools with computers are connected to the Internet, although the speed of these connections leaves more than a little to be desired: Only 39% of schools meet the minimum target of 2 Mbps (for schools) in Brazil.
  • Almost half of the public school teachers brought their own laptops to school, and most professional development related to technology use for teachers is a result of their own efforts (and thus not the result of government training programs).

PART 3 (Slides 5 & 6)

  • Interaction:  Pairs or trios.
  • Timing: 10′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

https://cloud.googleblog.com/2014/05/brazils-colegio-mater-dei-launches.html 

Teachers were asked to read the first QR code (slide 05)  with their devices and skim through the article.

 I asked them to focus on the following information (slide 06 – below) and share their comments with their peers. After with the whole group. 

56

After that, I’ve asked teachers to pay attention to the physical space this school has created. Since we don’t have that, we may use the virtual space (which is the Google Classroom to link this step to the following). 

6

[Slides 07 – 08]

3. Show the Google Classroom website/app and how it works. Explain what are the wonders we can do as teachers and how wonderful it is to students as well. 

https://support.google.com/edu/classroom/answer/6149237?hl=pt-BR&authuser=0 

  • Interaction:  Pairs or trios.
  • Timing: 20′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

Here I explained how to use the Google Classroom and how to create a group there. (Slide 8).

However, it is always better to do it in practice. So I had the website opened and showed them how to open a group, invite students, other teachers to share the group, post comments, create tasks (with due date), how it uploads their deadlines to their Google Calendars, share tasks with other groups, programme and schedule a post and delete the group, once you are not going to use it anymore. 

If you need more info, talk to me at beatrizfrancisco@gmail.com 

[Slide 09]

4. Opening space for consolidation of ideas – pros/cons of using the Google Classroom.

  • Interaction:  Pairs or trios.
  • Timing: 15′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

Teachers discussed the pros and cons of using Google Classroom:

PROS 

  1. It is more professional than using other types of groups on their mobiles.
  2. It is a safe place to share the material used in class.
  3. Scheduling the tasks instead of having to send an email every week helps a lot.
  4. Students are less likely to forget their compositions’ due dates because of the calendar reminders
  5. It will always be there, available to students consultation (before testes for example).

CONS 

  1. Some students may not want to share their emails with the whole group
  2. Some company emails are not accepted so we will have to use students’ personal emails. 
  3. Some students may not be acquainted with this type of use of technology.

 

[Slide 10]

4. Wrapping-up with Q&A and a food for thought sentence. 

  • Interaction:  Pairs or trios.
  • Timing: 10′
  • Monitoring: Tutor walks around the room, and if need be, comments and participates in the discussions.
  • Feedback: Share all the points with the whole group.

Ask the teachers if they have any questions. If they don’t have any, tell them that you can help with the creation of their first group if need be.

After that, show the food for thought sentence: 

How are you going to adapt your teaching to this new “culture”?

Thank you very much

 

 

 

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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