Tag Archives: Digital Learning

Lesson Plan – Teaching the Civil Rights Movement

As we celebrate the holiday in honor of Dr. King and move into Black History month in February, I want to share one of my favorite resources for teaching the Civil Rights Movement with you. As an extra bonus, these BOOM Cards are digital, so you can use them no matter your teaching situation! Here is how I used these BOOM Cards this year in person, AND how I modified the lesson last year for remote learning. Whatever your teaching situation, I’ve got you covered!

In Person Instruction

Activate Background Knowledge:

I begin the lesson by asking students, “What are Civil Rights? Who has Civil Rights? Do you?” This question activates students’ background knowledge and also their curiosity. In truth, the phrase Civil Rights is used so frequently that it has kind of lost its meaning. So, we have a brief discussion about Civil Rights.

This year, one of my students gave a great example. He said that Civil Rights are the rights that people have but that he doesn’t have as many civil rights as adults because he is a child. He used driving as an example. My class had a great discussion about the rights, and responsibilities, of being a driver. We then talked about other examples of people who had, or did not have, Civil Rights. They mentioned voting rights, rights to an education, and the right to choose your own job.

Objective:

After we activate background knowledge and curiousity about Civil Rights, I give students the objective for the lesson. Along with this main objective, they will also have the opportunity to practice inferring and deepen their understanding of key vocabulary.

After completing these digital task cards, students will be able to summarize key events from the Civil Rights Movement and place them in order on a timeline.

Teaching the Content:

For this lesson, I ask each student to log into the BOOM Cards on their own computer, but sit in groups of three. As the lesson progresses, we will bounce back and forth from whole class to small group to independent work.

The task cards begin with the arrival of the first Africans on the White Lion. (If you want a more detailed resource about that, be sure to check out this resource – The First Africans; a leveled reading passage with comprehension questions.) I ask my students to read the text on the first task card to themselves. Then, in their group, I ask them to discuss what they see in the image on the Task Card. In this case, a picture really is worth a thousand words.

The next two Task Cards talk about the Emancipation Proclamation and Jim Crow laws. I teach students how to read Emancipation Proclamation, and then ask them to read the next two cards in their group. As a class, we discuss the mearning of the word segregation, and the students answer the question on the task card independently.

The next three task cards deal with desegregating the military, schools, and busses. Students read these task cards in their groups, and then we discuss boycotts. I begin the discussion by asking students, “Do you think a boycott can be successful at changing something in society?” It’s a good discussion because the text evidence is all about the Supreme Court making the changes, and so students are divided on whether or not they think the boycotts were effective.

-Lesson Break-

This is usually a good place to break the lesson up. One of the things I love about BOOM Cards is that they automatically save a student’s progress. I think it is more powerful to spread this content over two days than to cram it all into one day. The kids need time to process this information, and they usually come back on the second day even more eager to learn the next part of the story.

If you break the lesson up, begin the second day by projecting the task cards your students have already read. I gather the students on the rug WITHOUT their computers and we go through the first task cards together. This helps remind them of what they already know, and also gives ELLs and struggling readers a chance to revisit key vocabulary and ideas.

The next card teaches students about the sit-ins at the Woolworths counters. We discuss what it means to be denied service and then I ask, “Do you think a sit-in will be effective?” Just like with the boycotts, students are usually mixed on their views.

The next card is about the Children’s Crusade, and in my opinion, is the card that students have the strongest reaction too. For that reason, I always read that task card aloud to them. After I read the card, I turn to the next card and we analyze the photo of the Children’s Crusade as a class. Together, these two task cards really are the meat of the resource. Once we have discussed the photo, students usually have no trouble making an inference about the photographer’s purpose in taking the photo.

At this point in the lesson, it is time to release students to work independently on the rest of the task cards. I always try to gradually release responsibility to the students, and this is a good place to get them to work independently. They will answer a question about the March on Washington, organize key events on a timeline and fill in the blank to answer vocabulary questions.

Remote Learning

The basic flow of the lesson is the same, whether or not I teach in person or remotely. However, these digital tools help the lesson go better remotely.

Activate Background Knowledge:

I use a Jamboard for this. I asked each student to respond to one of the Jamboards. Engaging students remotely is very difficult. By giving them a choice (which question do you want to respond to?) and requiring their participation, I was able to hook the students. We then briefly discussed and organized their responses to group similar ideas.

Objective:

This doesn’t change for remote learning.

Teaching the Content:

For remote learning, I did not break the lesson up over two days. I began the lesson by reading the first 3 slides to the kids and working through them as a whole group. I then sent them to Breakout Rooms to work on the rest of the slides as a group of three – again, gradually releasing resposibility to the students. I checked in on the groups often to help keep them on track. And then I ask each student to complete, in addition to the BOOM Cards, a padlet answering the question, “Which event from the BOOM Cards do you think was most important in increasing Civil Rights for African Americans? Why was it important?”

I hope that this lesson plan helps you see ways to use these BOOM Cards in your classroom, no matter what your teaching situation is. If you have never used BOOM Cards, you can get a free trial here. Start with these FREE BOOM Cards about the Women’s Suffrage Movement from my TPT store, and if you love them, grab the Civil Rights Movement BOOM Cards. I think you will find that they are a versatile tool for your classroom, no matter your teaching situation.

Happy Teaching!

Using Digital Escape Rooms to Connect with Content

It’s Monday morning, and I spent a few minutes this morning mulling over my weekend reading. Saturday morning found me, coffee in hand, perusing the New York Times for the latest news. Saturday I also reviewed some websites about fixing a running toilet and finished a mystery I’ve been working on this week. Sunday I spent some time reading about how to fix florescent lights, started reading a book on life for Colonial Women, researched a fix for a problem with my Google Classroom, read some lesson plans on teaching language skills and read the first few pages of a new mystery. You may be noticing a trend – three fourths of my weekend reading was non-fiction. Take a minute and think about your own life as a reader. How much non-fiction do you typically read compared to fiction? Most adults read more non-fiction, so I suspect you will find that to be true for yourself as well.

When I was reading those websites about fixing things in my house, I used lots of essential skills like skimming and scanning that don’t work well in fiction but are essential for non-fiction reading. I don’t have time to read an entire blog post that won’t answer my questions, so I skimmed the headings, scanned the text and found my answers. (If you’re wondering, the toilet is fixed and the electrician will be here Wednesday!). I used the Table of Contents to help me find the lesson plans that my students need, and the captions and photos helped me digest and understand the news in the newspaper. The CCSS call for equal reading of fiction and non-fiction, and even if your standards don’t include that requirement, it’s important that intermediate grades step up with non-fiction to prepare our students for a successful adult life.

I’ve written about the importance in other posts. Be sure to check out Nab Some Non-fiction – a post about 5 essential non-fiction picture books to start with and also some of my reviews of other great non-fiction texts (Click the Biblio-files tab for all the links!) And this post from the ASCD website clearly explains why non-fiction matters. Non-fiction reading not only helps students prepare for their adult life, it improves their reading comprehension, builds vocabulary, and increases grades in science and social studies classes. And still, most of us struggle to bring in enough non-fiction. My district adopted reading program includes only about 10% non-fiction, nowhere near the 50% required my state standards.

So, how do we fill the gap? How do we get kids jazzed about non-fiction, and hook them on content? One strategy I’ve used to bring more non-fiction text to my classroom is Digital Escape Rooms!

Why Digital Escape Rooms?

Well, first and foremost, Escape Rooms are fun! But why digital, you ask? Kids are already spending too much time on screens. Shouldn’t we move away from that every chance we get?

Well, yes and no. The first Escape Room I tried was a paper and pencil format. It took me approximately 2 hours to copy, cut, stuff the envelopes, place them around the room, gather the boxes, locks, etc., and get things set up. For me, that time commitment is not practical, so I turned to digital Escape Rooms. Kids get all the fun of an Escape Room and you have no prep. That’s right, no prep! Just assign through your Google Classroom (click here for a blog post with step by step instructions) or other LMS and then watch the fun! And, you get automatic results if you use a Google Form Escape Room. The digital format makes this a more practical option, which means you’ll use it frequently. Your students will be doing a lot of reading, and they will also gain practice with the riddles and ciphers embedded in Escape Rooms, helping them be more successful!

The amount of non-fiction text in a digital Escape Room can vary, so if that is your goal, make sure you check it out carefully. This digital Escape Room about the States of Matter includes an embedded non-fiction text that teaches the science content and then asks students to answer questions about the text to unlock the doors. Click the image to check it out on TPT!

This Google Form Escape Room contains both fiction and non-fiction texts in addition the story that carries students through the adventure. One fiction text is a traditional Irish myth about the formation of the Giant’s Causeway and the other is a retelling of a traditional tale about a leprechaun. The non-fiction text is a biography of St. Patrick. All of the texts include comprehension questions that help students move to the next section of the adventure. Click the image to check it out on TPT!

Adventure in the Chocolate Factory contains text and video about the history of chocolate, and the chemistry behind the making of the world’s favorite flavor. Again, the focus is on comprehension, and the questions help students focus on content. Click the image to check it out on TPT!

Digital Escape Rooms are an easy way to bring more non-fiction text into your classroom. I hope that you give one a try. I think you’ll love it, and so will your students! I’m always creating more Escape Rooms, so be sure to follow me on TPT and check back frequently to see what I’ve been cooking up!

Happy teaching!

Using Google Forms Escape Rooms

In the past year and a half, I have grown to love Google Forms. They are so versatile – you can include text, videos, photos… There are tons of different ways to ask questions, and they save me time because they are self-grading. What’s not to love? I use them for all the time. For more information on how to use them, be sure to check out this blog post.

One of the things I most enjoy creating with Google Forms is Escape Rooms. I used paper Escape Rooms in my classroom before discovering the digital version, and I will never go back! Escape Rooms are so fun and engaging for kids – they forget they are learning! The key advantage of Google Form Escape Rooms is no prep. With the paper version, you have to print, cut, laminate, assemble, distribute…. You get the idea. Once a digital Escape Room is created, there is NO PREP! Just assign it through your Google Classroom, put the kids in groups, and away they go! For more about assigning Google Forms in Google Classroom, check out this blog post.

Of course, an Escape Room is only as good as its content. My bestseller, Escape from the Lab uses texts and videos to teach students about the states of matter and to increase their comprehension skills of non-fiction text. It is a straightforward Escape Room that includes all of the information that students need to escape. Each section has a new lock, and the answers to the questions give students the code. I labeled this Escape Room B for Beginner because students do not need to solve difficult riddles and crack codes to be successful. Use this type of Escape Room if you haven’t done them with your students before or if you want the focus to be only content, and not include the extra layer of codes and ciphers. If students get the right answers to the questions, they will also have the codes and solutions for the riddles. These Escape Rooms are a similar challenge level – the content is on grade level, the codes are simple and all the information is clearly presented to the students.

If your students are more experienced with Escape Rooms, I just finished creating Escape from Ireland, an adventure about the stories of Ireland. It’s perfect for St. Patrick’s day! The focus is on reading comprehension, so students read embedded texts and answer questions about them. The Escape Room includes a biography of St. Patrick that you can download for free on TPT! It also includes a retelling of the Legend of Finn MacCool, a fictional story about the Leprechaun King and 3 short descriptions of famous castles in Ireland. When you put those texts together with the storyline of the Escape Room, kids will be doing a lot of reading! The codes and riddles require some background knowledge, so this is rated I for Intermediate. I have filled this Escape Room with high quality photographs of Ireland, interesting texts and opportunities for critical thinking and problem solving. Plus, there are leprechauns and magic! What’s not to love!

Another type of Escape Room adventure is the choose your own adventure style. This is by far the most complicated type of Escape Room to create. It is not straightforward because the students make decisions during the activity, and each decision leads down a different path. These are incredibly engaging for for the kids, and I find that they play them over and over because they can have a different outcome each time! Escape from Plymouth Colony and Adventure in the Chocolate Factory are both this type of Escape Room.

Want to learn how to create Escape Rooms like these? Become a follower! I keep writing blog posts and videos about tech and ELA! In the meantime, check out this free YouTube video on using Google Slides Task Cards with Whiteboard.fi.

A Beginner’s Guide to Creating Engaging Digital Lessons

In the past two years I’ve been teaching online as well as in a brick and mortar school. I have learned that some things that work really well in class don’t translate very well to online learning. For example, in my class we use Task Cards as a way to move around the room and build in discussion and collaboration. But online, Task Cards don’t work the same way. So, how do you keep the learning substantive and keep the engagement high?

Just the other day, a parent emailed me after a one-hour introduction to Democracy class. She said, “Great class. I wasn’t sure if my eleven-year-old would enjoy it or not (she gets bored easily) but she was riveted to the screen the entire time. When the class was finished, she said she thought it was really interesting. That gets a thumbs up from me!” Here’s how to achieve that in your own virtual lesson.

Personalize the lesson – This is very hard to do. Keep in mind that I didn’t know that student before the class, and I may never see them again. Even in the classes I am teaching virtually to my brick and mortar students, it is hard to have that personal touch. I can’t look at them or use proximity. But you can build in personal touches to virtual lessons. I begin each Introduction to Democracy class with a map where we put an arrow to represent each student. About 10 minutes into the class, we revisit the map, this time in context of learning about representation from their own state. Within the first ten minutes I have made the information personal to the students twice and that helps to engage them.

I have another online class where I teach 4- and 5-year-olds to read color words. For that class, I embed their name into everything. Students love rhymes, so we begin with a color rhyme. Instead of saying the name of the color, I change it to a student’s name. At the end of the rhyme, a student’s name pops up on the screen. They love this, and right away they are engaged in reading their own name and the name of the other students in the class.

You can find this editable PowerPoint on TPT. I just change the poem to include the kids’ names. And find a free related practice page, also on TPT.

Names are powerful. When I see a student looking away from the camera or their body language signal dis-engagement, just as I do in my brick-and-mortar classroom, I ask them a question. I think it’s important to help them feel comfortable – remember, this is not a risk-free environment for them, so I always say, “Tom, I’d like you to take this next question.” Then I give a little information and ask them a question related to it. The purpose of the question is to re-engage the student, so it can be simple. Usually the student answers, I give them a high five or thumbs up, and we move on.

Be Positive – If you are using a presentation tool like Zoom, there are built in reactions. But if you are new to this, don’t dive into the deep end. A physical high five (right into your camera) or thumbs up works great. Also, your tone is extra important. Chances are, you are small on the screen, so your facial expressions carry less weight than your tone. Before I taught anything online, I opened my video camera and video-taped myself teaching a bit of the lesson. I’m so glad I did! Turns out my serious, I-love-this-content face and tone didn’t sound or look great on a video. So, I put a sticky note on my computer and I practiced until I remembered to smile – a lot! Another side benefit, it slows down my pacing.

A smile is worth 1,000 words!

Translate what you know about instruction to the screen – I begin by thinking about the old 10 and 2 rule. For every 10 minutes of a presentation, the kids talk for 2 minutes. Since I use PowerPoint and Google Slides as the bones of my presentations, I needed to translate that into slides. Think in terms of 2-4-8. One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.

One slide every 2 minutes, no more than 4 bullets per slide, no more than 8 words per bullet.

If you do the math, that means every fourth slide it’s the kids’ turn. When I create a presentation, I try to build in a response every four slides. Again, if you are comfortable using the tools in the tech, that can be pretty easy. Ask a question like, “If you think that a representative democracy is a better system than a direct democracy, use the thumbs up tool. If you think a direct democracy is better, use the applause tool.” Offering a choice works as long as you hold every student accountable. But the tech isn’t the only way to hold everyone accountable.

I ask students to fold an index card in half. They write A on the first section, B on the second, flip the card over and write C and D on the sections on the back. Every few slides I slip in a multiple choice question and students show the letter of the answer they choose. It helps me formatively assess, but more importantly, every child has to engage. Again, holding them accountable is key.

Harness the power of the technology – An image can often carry more meaning than your words. Be sure to embed images in interesting ways. I love this blog post on where to find free images and how to manipulate them in interesting ways. And kids love bells and whistles. I know the prevailing wisdom is to keep it simple, but I think interesting transitions, colorful and interesting fonts and animations, used strategically, engage students.

And don’t under estimate the power of video and music. It is certainly possible to overuse them. But a quick, 3-minute video embedded into an hour-long lesson can provide a great break for kids, and engage them in the content in a new way.

Tell a Story – I recently created a series of online classes to teach grammar. Not the most interesting content for most students, but entirely necessary. I wove a story of a search for Missing Mayan Medallions throughout the story. For five days those kids logged on and we spent an hour traveling through Guatemala and Mexico, learning about parts of speech and types of sentences. They completed 20 pages of grammar practice, all embedded in the story. And their motivation was high because along the way they found 24 missing medallions.

Humans love stories. Our brains are hard-wired for them. Use short stories, anecdotes, and longer stories to keep kids engaged for longer periods of time.

Don’t be overwhelmed by the transition from classroom teaching to online learning. You can do this. Start small.

  1. Personalize the lesson.
  2. Be positive.
  3. Translate what you know about instruction to the screen.
  4. Harness the power of the technology.
  5. Tell a story.

Start small, and remember, your students love you. Taking a risk and trying something new is a powerful model for them, and they will give you grace.

You got this!

Be sure to check out my other blog posts on digital learning.

Digital Tools for Distance Learning – Google Forms

Eight Things I’ve Learned about Virtual Teaching in the Past Two Years

Happy teaching!

ID 29899410 © Sabina Pensek | Dreamstime.com

Fraction-a-Day

UPDATED with a Distance Learning version!

As a fifth-grade teacher, I’m becoming more and more convinced that fractions are the hill students die on. This conviction comes from my experience as a teacher, and also as a student. A little flash to the past….

Over 30 years ago I entered fourth-grade feeling pretty good about math. I could add, subtract, multiply and divide, and I thought math was just fine. Then, I hit fractions. I didn’t have a strong understanding of what fractions were, and from that time on, I felt like a math fraud. I went on to advanced math classes and I made A’s and B’s, but inside, I knew. I was a FAKE! People thought I understood math, but I didn’t. I memorized it.

When I got to college, I pushed my math methods class to the final semester before student teaching, avoiding it until it had to be faced. Our professor introduced us to the idea of using manipulatives to understand mathematical concepts. One day he asked us to multiply fractions by folding paper. Dutifully, I followed the instructions, and then, I dropped my paper and gasped. All of a sudden I understood why fractions got smaller when you multiplied and larger when you divided. It was a pivotal moment for me as a human and as a teacher.

Unfortunately, not much has changed since I sat in a fourth-grade classroom in the 80’s. Students still struggle with the concept of a fraction. This blog post from NCTM suggests that they still struggle with it in Algebra class in middle and high school. Here is one strategy I’m using to help my fifth graders scale that mountain.

Fraction-a-Day helps students build fluency with fractions.

To help you navigate to the different parts of the multi-day exploration, use these links.

Fraction-a-Day Introduction

I begin math instruction with a Week of Inspirational Math from Jo Boaler, and then I launch into this fraction series. It is a great way to set the stage for the learning we will do and to build protocols like Expert Groups and Centers.

I introduce Fraction-a-Day with a model (included in the resource!). I model 2/3 because it is a familiar fraction to many students, then I ask all of the students to complete the page for 3/4, another familiar fraction. Over the next few days I ask students to complete a page as a warm-up for math, and we go over them together. I give them just 5 minutes to work. While they work, I rotate around the room and recruit student teachers to present different parts on the document camera so that the students have an opportunity to practice speaking about fractions and using correct vocabulary. I collect outstanding examples of each fraction and save them for a later lesson. After 3-4 days of guided practice, the students are ready for more independent practice.

Expert Groups Protocol

That’s when I pop the video in the Google Classroom and we use our Expert Groups protocol. (Click the link to find the video on my You Tube channel – FREE!) The video is just over 10 minutes. For this lesson I choose 5 different fractions that I want the students to focus on. By now they are familiar with the routine. As they watch the video, students complete the fraction they’ve been given independently. After 15 minutes, everyone should be ready to meet in their Preparation Groups.

Students meet in Preparation Groups with students who have practiced the SAME fraction. The purpose of this group is for students to compare their work with each other and make sure that everyone in the group becomes an expert on that fraction. Students generally have good conversations about the different ways they represented the fraction visually and check each other’s division – usually the toughest thing for students at this point.

Once everyone in the group is confident, I regroup the students in Expert Groups. The Expert Groups consist of one student from each Preparation Group. That means, everyone has a different fraction. Now the experts take turns presenting their fraction to the other students in the group. The listeners ask clarifying questions and offer feedback. This handout is included in the resource to guide students through the protocol.

This protocol builds students’ ability to understand and talk about fractions!

As the students finish up their Expert Group presentations, I ask them to put their fractions in order. This gives them another opportunity to practice talking about fractions as they compare the five fractions in their Expert Group. I collect one stellar example of each fraction to use on our class number line.

Number line

By now students have completed 3-4 Fraction-a-Day pages independently and they have completed 5 more within their Expert Groups. At this point if students are feeling very comfortable with the routine and the concepts, I want the activity to become more independent. I choose another 15 fractions to put in a Math Center. For four days, my students rotate through this center (and others, like my Unit Fraction Puzzles and Pirate’s Gold) completing a few Fraction-a-Day pages. I let them know that I am looking for high quality examples for our Number Line. As the week goes on, I collect a few each day until I have 25 – 30 fractions (it’s important to have one for each student).

Then, usually on Friday, I pass out one fraction to each student. I don’t give them one they completed so they have an experience with a new fraction. Our class task is to put all of those fractions in order! This human number line generally stretches around most of the classroom. All of the fractions in this resource are less than one, although there are many fractions that are equivalent to one. Students have to have conversations about size and equivalence in order to do this task, and it is generally 15 minutes of buzzing work and activity! Once we have it organized, I ask each student to announce their fraction, and we make any necessary adjustments. We also have to decide what to do with equivalent fractions. Do they stand side by side or in a column? I ask students to tape their fraction on the wall where they are standing.

Then, I give groups of students a large piece of butcher paper and ask them to create their own number line. Again, they have to wrestle with how to order the fractions and what to do with equivalent fractions. This is also a good time to talk about Anchor Fractions like 1/2, 1/3 and 3/4.

Finally, following the Guided Release model, I ask students to create an individual number line in their journals with their favorite fractions.

Fraction Friday

By now we are usually about three weeks into the school year, and I’ve built some routines and protocols, so we are ready to launch the math from the our district curriculum. It does NOT begin with fractions, but I think they are so important that we continue with this practice every Friday. The warm-up for our math lesson is for everyone to complete the same Fraction-a-Day page. They have 5 minutes, and then we do something fun, like Stand up, Hands up or Snowball to go over it. It only takes 8 minutes or so, but it keeps the fractions fresh in students’ minds. My hope is that none of my students will feel like frauds (as I did for many years) because they will have LOTS of opportunities to build understanding of fractions.

UPDATED – Distance Learning Lesson

So, we are implementing Distance Learning right now, just as I was getting back to fractions for the year. I’ve decided to dust this off and use it in a new way!

Each week I’m uploading 5 Fraction-a-Day pages into my Google Classroom. I ask the students to choose one and complete the work for their favorite fraction of the week. Then, in 2 min. or less, they present their fraction to the class on Flipgrid. My students ADORE Flipgrid, so some of them are doing all of the fractions each week! Since we’ve done all of the fractions less than one, I’m adding in some fractions that are greater than one. Check back soon and I’ll have those on TPT too!

In the meantime, please enjoy the FREE video for this lesson and check out the resource on TPT.

Digital Tools for Distance Learning – Google Forms

Today I want to start a new series about tools that work well for digital learning. There are tons of blog posts out there that will give you tips and tricks for using digital tools. I’m definitely a novice there. What I’d like to add to the conversation is how the tools can be used to deliver effective and engaging instruction.

First, I have been teaching online in addition to teaching in a brick and mortar classroom for the past two years. And in that time, I’ve definitely learned a lot about engaging kids long distance. For more tips and advice about how to get started with distance learning, check out my post, Eight Things I’ve Learned about Virtual Teaching in the Past Two Years.

Today I want to dive into Google Forms. This is a free tool to anyone who has a gmail account, which is also free. Google has put a lot of effort into creating tools that allow people to communicate and work together virtually. Forms was originally meant as a survey tool. But savvy educators realized it could be used for teaching. It is very easy to create multiple choice, short answer, long answer, and other types of questions.

So, clearly Google forms is a great tool for a quiz. Under the Settings, you can set up three different types of Forms – Presentation, General and Quiz.

I almost always set things up as a Quiz. One of my favorite benefits of Quizzes is auto-grading. As soon as the students submit their answers, they receive their score. Additionally, you can provide general feedback for them. I usually set it up so that the feedback is targeted towards common errors. For example, I’ve just created a resource for my students to practice Order of Operations (FREE on TPT!). One typical mistake they make is not expressing ordered pairs as a pair, or reversing the order of the pair. So, I targeted the feedback towards those errors. This image shows what a student would see after they submit their work. Their answer is highlighted in red because it is incorrect. The correct answers are shown and the feedback points out a likely cause of the error.

What I love about this is that it puts the responsibility firmly where it belongs – with the student. Certainly, they might just skip the feedback – I know some students will be tempted to do that. But most won’t. Most students are genuinely interested in learning, and this gives them the power to take charge of that learning, to notice what they know and what they don’t, and to figure out how to do better next time. And it happens immediately, when the students’ interest in their progress is the strongest. Even at my best, (and I’m not great at grading papers in a timely manner!) I can’t give feedback to every student that quickly.

Another thing I love about Google Forms is how easy it is to embed a video. For distance learning, that is a key strategy for engaging kids and also for teaching. It allows me to be with them in their living room for a moment. Sometimes the videos I embed are created by me, and sometimes I find them on the internet. Check back in a few days for my next post about how I create short videos to teach my students.

Last week I gave my students a Pizza Fractions lesson on equivalent fractions. I started the lesson with this scenario:

After students had a chance to do some thinking and enter a short answer, I provided this video with the teaching point. (Click here to watch the video on You Tube.)

Because the video is embedded into the Google Form, the students DO NOT go to You Tube. I really love that. You and I both know once they go to You Tube, we’ll never get them back. The video is a short, mini-lesson on equivalent fractions that I made using an app called Explain Everything.

Besides quizzes and teaching, Google Forms is great for Escape Rooms – something my kids are really loving right now! With not a lot of effort, you can set up a scenario, embed questions, and even videos and photos, and students are off on a learning adventure! I’ve just finished an Escape Room on Order of Operations for my kids for this week. Here is the scenario:

I think my students will be highly motivated to work through some Order of Operations problems as they try to get into the Escape Pod!

The final way I use Google Forms is for reflection. I am constantly working to help students reflect on their own behavior and learning. Google forms has this great feature called a Checkbox Grid. You can use that to help students tap into their own thinking. I’ve used it in several ways – for self-reflection on Habits of Mind during a project, to help students form an opinion about a topic and to give them help reflecting on their own behavior in class. Here is part of the tool I use to have students reflect on their Growth/Fixed Mindset (FREE on TPT!).

After students complete the self-reflection tool, I receive their responses, and then I have an individual conference with each one. This gives them a chance to reflect first, and also gives me a chance to think about the shape of the conference before we have it.

In this time when many of us are exploring distance learning, Google Forms can be a great way to create quizzes, to embed learning, and to help students self-reflect. There is a lot of power in this tool, and it’s intuitive and simple to use. Leave a comment about how you’ve used this tool or a question about something you’d like to know. Let’s get the dialogue started!

Click here to find these, and other Google apps products on TPT.