Google Forms are great for collecting information and delivering assessments, but did you know Forms had some differentiation swag?
Yup, it’s true. Use “Go to Section Based on Answer” with a Multiple Choice question to have right answers and wrong answers lead to different sections. A general mockup of what this could look like, and steps for creating it, are below the GIF.
Add a question with a correct answer and (at least one) wrong answer.
Add a section after that question.
Put your remedial content in that section. YouTube videos work well. You could even make your own video to put in there. You could also include a follow-up question to give your students a chance to re-assess.
Add a section after the remedial content.
Put your next content here. This is the section where students who got the correct answer will land. It will probably also be where you have students who completed the remedial step will land.
Go back to your initial question.
Select “Go to Section Based on Answer.”
Have the incorrect choice(s) go to the remedial section.
Have the correct choice(s) skip to the section after the remedial one.
Sit back and enjoy the differentiated learning experience!
Section 1: includes the question the differentiation is based on
Section 2: the remedial section – whatever content you want the students who got the previous question incorrect to see (video, explanation, follow-up question)
Section 3: the “next step” – the slide that the students with the correct answer jump to, also where the students with the incorrect answers land after completing the remedial section.
Note: you can add multiple levels of this in one Form, but it can get hard to manage. I once created a Form that went: Question 1, Remedial Video & Question 1a, Remedial Video & Question 1b, Question 2, Remedial Video & Question 2a, Remedial Video & Question 2b, etc. As you may guess, I had to create a complex flowchart to make sure I had everything jumping to the correct places.
Giving speeches or presentations in front of their peers can be a really nerve-wrecking activity for students. We often encourage them to practice, but . . . what’s practice without reflection and self-assessment?
Students can use the free Google Chrome extension Screencastify to record themselves giving their speech or presentation. Then, they can view that recording and reflect on how they did.
Screencastify automatically saves to their Google Drive and is not public, unless the student chooses to upload to YouTube or share the Google Drive file.
Click on the extension and follow the prompts to set it up.
When ready, click on the extension to record.
Select Desktop (recording entire screen), Tab (recording just the current tab, even if you navigate away from it) or Cam (recording only the camera). If doing Desktop or Tab, decide if you want the webcam on or not.
Click Record and start talking!
Click stop and then watch your masterpiece. Remember that it’s also saved in your Google Drive in a “Screencastify” folder.
One of the earliest edtech tools that I recommended to the teachers involved in the Writing Ourselves project, which I am the Technology Director for, was the DraftBack Extension. Once enabled, the extension allows you to playback your writing process for any doc that you are an editor on. Obviously, the best use case for this would be to have students do this.
What a powerful way for students to reflect on their writing process and for educators to assess (and offer feedback on) the way that they go about the writing craft. Awesome sauce.
A great tool for creating rough drafts or brainstorming for writing is voice typing. Encourage your writers to use this tool to get their thoughts “down on paper” while their creative juices are flowing.
There are multiple options for creating animations (GoAnimate, Scratch, etc.) but my favorite way to do it is creating Stop Motion Slides. I like that I can make it exactly how I want it in this format. I think this has tons of potential in all subject areas (Please comment or share on Twitter with the hashtag #StopMotionSlides if you come up with any cool uses for it).
There are two main steps:
Create a Google Slideshow where each slide is an incremental change from the previous one (like a flipbook).
Open the slideshow up in Presenter view and use a screencasting tool (i.e., Camtasia, Screencastify, Screencast-o-matic) to record it as a video.
One of the complaints from Day 1 with Google Docs was the inability to add columns. Not too long ago, Google added this functionality, but it’s still sorely lacking in customizability. So, here’s a workaround:
Insert a Table
Enter your text and images
Make the table’s border 0 point (a.k.a., invisible)
Years ago, I heard plenty of complaints about how Google Docs just didn’t measure up to Microsoft Word. My response always centered around the ways that Google Docs could change the way we worked and students learned. Most people have bought in, but I still occasionally hear complaints about missing features. One of them is adding captions to pictures – a major informational text skill in the English Language Arts standards.
Check out the GIF below to see how to use the “Insert > Drawing” tool to perform this task.
I should note, as has been pointed out that me on Twitter, that this process will reduce the quality of the image. I think that, for a student’s project it’s still okay. Just, you know, maybe not for your doctoral research paper or school yearbook.
FlipGrid is a platform where (1) teacher poses a prompt or question, (2) students access that “grid” with a code, (3) students record their response, (4) students view each other’s responses and (5) students can comment on or like classmate’s response(s).
Amy’s example of the students showing, describing and explaining Chemistry lab experiments/demonstrations was phenomenal. On her first attempt out of the gate, she went above and beyond the “record a video response” format.
So, I’m getting in on the action. At this link, you’ll see a prompt from me. Hopefully, you’ll also see other professionals’ responses. And, even more hopefully (if that makes sense), you’ll record you response. I can’t want to hear what you share!!
In a training webinar for the PEAR (Partnerships in Education and Resilience) Institute’s DoS (Dimensions of Success) Observation Tool, the facilitators discussed how the 3rd of their 4 domains – STEM Knowledge and Practices – was based on the STEM Practices outlined by the NGSS‘ (Next Generation Science Standards) “A Science Framework for K-12 Science Education.” I think that these 8 practices are fantastic and that schools should place a focus on integrating into the curriculum maps for all content areas, not just science. Here they are: Continue reading STEM Practices