Title of Course: G Suite for Teachers I- Grounding Tech Tools in Effective Instructional Practice

Number of Sessions:  6

Grade Levels:  6-12

Total Hours: 15

Total Number of Credits: 1

Course Start Date: March 30, 2020

Course End Date: May 11, 2020

Course Location: New Visions for Public Schools

Maximum Course Enrollment: 25

Instructor’s Name: Donny Napolitano

Instructor’s Telephone: 212-645-5110

Instructor’s Email: microcert@newvisions.org

Education Partner Fee:  $100

Materials Fee if applicable:

Registration Deadline: 

Participants who successfully complete this course will demonstrate the ability to successfully create an online learning hub to (a) support the management of the student work process via streamlined procedures that increase time on task, improve student organization, and boost the efficiency with which materials are distributed and collected, (b) improve the timeliness and quality of feedback that is possible within the constraints of limited teacher time, and (c) better elicit evidence of student learning that can inform instructional decisions.

G Suite for Education is a popular cloud productivity, teaching and learning platform used in many NYCDOE schools, universities, and modern workplaces.  Free, school-managed G Suite accounts can include core applications like Gmail, Calendar, Drive, Google Sites, and Google Classroom, which if used well can support powerful shifts in the way learning resources and activities are structured and assigned.  This course will focus on using GAFE to assign and manage rich student production tasks like argumentative essays, textual-analysis, blogging, data reports, and multi-media presentations. Add-ons for Google Docs will be introduced as tools that can make differentiated and group assignments more manageable, allow for improved quality and timeliness of teacher feedback, and assist with the myriad tracking, reporting, intervention, and personalized communication tasks that make for a responsive and supportive classroom.

Led by currently-practicing NYCDOE teachers who run their classrooms using G Suite, students will be assessed based on their successful setup of core instructional systems – a class website using Google Sites, a folder structure using either (or both) Google Classroom and Doctopus, and the creation, management, and assessment of at least one rich student production task via Google Drive.

This course focuses on improving teachers’ ability to elicit and analyze evidence of student learning. This course is the middle of three courses that improve skills in using G-Suite to support instruction and assumes familiarity with G-Suite tools. Participants ability to use the G-Suite apps will be assumed, and this course will introduce add-ons as a way to increase proficiency and fluency. In order to succeed in this area, participants should check that they are enrolled in the best course of these three to build on their current skill levels.

6-12

The tools introduced in this course support the management of the student work process via streamlined procedures that increase time on task, improve student organization, and boost the efficiency with which materials are distributed and collected (2c: Managing Classroom Procedures), and improve the timeliness and quality of feedback that is possible within the constraints of limited teacher time.  The student tasks engaged via these tools include multi-modal, digital production that utilizes internet-based research and can be designed to communicate with authentic audiences (Component 3c: Engaging Students in Learning).  Assessment tools introduced in this course also utilize descriptive rubrics and allow for in-browser assessment and recordkeeping of student performance on these rubrics.  

From the National Educational Technology Standards

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

The instructional model will be primarily project-based, and organized around supporting the teacher-creation of benchmark demonstrations of skills and competencies, leading toward culminating deliverables and procedures that are adapted to their current instructional practice. Using a baseline assessment, instructors will also be able to diagnose the varying expertise levels of participants before they enter the course. Wherever possible, methods used by the instructor will parallel and invite reflection into the technical and procedural practices whose adoption (and adaptation) is the objective of this course.  

Important technical requirements (please read!): Successful completion of this course assumes that teachers and their students will have GAFE accounts and devices for use with their students in the classroom context.  Teachers without Google Apps for EDU should obtain permission from their school leader and/or work with technology staff at their school to set up a pilot domain and student accounts for their school and/or classroom.  Class time will not be used to directly support the setup of a Google Apps for EDU domain, however Google offers free online resources and and phone-support to assist with this process.   To accomplish the objectives of this course, participants must have regular access to a class set of reliable laptop (or tablet) devices and Internet connectivity with sufficient bandwidth to accommodate the use of Google’s browser-based and/or mobile applications.

Through this course, participants will:

• Set up a course hub via Google Sites and Google Classroom that serves as a repository for student learning resources and a launching point for daily tasks in the classroom; and communicates assignment tasks, due dates, and rubrics in an organized manner;
• Actively engage in using Google Classroom to support an effective learning environment;
• Utilize Google Forms and Add-ons for use with Forms and Sheets to administer, assess, and communicate feedback for quizzes, warm-ups, and/or exit tickets;
• Utilize Google Classroom and/or Doctopus Add-on and Goobric (an online rubric tool) to administer, assess, and communicate feedback for at least one “rich student production” task in Google Drive, and
• Revise an assessment to improve the evidence of student learning available to guide instruction.

Coursework will include 4 digital assignments whose purpose is to document evidence of, and reflect on the instructional shifts afforded by the tools introduced.

1. Assignment 0: Diagnostic pre-course survey
2. Assignment #1: Build a classroom website
3. Assignment #2: Create a Google Classroom
4. Assignment #3: Create a Google Form for your site
5. Assignment #4: Present your Google Site or Google Classroom

The rubrics for the midterm and final can be found in the appendix at the end of this syllabus.

Assignment 2 (Counts as midterm): In this midterm, teachers will create an online hub using Google Classroom. Teachers will apply a variety of skills to customize a shared online space for their students, which has the potential to act as a repository of curated materials, a project launch pad, and/or a place where teachers and students can continue to build community. The creation of this hub is directly aligned to the course’s purpose in equipping teachers with the know-how to leverage Google in meeting diverse classroom needs. Teachers will be asked to demonstrate their learning via one of two tools.

Assignment 4: (Counts as final): Teachers will present their online learning hub to their peers, make the connection between their hub and the SAMR model, and reflect on how their students’ and personal classroom context informed their design choices.

G-Suite for Education offers tools that allow teachers to create and share actionable information in order to develop insights that identify problems, allow strategic decisions on actions to address those problems, and track implementation and impact of those actions. The systematic use of these tools will allow teachers to better align standards, learning outcomes, lesson materials, and learning tasks with each other, thereby supporting learner independence and self-agency. Effective use of technology allows for consistent feedback and conversation with all students, better creating an opportunity for students to own their learning. From the perspective of a reflective educator, these tools allow stronger analysis of student data and deepens knowledge of the effect of one’s own practice with diverse learners.

Major Assignment

Assignment 0: Diagnostic pre-course survey

Assignment #1: Build a Classroom Website

Assignment #2: (Midterm): Create a Google Classroom

Assignment #3 Create a Google Form for your site

Assignment #4 (Final): Present your Google Site or Google Classroom

Instructors will provide diagnostic feedback on how the participants can leverage various Apps and Tools. Instructor will provide targeted supports for getting the GAFE platform, student accounts, etc. set up as needed. Using teacher’s screenshots and written reflections on the process of managing a student task via Google Classroom, the instructor will provide advice and feedback on the teacher’s demonstrated ability to manage student tasks. For the video conference sessions, the instructor will encourage teachers to “follow along” by practicing the techniques the instructor is demonstrating in the video conference. Using screen-shares, the instructor will check on teachers’ progress and provide feedback. Teachers will receive peer feedback in structured small groups, guided by a rubric.

Assignment 0 (Pre-Assessment)  – 5%

Assignment 1 – 10%

Assignment 2 (midterm) – 35%

Assignment 3 – 15%

Assignment 4 (Final) - 35%

Session #1

Date: Monday, March 30

Number of hours for this session:

• 2.0 in-person video conference
• 1.0 asynchronous work

Time: 6:00 – 8:00 PM (live web conference)

Assignments due today: Assignment #0:

• Complete  Pre Course Survey: Use Doctopus to distribute needs assessment starter Doc and resources for GAFE setup (for those who need it).

Standards and Components Alignment:

Danielson

• 2c: Managing Classroom Procedures
• 3a: Communicating with Students

From the National Educational Technology Standards

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
• Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Objectives: 

Teachers will be able to:

• Articulate the broad features and range of possible instructional integrations of Google Apps for EDU (GAFE)
• Evaluate a range of example implementations of instructional technology along the spectrum of the SAMR model.
• Identify and resolve potential roadblocks to implementation of GAFE-supported instruction in their own teaching environment.
• Create a classroom learning hub with Google Sites

• set up a classroom website as a learning hub
• set up class resources, description, theme, etc.
• distribute template-based assignments from Drive starter files
• post links as assignments or require students to post Google Drive files
• add a co-teacher to a Classroom section
• find student work in Drive that is collected via Google Classroom
• assess and provide feedback to students work in Google Classroom

Topics and Agenda:

1. Introduce Google Apps for EDU, broadly, via Google product video.
2. Introduce SAMR a model developed by Dr. Ruben Puentedura, a previous teacher and Harvard Technology Fellow, that allows teachers to integrate technology into their instruction. Introduce Course website.
3. Launch Assignment 1: Creating a Google Site.
4. Introduce and practice taking a screenshot.

Due next week:  Asynchronous Screencast - Teachers will watch screencast featuring:

1. Deep Dive into the New Google Sites:  Create dummy accounts on a GAFE domain,  model the teacher-student interaction in Google Sites, and explore all features together via screen share.

Asynchronous Online Discussion Element

Teachers will complete creating their Google Site

(A) Teachers will answer ONE of the the following prompts, and respond to at least two other teachers with feedback or suggestions:

• Think of an assessment you have given to students which involved technology. Briefly describe the task and the objective. Where on the SAMR model does the assessment fall? Why?
• Think of an assessment you have given to students which did NOT involve technology. Briefly describe the task and the objective. How might you adapt it to include technology? Where would your adaptation fall on the SAMR model? Why?

(B) Teachers will answer the following prompt, and respond to at least two other teachers with feedback or suggestions:

• Choose ONE of the four “Stream” options in Google Sites:

• Reuse post

• Create Question

• Create Announcement

• Create Assignment

• How might this option enhance what you currently do in the classroom?

Note: Posts and peer-to-peer comments will be assessed using the rubric at the end of this syllabus. Participants are advised to review this rubric before publishing posts.  

Connection to Critical Consciousness:

Criteria:

“Course helps participants design and implement a learning environment that … contributes to their engagement and learning through the cultivation of critical inquiry

Activity:

Google Sites offers a platform that supports designed learning experiences that can easily include multiple ways students can exercise self-agency while insuring consistent communication with all students and families overcoming impediments placed by implicit bias.

Application to Instruction and Student Learning: 

• Completion of Assignment 0 will result in a classroom skills and infrastructure needs assessment, which will allow teachers to self-assess and take appropriate actions in their classrooms to ensure devices, accounts, and procedures are in place to support robust use of GAFE with students.  
• Teachers will utilize the Google features introduced in the session to manage work flow between teachers and students.
• Teachers will set up a Google Sites section with their own students and use it to assign / collect at least one assignment.

Assessment and Feedback: 

Results from the Pre Course Survey will inform the instructor and teachers of the infrastructure existing in the teachers’ schools. Instructors will provide diagnostic feedback on how the participants’ can leverage various Apps and Tools, as well as assess the baseline knowledge participants have of GAFE. Pre Course Survey will utilize a Google Forms survey, which will also allow participants to immerse themselves in another Google tool.

In the deep dive, the instructor will check with teachers as they progress through various features of Google Sites via shared screen-shares, providing feedback and guidance to teachers as they do so. Asynchronously, teachers are expected to set up a Google Sites section with their own students. Using teacher’s screenshots and a short written reflection on the process of managing a student task via Google Classroom, the instructor will provide advice and feedback on the teacher’s demonstrated ability to manage student tasks.

Session #2

Date:  Monday, April 6

Number of hours for this session:

• 2.0 in-person video conference
• 1.0 asynchronous reading and discussion

Time: 6:00 – 8:00 PM

Assignments due today: Assignment #1: Build a Classroom Website

Standards and Components Alignment:

Danielson

• Component 3a: Communicating with Students

National Educational Technology Standards

• Design and develop digital age learning experiences and assessments

Objectives: 

Participants will become familiar with the teacher-student workflow(s) available in Google Classroom, including how to:

• set up and invite students to join a Classroom instance for a class section
• set up class resources, description, theme, etc.
• distribute template-based assignments from Drive starter files
• post links as assignments or require students to post Google Drive files
• add a co-teacher to a Classroom section
• find student work in Drive that is collected via Google Classroom
• assess and provide feedback to students work in Google Classroom

Teachers will be able to:

• Set up a Doctopus roster with shared student Drive folders
• Distribute a templated Drive file or folder to students in multiple sharing modalities
• Manage and assess student documents using Doctopus with Google Drive, and perform rubric-based assessment Goobric.

Topics and Agenda:

1. Instructor will send out a Google Classroom code (to illustrate how students can join a class and what the student experience within Google Classroom)
2. Introduce Assignment #2: Create a Google Classroom
3. Instructor will model creating a new Google Classroom, applying a variety of assignment types, embedding Drive files, links, and videos, how to support differentiation in Google Classroom, Set grading standards, assess and add private feedback comments and links to support student learning
4. Instructor will model *Beta features of Classroom that participants may not have access to yet (Rubrics, Originality Reports, SIS Sync)
5. In breakout groups, participants will discuss pros and cons of the platform and create at least one feature request which they report to Google
6. PREVIEW the use of Doctopus in session 4.
7. Wrap Up and Reflection

Asynchronous Online Discussion Element

Teachers will complete creating their Google Classroom.

Teachers will answer the following prompt, and respond to at least two other teachers with feedback or suggestions:

• Think of a DIFFERENTIATED task you’ve assigned to your students.

• Describe the task and its objective.
• How could you manage the differentiation within the Google Classroom environment?
• What challenges in differentiation are unmet in the Google Classroom environment and how might you imagine addressing those challenges

Connection to Critical Consciousness:

Criteria:

Course supports “participants in developing more equitable practices for all students…”

Activity:

Google Classroom and Doctpus support differentiation, not only in the traditional sense of meeting diverse learning needs but also in the culturally sustaining sense of creating the space for students of different backgrounds to demonstrate competence in individually meaningful ways of knowing.

Application to Instruction and Student Learning: 

Teachers will document (via screenshot) and briefly reflect on the application of the rich-task management and assessment techniques facilitated with students using the tools introduced in this session.

Assessment and Feedback: 

Instructors will collect screenshots and reflections from teachers to see if they have successfully utilized the skills introduced in the session to manage a student task.

Session #3

Date: Monday, April 20

Number of hours for this session:

• 2.0 in-person video conference
• 1.0 asynchronous reading and discussion

Time: 6:00 – 8:00 PM

Assignments due today: Assignment #2: Create a Google Classroom

Standards and Components Alignment:

Danielson

2c: Managing Classroom Procedures

3a: Communicating with Students

National Educational Technology Standards

• Design and develop digital age learning experiences and assessments

Objectives: 

Teachers will be able to:

• Implement the use of Google Forms to construct multiple-choice or short answer assessments (e.g. machine gradable) as well as re-usable forms for constructed responses in warm-up and exit ticket activities.
• Use automation tools like Flubaroo and formMule to provide efficient and timely feedback to students.

Topics and Agenda:

Instructor will create a screencast featuring the following:

1. Introduce Assignment #3: Create a Google Form for your site
2. Demonstrate the use of Google Forms and Forms Quizzes.
3. Google Forms overview and best practices.
4. Basic tricks and options: Secure mode, collect user name, limit to 1 response per user, shuffle order.
5. Re-usable, open-ended forms vs. single-use, auto-gradable forms.
6. OPTIONAL: Demo of Flubaroo for self-grading quizzes.
7. Demo of FormMule for automated mail merges.

Asynchronous Online Discussion Element

Teachers will complete “Create a Google Form for your site”

• Teachers will answer the following prompt, and respond to at least two other teachers with feedback or suggestions:

• In what ways will Forms Quizzes, Flubaroo and/or FormMule change your ability to assess and respond to student assessments?

Connection to Critical Consciousness:

Criteria:

Course supports “participants in developing more equitable practices for all students…”

Activity:

Google Forms Quizzes allows teachers to better use formative assessment to monitor ALL students progress and to identify misconceptions related to content. Participation by all students in the non-confrontational online environment and tech tools for data analysis better insure all student voices are heard and assessed.

Application to Instruction and Student Learning: 

Using one or more of the tools introduced in this session, teachers will create a short-form assessment, implement this in their classroom, and document it (via a screenshot).  Teachers will also write a short reflection of the exercise and share both the screenshot and reflection with the instructor.  

Assessment and Feedback: 

Instructor will assess participants’ screenshots and reflections and provide feedback using Rubric 1 (see appendix).

Session #4

Date: Monday, April 27

Number of hours for this session: 2.0

Time: 6:00 – 8:00 PM

Assignments due today: Assignment #3: Create a Google Form for your site

Standards and Components Alignment:

Danielson

• Component 3a: Communicating with Students

National Educational Technology Standards

• Design and develop digital age learning experiences and assessments

Objectives: 

Teachers will be able to:

• Set up a Doctopus roster by ingesting an assignment from Google Classroom

• Manage and assess student documents using Doctopus with Google Classroom, and perform rubric-based assessment Goobric.

Topics and Agenda:

Due today: asynchronous webcast includes:

1. Demonstrate the use of Doctopus and Goobric for managing rich tasks (essays, presentations, lab reports, etc.) with students
2. Demonstration / walkthrough of key Doctopus features

1. “Ingest from Classroom”
2. Co-teacher functionality
3. Assignment management features

1. Fetch edits / revisions / word and comment counts
2. Email merge to students

4. Rubric-based assessment using Goobric

1. Creating a rubric

1. compare and contrast (relatively traditional) content-focused rubrics with (relatively more sustaining) skills-based rubrics

2. Introduction to shared rubric libraries
3. Scoring via Goobric extension / web app

3. Wrap Up and Reflection

Reflective Discussion Element

(note: these reflective elements in sessions four and five will be raised in class while an online space is maintained for further reflection)

Teachers will answer the following prompt, and respond to at least two other teachers with feedback or suggestions:

• Think of a DIFFERENTIATED task you’ve assigned to your students. Describe the task and its objective. How might Doctopus have made this task more effective or easier to manage?
• After administering an assessment via Google Classroom, how can you use Goobric to drive your future instruction and differentiation?

Connection to Critical Consciousness:

Criteria:

“Course incorporates clear structures and expectations for participation in a brave learning community”

Activity:

Dylan Wiliam, in Embedded Formative Assessment, discusses the needs for clear expectations and the indicators of success. Goobric as a tool, and skills-based rubrics as a concept, allow teachers to more clearly set and explain expectations, focusing on the skills all students can achieve next in their own learning (avoiding the unspoken biases embedded in differing levels of content learning)

Application to Instruction and Student Learning: 

Teachers will document (via screenshot) and briefly reflect on the application of the rich-task management and assessment techniques facilitated with students using the tools introduced in this session.

Assessment and Feedback: 

Instructors will collect screenshots and reflections from teachers to see if they have successfully utilized the skills introduced in the session to manage a student task.

Session #5: Assessment Revision

Date: Monday, May 4

Number of hours for this session:

• 2.0 video conference

Time: 7:00 – 9:00 PM (live web conference)

Assignments due today: none

Standards and Components Alignment:

• From Danielson

• 1a Demonstrating Knowledge of Content and Pedagogy

• From the National Educational Technology Standards

• Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
• Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Objectives: 

Teachers will be able to:

• Revise self-created assessments through the lens of the SAMR model so that can include GAFE technology.
• Reflect on the use of assessments to understand where students are and to identify the next step on each student’s learning path

• Reflect on the iterative process of assessment revision necessary to better identify each student’s learning

Topics and Agenda:

1. Review the varied elements of an assessment. Participants will popcorn out. Elements might include:

1. Essential question
2. Distribution
3. Guidelines/Requirements
4. Preparation
5. Drafting
6. Final submission
7. Rubric/grading

2. From the list, we will explore each element of an assessment, and discuss the different ways that Google (and other) Apps can be used to support that particular element. [For example, Google Docs can be used for peer collaboration during the preparation, Doctopus can be used for Distribution, g(Math) can be used for creating formulas in a final submission, etc.]
3. The instructor will model the enhancement of my model assessment by adding a Google Tool to 2-3 elements.
4. Participants will then go to breakout sessions organized by subject area. They will pool apps and discuss how those apps can be used to augment different elements of their own assessments, focusing on how assessment tools can better be used to identify differentiated needs.
5. Participants will regroup in the main room. They will discuss how iterative revising of assessments better addresses (with each iteration) a broader population of students

1. Participants will be reminded that all of the work in this class will be connected to the backwards planning of this final assessment.

Reflective Discussion Element

(note: these reflective elements in sessions four and five will be raised in class while an online space is maintained for further reflection)

Teachers will answer the following prompt, and respond to at least two other teachers with feedback or suggestions:

• Think of an assessment you experienced as a learner: how did it successfully capture your growth? how did it fail to capture your growth? how did it successfully direct you to the next steps in your learning path?
• Think of the data collected in a spreadsheet: what are some of the questions you would ask yourself to better understand the evidence of learning:

• by the class as a whole?
• by subgroups you are directed to support?
• by individual students?

Connection to Critical Consciousness:

Criteria:

“Course provides participants with multiple opportunities to assess/unpack/reflect on the complexities of their students’...identities...including influences on...learning”

Activity:

Assessment must be an iterative process; evidence of learning uncovered in one assessment must drive the choices made in the next assessment. Evidence of learning in one iteration of an assessment must drive the revision of the next iteration. G Suite tools are uniquely positioned to elicit, collect, and analyze evidence of learning, better driving this reflective process.

Application to Instruction and Student Learning: 

Teachers will begin enhancing actual classroom assessments by embedding the use of Google Apps into them.

Assessment and Feedback: 

Instructor will give participants feedback on their ideas regarding the use of Google Apps in existing assessments. They will give guidance which the participants can later use to revise their assessments into a final draft. Participants will also receive peer feedback and advice, specifically from fellow teachers within their subject areas.

Session #6

Date: Monday, May 11

Number of hours for this session: 2.0

Time: 6:00 – 8:00 PM

Assignments due today: Assignment #4:Present your Google Site or Google Classroom

Standards and Components Alignment:

Danielson

• 2c: Managing Classroom Procedures

Objectives: 

• Teachers will be able to:

• Curate exemplars of student work that highlight successes and challenges of a task implemented in their classroom via Google Drive, and
• Explore a focused problem of practice in structured discussion with colleagues

Topics and Agenda:

Due today: Assignment 3

1. Teachers will engage in a round-robin presentation protocol that leverages the transparency of student product in Google Drive to model teacher inquiry that engages in reflection and improvement of a rich instructional task by looking at student work

Timing: Each presentation will last approximately 5-10 minutes.  After each presentation, other members of the class will provide feedback.  This feedback period will also last 5-10 minutes.  At the end of the course, participants will complete a course evaluation.

Connection to Critical Consciousness:

Criteria:

“Course helps participants design and implement a learning environment that … contributes to their engagement and learning through the cultivation of critical inquiry

Activity:

G-Suite Apps offer a set of tools that support designed learning experiences that can easily include multiple ways students can exercise self-agency while insuring consistent communication with all students and families overcoming impediments placed by implicit bias.

Application to Instruction and Student Learning: 

Teachers will document (via screenshot) and briefly reflect on the application of the rich-task management and assessment techniques facilitated with students using the tools introduced in this session.

Assessment and Feedback: 

Teachers will receive feedback from the instructor on their Assignment using the rubric in the appendix. Teachers will also receive peer-to-peer feedback in their structured small groups, also guided by the rubric. Teachers will be encouraged to share learnings, successes, and challenges from managing student tasks with the skills learned in the course.

Awesome - exactly what we were looking for

Generally what we were looking for

On the right track, but needs work

Some of what we were looking for

Unsatisfactory

Reflection

Participant describes expectations, experiences, and hopes for Classroom in detail.

Participant describes expectations, experiences, and hopes for Classroom in some detail.

Participant describes expectations, experiences, and hopes for Classroom.

Participant describes expectations, experiences, OR hopes for classroom. Reflection may be incomplete.

There is no reflection.

Google Classroom usage

Google Classroom is used as a repository for a variety of assignments.

Participant uses the grading feature consistently and effectively.

Google Classroom is used as a repository for assignments.

Participant uses the grading feature consistently.

Google Classroom is used as a repository for at least one kind of assignment.

Participant uses the grading feature.

The participant attempts to use Google Classroom.

The grading feature may be used, with minimal effect.

Google Classroom is not used.

Information Dissemination

All communication is regular and clear. It is obvious that the Hub is being used for regular communication as a part of the structure of class. All information for all assignments is available.

All communication is regular and clear. Most of the information for all assignments and tasks for the class are available regularly.

There is some communication. Information about assignments and tasks may be incomplete (missing a due date, assignment and/or rubric).

There is inconsistent communication.Information is not provided with adequate time for action or response.  

There is no recent communication from the teacher or students.

Student activity

Students are regularly engaging with the teachers and each other.

Students engage with the teacher.

There is some student engagement.

There is minimal student response to questions.

No evidence of student use.

Awesome - exactly what we were looking for

Generally what we were looking for

On the right track, but needs work

Some of what we were looking for

Unsatisfactory

Google Forms

Participant uses a variety of question types, each of which clearly fits the question being asked.

Participant uses a variety of question types, which fit the question being asked.

Participant uses at least two question types.

Participant makes an attempt to use a particular question type.

No questions are asked.

Assignment Description

Assignment as described utilizes flubaroo to support classroom work. The explanation shows how the assignment supports the existing class structures.

Assignment as described uses flubaroo, but there is not an explanation of how it works within the context of the class.

Assignment as described uses flubaroo, but in a way that does not seem consistent with the context of the class and may not be the best use of the tool.

Assignment as described uses flubaroo but does not account for how to implement in the classroom or integrated into the flow of the class.

Assignment does not describe how flubaroo would be used or description is incoherent.

Reflection

Description of the assignment includes a coherent plan for how to implement the assignment, return feedback and how that flows within the structures of the classroom.

Description of the assignment includes a plan for implementing the assignment, but the role of feedback and how the assignment will fit into the larger structures of the classroom.

The assignment plan has some details about implementation of the assignment and/or the role of feedback, but is not a complete plan.

There is little description of the implementation of the assignment and returning of feedback or how students would use that feedback in the structure of the class.

There is no clear plan for the assignment.

Awesome - exactly what we were looking for

Generally what we were looking for

On the right track, but needs work

Some of what we were looking for

Unsatisfactory

Planning

Lesson plan is clearly structured and engaging, with strong and attainable objectives. The teacher uses  at least two of the tools effectively in the assignment, attaining the SAMR level appropriate to the task.

Lesson plan is structured and engaging, with clear objectives. The teacher uses two of the tools effectively in the assignment, attaining the SAMR level appropriate to the task.

Lesson plan shows a clear structure with objectives. The teacher uses one or two of the tools in the assignment.

Lesson plan is somewhat structured. The teacher attempts to use at least one of the tools in the assignment.

No lesson plan is completed.

Assessment/Feedback

One of the tools from this class  is used  to give rich, timely feedback to students

One of the tools from this class is used to give timely feedback to students.

One of the tools from this class is used,  and there is some evidence of feedback.

One of the tools from this class is attempted, and  there is minimal feedback.

There is no assessment or feedback.

Reflection

Reflection clearly puts the content of the plan within the context of the SAMR model, and explains how they provide rich instruction, assessment, and/or differentiation.

Reflection puts the content of the plan within the context of the SAMR model, and explains how they provide rich instruction, assessment, or differentiation.

The reflection is incomplete and only somewhat addresses its place within the SAMR model.

The reflection is incomplete or unclear.

There is no reflection.

1

2

3

Completion of requirements for the online learning hub

• Welcome Page or Announcement
• 3 additional pages or assignments with images, video, and/or links
• Resource page or About tab with links
• Embed an Interactive Forum (which can be used as a real time online discussion board)

Completed no more than 2 requirements for the online learning hub.

Completed most of the requirements for the online learning hub.

Completed all of the requirements for the online learning hub.

Organization

Online learning hub shows poor organization, no sequence, no clear path to information or assessments, materials are not centralized.  Text is difficult to read.

Online learning hub has some organization, has multiple pages but does not indicate order, materials and assessments are posted but not centralized.  Text is able to be read.

Online learning hub is organized, follows a sequence of topics or skills, shows a clear path to centralized class materials, assignments, and assessments.  Text is easily read and understood.

Ease of use

The site is not accessible to all students/participants.  Many links do not work or take you to the wrong destination.  

The site is mostly accessible to most students and or participants.  Most links work and take you to the correct destination.  

The site is accessible to all students and or participants.  All links work and take you to the correct destination.  

Creativity

Online learning hub is basic, little or no interactivity.  Topic and materials are basic and do not engage the student.  Colors, themes, text do not make this a fun website.  Little to no images, videos, or other resources.

Online learning hub is interesting with images and video but lacks interactivity. Topic and materials are appropriate but lack  engagement.  Website has some colors, themes, and text that are interesting to the students.

Online learning hub goes beyond the requirements of the assignment, is fun and engaging, a student can be on the site for hours!  Materials and topics are fun and interesting and there is a lot of interactivity  on the website.  Colors, images, themes and text are very clear and engaging.  

Reflection

Participants did not reflect on how their online learning hub was created with their students in mind.

Participants reflected on how online learning hubs can be useful to students, but did not deeply reflect on the personal needs of students they work with.

Participant shared with peers their thinking around why the purposes for using an online hub with their students, what specific goals they have in mind for their classroom, and why they made the design choices they did to support those goals.