9 Google Resources to Support Reading

 

 

Google Read

The doubling of knowledge will happen every twelve hours, according to IBM, because of the “internet of things” and the ease in which we have the capacity to publish and share. With this dynamic pool of information available to students, it is essential to equip them with skills necessary to locate reliable and relevant information. Over the past two years, I have collected digital resources, apps, and extensions that will assist educators in this endeavor, as well as in the areas of inquiry, writing, and multimodal creations (all will be subsequent posts).

The following are 9 of my favorite Google resources to support reading (**Bonus 3 at the end):

  1. Google Cultural Institute – Google Cultural Institute makes the “world’s culture accessible anyone, anywhere.” Students can explore collections and exhibits from around the world.
  2. Google Trends – Google Trends helps users explore the world’s information through the data it generates. Search trends, YouTube views, to patterns found in correlating terms and topics are all available for analysis.
  3. Google Scholar – Google Scholar helps students find relevant and reliable scholarly literature. Search across disciplines, types, and research to access peer-reviewed sources. Add to your personal library and automatically cite information correctly.
  4. Google Books – Google Books works just like a search engine. Search by topic, grade level, and even author. Download and read books on any device. Google Books also allows users to upload their own documents, bookmark while reading and add to their personal library.
  5. Newsela – Newsela is a unique way to increase reading comprehension by providing student access to nonfiction news. Every article has 5 levels, allowing readers to access the same information at their independent reading level. Access to Common-Core aligned quizzes follow the articles, allowing comprehension learning targets to be met with confidence.
  6. Google Primary Sources – Google Primary Sources is a custom search engine which allows users to search thousands of primary sources. Search by topic, date, name, etc. to locate primary sources.
  7. Read & Write for Google – Read & Write for Google is a Chrome app which supports reading, writing, and research. Select text to be read aloud, define highlighted words, and translate text into other languages, and summarize text on web page.
  8. Google Similar Pages – Google Similar Pages is a Chrome app that helps students locate additional web pages similar to the ones the have found valuable. Accessing additional information and sources aligned with previous sources.
  9. Google News – Google News is a personalized news site aggregated with headlines from news from around the world. This comprehensive source customizes information according to reader’s preferences and offers diversity from around the globe.

3 Bonus Resources for our younger readers. Kid-friendly search engines, perfect for elementary students!

  1. Kidrex
  2. GoGooglians
  3. Kidz Search

 

 

Technology and Student-Centered Assessment

Formative and summative assessment are familiar terms to most students and educators. When used intentionally, both assessment types can be used to identify student needs and help educators design differentiated learning opportunities. Student-Centered Assessment, on the other hand, is a less familar term with many educators. Student-Centered Assessment can be used during the process of learning, at the end of units, or even extend across a student’s year. The three key components that all Student-Centered Assessments have in common are: identified standards and learning targets, they are best utilized during the learning process, but can be adapted to also serve a more summative need, and finally, they are designed to be used by the student! Below are three specific examples, along with technology tools that I find fit the desired intent.

  1. Self-Assessment – When used while the learning is taking place, self-assessment is an effective tool which places ownership in assessing and learning back into the hands of the student. Self-assessment promotes learning by having students reflect upon their strengths and weakness in their own work. When used during the process of learning instead of at the end of the learning, self-assessments generate areas that are personal to the students, a time to revise and rework their product, and the ability to measure their work to the learning targets, standards, and personal skills. Self-assessment can be in the form of rubrics, checklists, or evidenced in written or oral responses.                 Google Keep would be an excellent digital tool to support the use of checklists in self-assessment. Google Keep is simple to use, easy to share, and is customizable for use. Google Keep Options
  2. Peer-Assessment – Similar to Self-Assessment, Peer-Assessment is best done during the learning process. In fact, it makes no sense to have students use this tool after the product is completed. Peer-Assessment employs students giving feedback to each other that is specific and evidenced by specific examples that are aligned to the learning target. Many educators find this tool great in theory, but students struggle when applying. Scaffolding, modeling, and clear expectations are needed to not only help students find areas of focus in another peer’s work; but also, explicit instruction and practice of soft skills that address collaboration and communication? How does one effectively work with a peer in a collaborative setting. What type of feedback is most valuable? With these objectives in mind, along with the professional understanding that the student doing the fixing is the one doing the learning; utilizing something like the “Suggesting” setting in Google Docs provides a digital tool to support Self-Assessment. “Suggest Edits” instead of directly writing on the work, editing, or even commenting, shifts revision and reflection back to the author of the piece.                          Adding Suggestions to Google Doc
  3. Portfolios – Two types of Portfolios are commonly used in the educational setting. First, a portfolio can be used as a “Process Portfolio”. A process portfolio would be documentation of a students growth, from novice to master, typically based within a unit and have an identified group of standards or learning target. When used throughout the learning, process portfolios can act as a documentation of a student’s journey in learning. It can help them set goals, and serve as a visual to remind students where they began and how their understanding transformed during the unit. A second type of portfolio found in educational settings is that of a summative collection of their best work. While examples of student’s learning could be placed throughout the learning process, a summative portfolio demands the student to reflect on their work throughout the year, evaluate it against the determined standards or learning targets, and then justify the pieces they place within the portfolio as the ones demonstrating their best work. Summative portfoliosare best used organically, and travel and change with the student as they progress through grades.                                                                      Google Sites would be a versatile, digital tool for either type of portfolio. From embedding images, documents, and videos; to uploading mp3s of vocal solos or embedding multimodal creations, Google Sites have always been a perferred choice with my former students.                                       Screen Shot 2015-10-29 at 12.18.47 AM

Resource Used: Students at the Center

 

 

Improving Digital Literacy: 3 Google Games to Tickle Your Dendrites

Technology allows one to create and share in ways that once, only existed in theory. And while many blog posts focus on creation in a technology-rich educational environment;  computing devices also offer a variety of tips, tricks, and best practices to help our students improve their digital literacy skills. The average student spends much more time searching the internet for information than they do the stacks in the local library; because of this, it is essential to model and scaffold the search-savvy methods. By doing this, we, as educators, help diminish the misinformation consumed by our students; instead creating independent, discerners of information, able to locate reliable and relevant information.

Most recently, at Googlefest in Montana, I shared a plethora of digital tools (Slides found here) to aid in formative assessment; including 3 Google Games that are engaging, relevant, and provide practice for students to hone digital literacy skills.

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A Google A Day – Improve student searches by having them solve “A Google a Day”. Students Google their way through the internet in search of the answer to a new question posted daily.  (Check out the “Tips and Tricks” tab, full of useful searching terms everyone should know).

Google_Maps_Smarty_Pins_Putting_Trivia_On_The_Map-630x377Smarty Pins – A Google Maps trivia game. Select one of six topics, anything from “Sports and Games” to “History and Current Events”. When you start the game, a trivia questions pops up, along with a “hint” button for extra help, and a “pin” to drop on the Google Map to signify your guess.

Just like today there are many online games you can play, but there is this online casino game that is best known in Canada. So if you need further details you may check our site.

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Google Feud – This fun, but surprisingly difficult game has students guessing the top “searches” that are used in their search engine when Googling. A lively discussion on algorithms, trends, or simply “Why” would ensue.

Undervaluing Teacher Perception in Assessment

Peter Reynolds, author of The Dot, ish, and many others; recently released his animated short entitled The Testing Camera. Described as a “whimsical poke at high-stakes, standardized testing,” The Testing Camera, paints an all-true reality of education today.

Teaching to the test, students measured by the test, teachers evaluated by the scores their students receive on the test; with this constant focus in today’s education systems, is it any surprise that: teachers have began to question their own professional perceptions? Undervalue their day to day interactions with students? Rely solely on the test score to dictate curriculum, label and track students, and justify their own strengths as an educator?

Most recently, during a writing workshop training, a teacher expressed the joy and affirmation the framework, specifically small group instruction, has provided her in terms of formative assessment. Identifying a student need; providing examples, practice, and opportunities for improvement; targeting a specific writing skill the student is on the cusp of mastering; and continuous checks to follow-up on goals are not done through standardized testing. Instead; this type of formative assessment/observation allows the teacher to differentiate in the moment, make professional decisions based on individual students, and demonstrate the power of good teaching. Hearing this reflection simultaneously made me happy and sad. I was thrilled that this teacher regained her professional voice, but was saddened that it was lost in the first place.

This post is not intended to debate the necessity of standardized testing; instead, it is to draw attention to this culture and provide an alternative view highlighting the value in and the ease of formative assessment can in our contemporary classrooms.

Jim Knight refers to formative assessment as a GPS to “gauge how well students understand what is being taught.” As part of the Big 4 to Improve Instruction, developing and using formative assessment effectively provides insight into gaps in content planning and/or pedagogy thus allowing teachers to target learning. The formative assessment GPS allows teachers to see what direction students are heading (are they way off course, or close to the goal), which pedagogical practices were effective with which students, and a map for navigational purposes to determine teaching style (inquiry, modeling, example, etc.).

While it is clear the benefits to the learner that formative assessment provides, the ease of crafting and administering such “checks” in today’s technology-rich classrooms further add to these for both the learner and teacher. In a recent blog post by Jeff Zoul, entitled “Reimagining Learning,” Zoul reflects upon the paradigm shift in teaching and learning in a ubiquitous technology education environment. Citing Richard Culatta in his identification of challenges in education and the role in which technology can help to solve these, Zoul touches upon assessment, writing, “We can provide real-time feedback to students, an ‘LPS’ version of a GPS system in which we—and our students—know where every individual learner is currently at and where each needs to go next. We can tailor the pacing of instruction to the needs of each learner.” These two specific points align with the benefits I outline below.

Technology Assisted Formative Assessment Provides:

  1. Real-time glimpse into students’ understanding
  2. A space for all voices to be heard and recognized
  3. Opportunity for immediate feedback and differentiation of instruction
  4. Data narrating the students’ learning journey
  5. A transfer of ownership of learning back into the hands of the student

Savvy educators understand that technology tools are only as powerful as the content they are paired with, the student choice given in the unit, and the cognitive demand placed on the learner. With this in mind, I offer the following tools for exploration:

Technology Tools for Formative Assessment

forms-iconGoogle Forms

Google forms are adaptable and provide a plethora of question types to meet needs. An Exit Ticket is a common use of Google Forms. Student answers are automatically collected in Google Sheets and allow the viewer to see responses in a variety of ways. In essence, results can be cleared, and the same Form could be used each day. Paired with a script, such as Flubaroo or Form Mule, Google Forms can provide immediate results and feedback to students.

logoSocrative

Socrative is an interactive platform, where students answer questions in real-time and receive immediate feedback. Socrative is device friendly, accessible from tablets, laptops, and smartphones. It also reports individual students, as well as whole class reports which appeal to many educawtors.

imagesKahoot

Kahoot is a game-based response system where students are motivated to be on the top of the leader-board. To play along with the facilitator, a student may use any device with a web browser (no account is needed).Kahoot encourages the teacher to blend the learning experience by constructing a social, game-based assessment while folding the learning in between interactive questions.

imgresNearpod

Nearpod brings the interaction to the student’s screen. Interactive, engaging, and customizable in both creation and response, Nearpod provides monitoring of student’s progress. Control of when and who sees the questions provides a different alternative to Socrative. There is also a “draw” response option, perfect for those sketchnoters.

images-1TodaysMeet

Although not a new tool, TodaysMeet, is the prime backchannel for the classroom. Ease in setting up a room (virtual space), real-time capabilities, readability, and the option to save the transcript; TodaysMeet provides a voice to even the quietest student. Recently added features now allow moderation of content, private rooms, and longer lengths in room reservations.

imgres-1Poll Everywhere

A favorite with students, Poll Everywhere is an audience response platform that promotes interaction, ease, accessibility, and a visual of the responses. Poll Everywhere is another tool that has been around for years, but has recently added improvements to the site. Additions include: differentiation in visualizing the responses (wordcloud is one), embed a voting widget on your site, as a student, access a single webpage where the questioned are “pushed” to you. Answer questions via phone, twitter, or webpage. Poll Everywhere is a perfect tool for a bell ringer, diving into the material immediately or connecting to the previous day’s learning.

 

 

Thank you to Jeff Zoul, Mike Jaber, and Leslie Pralle Keehn for contributions to this post.  Appreciate you!

 

Reimagining the Writer’s Notebook

writersnotebook

In a Writing Workshop classroom, the Writer’s Notebook  serves as the heart of the community. The notebook is a gathering spot for inspiration/brainstorming, recording learning gained from minilessons, along with many other purposes.

Traditionally, this notebook has been concrete, filled with blank paper eagerly waiting to be filled. The writer’s inkblood poured onto to it’s pages, scotch-taped quotes and pictures hung out from the edges, practice examples, quickwrites, rough drafts; all filled the emptiness. Depending on the teacher’s philosophy and preference, these sacred notebooks, NEVER, EVER… EVER left the classroom; in fear they would be lost, damaged, or forgotten at home.

Working in a district where all students were provided laptops demanded me to reimagine the traditional Writer’s Notebook to one in a digital form. My goal was not to be a paperless classroom, in fact, many of the images contained within our Digital Writer’s Notebook were first done on paper.  Instead, I wanted to:

  1. Increase student enjoyment in writing.
  2. Move all writers forward.
  3. Consume and create traditional and digital literacies.
  4. Share their writing with the world.

A Digital Writer’s Notebook allows the freedom to incorporate a multitude of mediums. The accessibility allows the writer to add inspiration to this collective spot via multiple modes (phone, computer, tablet) at any time and from anywhere. Freedom in text, embedding videos, or inserting images provides the writer choice in communication.

All of these advantages proved to encourage students to write more and think more about writing. They began filling their Digital Writer’s Notebook, not because it was the designated class time, but because they were inspired! And those students who chose to sketch, draw, or keep a paper Writer’s Notebook (I am a firm believer in student choice) uploaded pics of their notebook (if they chose).

Using a Google Folder students were able to organize their Writer’s Notebook into different “Sections” or documents. Using Google Drive allowed students access from any device and the ability to set the document to work offline for times when there was no internet access.

Example of a Writer’s Notebook “Inspiration/Brainstorm” found here.