Using Google Drive for Secondary Social Studies
Using Google Drive for Secondary Social Studies
Create a Website
Students can create websites over important topics from each chapter, or have groups assigned to different chapters. Here students can include their own information and also embed pictures and videos for a visual aid.
Using google docs, students can create a timeline with the class for each chapter of their textbook. This allows students to have a detailed timeline without having to do all the work. The timeline can then be saved as a JPEG or a PDF file.
Students or Teachers can create a jeopardy game using google slides. There is even a template that you can use to create your own questions and answers. This is a great way to help students review concepts before a test or just to have a fun educational game day!
Using Google hangout, teachers could have guest speakers "come" to the class. All the speaker needs is a webcam and the internet.
Concept Map/Graphic Organizer
Have students use google drawing to create a graphic organizer or concept map of an important topic from the chapter. This helps students customize their drawing/organizer for their own learning.
When students are confused or don't understand directions or a specific concept, it is the teacher's job to provide them with the additional time and explanation to clarify their misunderstandings. Sometimes this can be difficult, given the limited amount of time with the exceptional amount of students, so using elements within Google Drive as a tool to make themselves available to reach more students outside the classroom time can be more effective.
Ex: Using Google Forms for students to ask questions or provide feedback for a project or lesson can be far less time consuming and less repetitive, so teachers will know what concerns to address at the beginning of the next class.
Teachers serve as role models to their students, especially when it comes to using new tools in the classroom. Never should a teacher expect their students to use a piece of technology they themselves have not used, or know how to use, and have modeled their their expectations of how to use the tools. Google Drive can be very complex for new users, so providing context about procedure and practices will minimize confusion and frustration for both teachers and students.
Ex: Before assigning a presentation project requiring the use of Google Slides, a teacher must provide a tutorial to explain where to find different settings and how they would like it to be turned in (shared vs. in a specific folder)
Collaboration is a huge asset in the classroom that teachers must utilize to their advantage whenever possible. It is important that students be ingrained with an understanding of how to work well and communicate with their peers, as an essential life-skill. Using a tool like Google Drive allows students to collaborate from various locations, at various times, limiting excuses for not performing group work.
Ex: Students are asked to have a discussion in a Google Doc by breaking into small groups of 4 or 5 and assigning each individual a colored font. Initial questions will be provided in black, and then students will be able to respond to the questions and each other simultaneously from any place at any given time.
Grading is a large part of what teachers have to evaluate. A large chunk of time is devoting to collecting scores and tracking data changes. Google Drive allows teachers to keep all of that information in one compiled place, instead of having a paper gradebook they carry around and possibly lose or leave behind.
Ex: Google Sheets is an excellent resource for data tracking. The students names and assignments can be input on axis and the grades can be tracked throughout the year, checking progress and growth, and how to better adapt their lessons so students can better understand.
Google Forms (Flubaroo add-on)
Flubaroo is an add-on to google drive, where teachers can use this to create quizzes to students and provide feedback and comments to them. These quizzes can be easily accessed by the students and be easily graded by the teachers. Teachers can design multiple choice questions or short answers for the students and assess them on their progress on that unit. This add-on is a great tool for students to get efficient feedback and teachers to quickly write those feedbacks up.
Example: Teachers can design a 5 question pop-quiz (about half way through a unit) on World War I. Questions ranging from when it was, who was involved, where it was at, etc.
Google Forms (Observational Notes)
Teachers can use google forms as a way to assess students on their observational notes on a certain day. Students can write in their observational notes that they have gathered during a video, lab, book, etc. A great assessment to see if students are observing and gathering the right information; see if they have any misconceptions still. The teacher can easily access their observations with google forms and easily grade and quickly give students any feedback needed.
Example: Students can be pre-assessed about World War I prior to the lesson, and then their observational notes during the entire lesson that they have gathered and learned that day. Teacher can see if they note any changes to their pre-assessment with the notes they took that day.
Google Doc (Exit Slip)
Teachers can use Exit Slips to assess students' learning progress on the unit that they are on: pinpoint any misconceptions throughout the unit, where their strengths are, and how they are doing on that school day. Students can do a write up on google docs and send to a certain folder that the teacher has assigned for that student, or day. The exit slip can consist of one or more questions; up to the teacher to make it a concept question or where they are at on what they learned and still have confusion on.
Example: Students write an exit slip after they have learned about the American Civil War and be asked a question regarding the American Civil War. "What are some of the social and economic factors leading to the American Civil War?"
Google Docs (Peer Assessment)
Students can use google docs as a way to assess their peers on any assignment, essay, etc. Students share their assignment with the peer they are assigned to and the teacher. The peer reviewer can use the editing option to highlight, leave any notes, etc. and the teacher and the student being assessed, can see where they are at after the peer assessment. Great way to collaborate inside and outside of the classroom.
Example: Students could be writing an end of the year essay on any of the prompts that the teachers assigns for them, and then has paired up students with individuals they haven't worked with before. Students, either inside or outside of the classroom, will assess their partner's essay and then use these peer review as a way to make changes to their essay before turning it in. Teaches students to always have a second pair of eyes to see if their needs to be any changes or not.
Students can collaborate with one another to create new works. Collaborating with one another helps each student better learn any material and check in with each other to make sure they all understand.
Students can easily create many of the things listed throughout this map. This helps the student to learn how to put their ideas into something creative and useful for the class.
Using Google Drive students are able to practice their presenting skills. Whether they create a jeopardy game or a website the student can learn how to present what they learned to their class. During presentations students on the listening and presenting side are given the opportunity to question and explain the material.
This helps further learning because students can put all their ideas in one place which can be easily viewed, edited, and taught from student to student.