In our first week of implementation, we defined and uploaded photos during a close reading lesson about rock art, took an online assessment on the same student-generated vocabulary terms, and answered text dependent questions (TDQs) about the text. Students also viewed and discussed anchor charts on theme and text structures.
Being a technophone, I wasn't sure if I was ready for Google Classroom. But by the end of the week, I am now a new convert. Creating the documents is no different than Word, uploading photos is much the same as social media, and monitoring turn in is as simple of watching a New Year's Eve countdown.
I still have A LOT to learn. For one thing, I ended up creating a paper rubric to grade the TDQs. I like the rubric but there must be a way to grade digitally as well. Also . . . well . . . my head is just spinning knowing there's so much more to learn.
For my students, they were so ready. I was much more timid than them. They logged on and got to work instantly. They didn't even blink at the new technology. If someone was stuck, a classmate was eager to lend a hand. They loved watching the "turn in" numbers go up. Talk about engagement, this is it. 100%!!! So proud of them!
But most importantly, is the fact that Google Classroom will help ramp up the academic rigor in our class. Answering the TDQs in this online manner mirrors the way they will be accessed in Common Core. Students will be able to practice answering questions while citing evidence, manipulate multiple texts, and learn to expand their thinking. The possibilities for growth are endless.
Your Google Classroom teacher,