NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
Broaden your use of instructional tools through the use of your virtual classroom—Google Classroom. Google Classroom works by letting teachers create assignments, make announcements, and post questions for students. Google Classroom saves time, keeps classes organized, and improves communication with students. Teachers can attach documents from Google Drive, share videos, or share links to websites; they can set due dates for assignments and do assignment grading. Class announcements and discussions allow for direct communication in real-time so teachers can pose questions, or share anything else that is important to the class without waiting for the next class period.
This course will help teachers K-12 learn how to use Google Classroom to improve instruction and student engagement. Teachers in this course will create their own Google Classroom and implement one or more lessons with students. Collaboration with other teachers is also possible.
This course is applicable for any K-12 teachers and/or administrators who wish to better their technology skills. There is no textbook for this class; all references and materials are located on-line.
Please turn in individual assignments upon completion. Educators who are not currently teaching courses should contact the instructor to discuss alternate assignment possibilities.
Note: Google Classroom is now available to anyone with a personal gmail account. This course is open to all educators. If you do not have access to a Google Education account through your school district you can try Google Classroom. Sign up here!
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Upon completion of this course, participants will:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
There is no required printed textbook for this course. All required reading and resources are online
None. All reading is online.
There is no required printed textbook for this course. All required reading and resources are online
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduce Yourself
Briefly introduce yourself (250-500 words) including your professional situation, your reasons for being interested in this course, what you expect to garner from taking this course, and your general level of experience and proficiency with using technology in the classroom.
Assignment #2: Google Classroom Introduction
Welcome to Google Classroom. This is where you will become familiar with Google Classroom and the options available to you with this exciting new resource. You should be able to get around Google Classroom and be familiar enough to explain what Google Classroom is to a colleague. Watch the videos below, review the attached documents, and become familiar with Google Classroom. In 250-500 words, discuss what you believe will be most useful about Google Classroom, one innovation you have discovered, what you want to know more about, and how you will use Google Classroom with your classes.
Assignment #3: Explore Google Classroom
Google Classroom is now yours to explore, modify, and make your own. Start by choosing an appropriate theme for your class. Make your first announcement. Invite students to join your Google Class! Once you have reviewed the document below and completed the instructions, write a 2-3 page document including screen shots explaining the course you chose to create for a class and why you chose that particular theme. Explain your first announcement and include a screen shot. Explain why you chose to have students join in a particular manner and describe how that process worked including what lessons you learned in the process.
Assignment #4: Manage class settings
Every class is different and Google Classroom allows you the opportunity to change the settings from one class to another. Once you have set your “Class Settings,” write a 1-2 page paper describing why you chose those particular options. Discuss whether your choice would change depending on the course/grade(s) you are teaching. Describe a scenario and/or course where each of the choices below would be appropriate. In this document, I want to see that you have thought through your choices and made the best decision for your specific course.
From your class settings review the three options from a pull-down menu on the right:
Choose the option that will work best for your course.
Google has recently created a curriculum called "Be Internet Awesome." Please take the time to check it out and share it with others. In today's world Internet Safety = Physical Safety.
Assignment #5: Get Started with Classwork by adding Resources
We've tackled the 'Stream' by making your first announcement and setting your permissions for student posts. The time has come to embrace the Classwork page. Students often need additional resources to exceed expectations in your class and on specific assignments. Google Classroom allows you the opportunity to add resources under 'Classwork'. Once you have reviewed the document below and completed the instructions, write a 2-3 page paper including screen shots outlining your class resources and be sure to include a screen shot of your three additional resources. Explain your reasoning for the information you are including in your resources topic.
Assignment #6: Create an assignment
Create your first actual assignment! In creating an assignment you can use a Word Document you have created, a PDF, or any of the many additional options available through Google. Any assignments in Google Classroom also go to your Google Drive Folder so if you are an existing Google Drive user then the switch to Google Classroom will be a seamless transition. Once you have reviewed the document below and created an assignment, and once students have completed the assignment, write a 2-3 page paper describing why you chose that assignment for distribution via Google Classroom. Be sure to include the assignment and screenshots. Debrief how the process went including lessons learned.
Assignment #7: Post a Question
Google Classroom has the capability to quickly pose a question to all of your students using the “Create a Question” feature. This feature is very helpful for quickly checking student comprehension. Once you have reviewed the document below, created a question, and students have completed the “assignment”, write a 1-2 page paper describing how the question process went. Please include screen shots while protecting student privacy. Debrief the process including lessons learned.
Assignment #8: Attach a Video
Our students live in a world with media around them 24/7. If you’ve ever finished a class period and thought to yourself, “that could have gone better.” Google Classroom is the perfect tool! If your students need more clarity on a specific subject, or if a newsworthy event occurs, you can attach a video and assign it to students any time of the day or night. You can choose to attach a video either on your stream or your classwork tab. Once you have attached the video and students have completed the “assignment” write a 1-2 page paper describing the process. Please include the reasoning behind which video you chose, why you chose to attach the video in that format, screen shots, and debrief as to how the process worked including lessons learned.
Assignment #9: COURSE FORUM - Grade an Assignment
Google Classroom makes grading assignments easier and provides students with timely feedback. To make things even more seamless, Google Classroom Grades can now be uploaded to many Grading Software Programs. After viewing the document below and grading an assignment in Google Classroom, write a 1-2 page paper describing the process. Include screen shots while protecting student privacy and debrief the process including lessons learned.
Assignment #10: COURSE FORUM - Explore EDU in 90
Check out the Edu in 90 series from Google for Education. Find a feature that is new to you which looks interesting/applicable. 1. Once you have utilized the new feature with "students" write a 1-2 page paper describing the process and lessons learned. Include screenshots in your response.
Assignment #11: Email a Student
With sports activities, illness, and busy classroom environments, it is often nearly impossible to get one-on-one time to go over an assignment with students. Google Classroom lets you email your students directions or feedback on specific assignments. If your students have downloaded the Google Classroom App or enabled the system alerts, then they will be notified immediately when your comments are available. After viewing the document below and completing the directions, write a 1-2 page paper describing the process. Please include screen shots while protecting student privacy. Debrief the process including any lessons you’ve learned.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #12: Experiment With Creating A “Flipped Classroom”
Google Classroom enables teachers to put all of their resources for a lesson in one place. With this assignment, teachers will experiment with creating a “flipped classroom” where students watch lectures/videos at home (or during class time while you are involved in other activities/out of the classroom) and complete their homework in class where they can receive the assistance they need. Build a lesson in Google Classroom; include a description and attach multiple documents, links and/or videos within one “assignment”. This puts the entire lesson in one place and allows students to complete the “learning” portion of their lesson outside of class and receive help if they need it in class for the “application” portion of their lesson.
Assignment #13: Assign Students A Lesson
Google Classroom allows you to capture the middle of the process. Assign students a lesson in which you can give feedback to them during the writing process. Access each student’s assignment and provide feedback to them mid-way through the work. Give students a chance to complete their assignment prior to final grading. Write a 1-2 page reflection on the process and include screen shots while protecting student privacy. Specifically answer the question: How did providing feedback mid-way through the writing process impact student performance? Did this exercise change the way you will handle similar assignments in the future?
Assignment #14: Proficient Google Classroom Teacher
You have become a proficient Google Classroom Teacher! In this assignment you are asked to reflect on the experience and give students a survey using Google Classroom as to how felt about the experience of using Google Classroom.
Assignment #15: (500 Level ONLY)
In addition to the 400 level assignments, complete one of the following:
Prepare a Presentation for an in-service for other teachers on what you learned through this course.
Complete an entire unit utilizing Google Classroom. Write 2-3 pages including screen shots and examples of how you were able to use Google Classroom for an entire unit.
Use Google Classroom to create a “flipped” unit. Write 2-3 pages including screen shots and examples of how you were able to “flip” your classroom for an entire unit.
An assignment of your own choice with the instructor’s prior approval.
C. INTEGRATION PAPER
Assignment #16: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
CHARITY STAUDENRAUS, M.A.T, received her BA from Willamette University, her MAT from Willamette University. Charity has experience teaching math, science, social studies, business, and language courses at the middle and high school level. She is currently serving on the 2014-2017 Oregon Science Content and Assessment Panel as well as the Oregon Instructional Materials Criteria Development Committee. In addition Charity is consulting on a Rutgers University and WPI project funded through multiple Department of Education and National Science Foundation Grants.
Alice Keeler has a fantastic blog “Teacher Tech” that I highly recommend following. She is tech savvy and the tips she gives save significant time and headache.
This website is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.
NCCE is a non-profit organization dedicated to supporting effective uses of technology in education. In addition to hosting the largest educational technology conference in the Pacific Northwest, NCCE provides its members with resources and professional development opportunities throughout the year.
The mission of NCCE is to promote and support the effective use of technology in all aspects of education as Technology plays a fundamental role in lifelong learning and is used in all aspects of education such as teaching, learning, assessment, evaluation, record keeping, personal productivity, and communication systems. They put on an amazing conference every year in the Northwest.