Google Docs Workshop Topic 4: Developing a Lesson with Google Docs

NAME: Google Docs Workshop – Topic 4: Developing a Lesson with Google Docs Checklist, Self-Evaluation, and Rubric

During this portion of the workshop, you will have approximately an hour to begin (or continue) working on the development of a lesson that you can use in your classroom that incorporates a Google form.

GUIDING QUESTIONS Use the following questions as a guide in the development process. 1) What class/subject will your lesson be used for?

2) What group of students will be participating in the lesson? Does this group have any special needs or unique learning characteristics?

3) What is the primary concept that you will be presenting in your lesson?

4) Briefly describe/outline what the lesson will look like. What types of learning activities will the students engage in?

5) How will the Google document that you create be utilized in the lesson?

6) Will the students being using the Google document? In what way? Will you (as the teacher) be using the Google document? In what way?

7) What advantages do you think using Google documents will generate in your lesson? RUBRIC Use the rubric below to evaluate the design of the Google form that you developed to incorporate into your lesson. Name: Lesson Title: Class/Subject: Main Topic:

Lesson Objective(s):

Type of Google Doc: Link to Google Form: Characteristics of Google Form FAIR GOOD EXCELLENT Instructor provides Students develop their own Student- Students complete (fill-in) a significant structure for Google Docs to document developed centeredness of documents, but students accomplish the goals of the primarily by instructor. activity. develop their own products. lesson. Student Use of the document Students must collaborate Students must collaborate promotes minimal student in order to complete in order to complete the Collaboration. collaboration. portions of the assignment. assignment. Adheres to Document adheres to at Document adheres to at Document adheres to at Mayer’s** least 3 of Mayer’s 12 least 6 of Mayer’s 12 least 8 of Mayer’s 12 Principles for principles. principles. principles. Multimedia 5 Principles (Reducing Extraneous Processing): Coherence, Signaling, Redundancy, Spatial Contiguity, Temporal Contiguity; 3 Principles (Promoting Essential Processing): Pre-Training, Segmenting, Modality; 4 Learning. Principles (Promoting Essential Processing): Multimedia, Personalization, Voice, Image** Documents allows student Students use the document Document allows the Authentic to engage in relevant for decontextualized students to engage in an learning, but does end in an Learning. learning activity. authentic learning task. authentic product.

Comments:

**Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University.

FOLLOW-UP/EVALUATION QUESTIONS After implementing your activity, complete the follow-up questions below. 8) Were the advantages (presumed prior to implementation) associated with using Google Docs realized in the activity? Why or why not?

9) What changes are necessary in order to improve this lesson in the future?

10) What types of reactions were noted among the students while participating in your activity?