GOOGLE EDUCATOR 2 ADVANCED CERTIFICATION

Understanding different learning models.

  1. Coaching model lets – teachers work one on one with colleagues for lesson planning, technology skill building, and demo lessons. Large group workshops are held for an entire school or district faculties.
  2. Trainer of trainers model is selected teachers that receive specialized training with the expectation they will train their fellow colleagues.
  3. Early adopters model, where early adopters of technology share best practices at any opportunity.

The Tech Sherpas are a great example of a weekly, student-hosted Hangout On Air that answers teacher questions. Organizing a tech committee at your school will support teachers by giving teachers a voice on effective tech integration, access to quality digital resources. The technology plan for a school includes parent organizations, administrators, teachers, and students.

Teachers can improve collaboration with students and teachers at the next faculty meeting by creating a newsletter with Blogger, a YouTube playlist of video tutorials for creating Google Sites. The School site mentors models provide the most relevant and timely support to teachers on an individual basis when they need it.  Finding and sharing online resources is an ongoing effort to keep curriculum fresh and interesting. YouTube is a great option for finding new content, but some educators worry about searching for videos during class because it wastes time and inappropriate content might show up. Using a YouTube channel and playlists to address these concerns allow you to organize pre-selected videos and share your playlists so you don’t waste class time searching for them.

The primary reason it is a good idea to use Google Hangouts On Air vs. Google Hangouts for professional development sessions is Hangouts On Air are recorded and can be shared on YouTube. When participating in a Google+ community, you can post videos, links, and documents to share with others, and create polls to gather information from other members. Participate in threaded discussions. 

A teacher does not provide the most authentic audience for students’ creative work. Anything with a link, Google Docs, Video, and Pictures are media that can be linked to in a Multimedia Text Set. Blended Learning, Project-Based Learning (PBL), and Flipped Classroom are learning techniques that allow time for a teacher to pull aside a small group for additional learning during class time.

  1. Project-Based Learning (PBL) starts with a Driving Question followed by an inquiry process as students organize their thoughts. They then choose how to solve the problem and present their findings. PBL encourages students to devise their own solutions about issues/problems rather than look for someone else’s solution.See the Buck Institute for more information on PBL. Project-Based Learning or PBL involves group collaboration, real world problems and solutions, asking questions and finding answers. There will be an archive of videos for students to watch later if needed, students can come to class with questions ready to ask, and teachers can do a quick formative assessment on the previous night’s content to determine what needs to be further explained are added benefits of having students watch an instructional video before arriving in class. 
  2. Blended Learning is a model that weaves classroom and online instruction together. Many blended classrooms rely on a robust teacher website where teachers can post activities for students to complete or create online. Blended learning often uses adaptive online learning programs that can increase skills and knowledge, freeing the teacher up to work intensively with smaller groups. Blended Learning is where students learn in the classroom setting with a teacher and online with guided activities. See the Clayton Christensen Institute for more information on Blended Learning.
  3. Flipped Instruction switches up the instructional model of the classroom. The traditional model where students practice at home without assistance and receive content in class is flipped. Instead, students receive the content at home (normally by video) then the teacher reinforces the video and asks students to apply what they learned in class. The teacher is there to support and extend the learning. Flipped Learning can help students who don’t understand certain concepts to learn better on their own saving in-class time going over these concepts with students who already understand them. Google Drawing for Demonstrating UnderstandingGoogle Forms to Collect DataGoogle Charts in Spreadsheets to Visualize Data, and Google Slide show as an Individual or Group Alternative Assessment are great resources. The Flipped Learning model allows student access to concepts at any time of the day. Student created websites to demonstrate understanding, group-created slideshows to teach a concept, and Google Forms to assess and inform formative learning activities can be used to personalize learning in the classroom. Students could Read an Online Article, Contribute to a Class Slide Show, Analyze a photo, or Listen to a historical speech do at home for a Flipped Classroom model that doesn’t involve video. A great way to showcase student work is to create a Google Site for students to link their projects and information to, but Google Sites is much more than just a content repository. Google Sites support embedding a Google Calendar to keep track of important dates, Uploading recordings to cater to audio learners, adding images directly to the pages for visual (and educational!) appeal, and linking downloadable PDFs and other digital documents.

 G Suite For Education

A more unique feature (only available for G Suite for Education accounts) is an option called, “Appointment slots,” where an educator can select an interval of time during which other Google users can schedule an appointment, alleviating the need for the teacher to do the actual scheduling. Making appointment slots is only available to users that are on a G Suite for Education domain, but registering for someone else’s appointment slot is available to users with any Google account. In order to allow parents to see a new calendar a teacher must make it public. Embedding a Google Calendar in a Google Site requires editing access to a Google Site, and access to a Google Calendar. By default, every user on G Suite for Education receives a personal calendar as well as a classroom calendar. False. Google Labs are experimental features that can be turned on or off to enhance the Gmail or Google Calendar experience. By customizing Gmail and Google Calendar with these features, you can become much more efficient and save valuable time.

Gmail

Email is used extensively for school communications. Sometimes you may need to email out the same message to all your students or their parents. In order to personalize the emails or make them relevant to the individual, sometimes an email merge is required. Two add-ons that may be helpful include Yet Another Mail Merge and FormMule. Both of these take data that is stored in a spreadsheet and use text placeholders to merge that information into the body of an email. Yet Another Mail Merge uses emails saved in your Gmail Drafts as a template. FormMule has more options including the ability to send a variety of email templates based on a column in the spreadsheet.Canned Responses is a lab designed to save you more of this precious time. By saving the email text as a canned response, you will spend less time re-creating an email. In just a couple clicks you can insert your canned response and move on to the next message or item on your to-do list. Here are a few ways Canned Responses might be helpful:

  • Weekly reminders for homework, projects, progress reports, or office hours
  • Parent communication newsletters
  • Commonly asked questions (a teacher FAQ)
  • Custom email signatures for different contacts; current settings allow only one signature
  • Save custom email signatures and save templates to send the same information multiple times.

Labs

Experimental features that can break or disappear at any time.Labs are a feature that can be turned on or off by a domain administrator. 30 seconds is the maximum amount of time you can have to undo the sending of an email with the Undo Send lab.

Google Chrome is the most popular and widely-used Internet browser in the world. It’s fast, secure, and works on all operating systems and devices. It’s also extendible. This means third-party developers can integrate the functionality of their applications with Chrome to make it even more powerful. There are two main approaches to remember: extensions and apps (there are also add-ons which work with specific Google tools such as Docs and Sheets, but these are independant of Chrome. We cover add-ons in an upcoming lesson). Both apps and extensions can be found in the Chrome Web Store. You’ll find the shortcut under the App Launcher icon in Chrome (at the top left of the browser, labelled Apps). Extensions work by integrating fully with Chrome and extending the native capabilities of the browser, but limited compared to an app. Apps are web-based versions of software applications that live completely in the cloud; Chrome apps are simply launchers for the web-based software. The Chrome Web Store has apps and extensions available for use. The Education category makes finding education-specific apps and extensions easy for educators.

Curating and selecting educational apps and extensions is the first step when trying to enrich your class and streamline workflows. Extensions like Readability help students to read websites better by removing distractions and giving them annotation tools to highlight and take notes. The VideoNot.es app lets youaking notes right along side of a YouTube video. OneTab gathers up all those tabs and saves them in a simple list that you can go back to any time. Apps like Khan Academy or CK-12  deliver the content itself. Apps generally have more functionality than extensions. You can share apps and extensions with your class, even if you don’t have Chromebooks by Emailing the link to the Chrome Web Store, through your Google+ Communities, and to a Google Group email address. Chrome apps and extensions can be force-installed on Chromebooks in your education domain. G Suite Add Ons. Add-ons are additional features created by third-party developers who identify needs and address them using the open infrastructure of G Suite. Add-ons are created using Google App Script, a coding language based on JavaScript syntax. Don’t worry, while you may have to know code to write an add-on. The best add-ons are designed to be easy enough for anyone to use. App Script provides a great opportunity to work on real-world problems and to solve them using G Suite. There are three separate sets of add-ons that are each related to a different core product in the G Suite for Education suite (Docs, Forms, and Sheets). Add-ons make many things possible, including:

  • Mail merge
  • Automatically creating quizzes from documents
  • Automatically grading quizzes using Google Forms
  • Providing individualized feedback to students more easily
  • Creating citations and bibliographies
  • Distributing documents and folders to students more quickly

Create Personalized Documents

Autocrat is a document merge add-on that works from data stored in a spreadsheet and merges it with a template that is saved in Docs. Start with a Google Doc and design it as you wish. For example, you can create a certificate of completion for your student readers. You can use G Suite and add-ons to make this process easier. After assessing basic, core knowledge using Google Forms, we can perform more elaborate assessments using rubrics and can even provide narrative feedback to our students. Explore the following add-ons for assessment and consider how you might be able to use them:

Flubaroo is my favorite Add-on to use for quickly grading student quizzes that I’ve created in Google Forms.  I love SuperQuiz as a way to grade quizzes using Google Forms. In addition to the basic grading functions, SuperQuiz provides individualized feedback to each student based on their performance. Doctopus is my Google Docs photocopier and enables me to manage and assess class projects using Google Drive. Goobric is a Chrome Extension that extends the functionality of Doctopus and makes my assessments that use rubrics a breeze. DocAppender takes information submitted in a Google Form and append it at the bottom of a Google Doc. Slide Apps can you not find add-ons for

Add-ons extend the functionality of G Suite. Add-ons are created using Google Apps Script which is based on JavaScript, provides a way for students with a coding interest to create their own Add-ons. When you come across something in a G Suite App that you’d like to do search the help center to see if you can do it using the core functionality, search the add-ons menu for an add-on that might, search the web for ideas, and search the Chrome Store for an extension that might. To enable people to make appointments when you use appointments slots you have to share the URL of your appointment page. How does your appointments page view differ from a normal public view of a Google Calendar?

There are buttons to book an appointment slot. Background image labs can be used to customize your Google Calendar. A colleague has included you on an email that is irrelevant to you, but it continues to come to your inbox because people are using the Reply All button when responding. You want some peace and quiet. What can you do to quiet message notifications coming in? Select the message and use the m keyboard shortcut. You can use add-ons for Forms, Sheets and Docs to grade quizzes, create a table of contents, mail merge, and change the response choices on a multiple choice form question. Add the Save to Google Drive extension to your Chrome browser to save a website as a PNG, Google Doc, or an HTML file. GeoGebra Chrome apps under the Academic Resources category will run offline and also works with Google Drive.

To color every other row of a Sheet use the ‘modulo’ function, which finds the remainder when dividing two numbers. =mod(row(),2)=0 will find the current row number and divide it by 2. Even rows with a remainder of 0, satisfy the condition and their color will change. Now when you add more students to that spreadsheet, you don’t need to throw all your brilliant design work off. To highlight a whole row if the value in column B is “Late,” select all rows and try this custom formula =$B1=”Late”. Consider using this for keeping track of permission forms that have not been returned on time. Conditional formatting is used to color code cells based on their contents.

The =sparkline Google Sheets Function creates line graphs and different types of bar charts right in the cell of a spreadsheet. Custom functions can be used for conditional formatting. Apply conditional formatting to a cell by date, by text contained in the cell, and by a number in the cell. You can create types of charts like https://support.google.com/docs/answer/190718?visit_id=1-636185995087084660-195023823&rd=

  1. PIVOT TABLE –  a convenient tool to compare various aspects of a data set and are typically built to summarize data numerically. For example, a teacher might give a quiz and organize the results by grade level, class period, or any other criteria she chooses. Pivot tables are another tool that provide a dynamic interface for working with large data sets, including the ability to create custom calculations. These tables draw results directly from the original data and therefore always reflect the current information. Whether by date, score, grade level, or year, users can quickly switch the inputs and axes of the data being analyzed. LEARN HOW here. A pivot table be applied to: Student Names, Assignment Dates, AND Assignment Scores. The Unique Advanced Google Sheets function gives you a list that removes all duplicate values. With conditional formatting, teachers can alter the cell color based on the value for: Text, dates, and numbers.
  2. Motion Chart – an effective way to visualize substantial amounts of data. It adds the variable of time to standard education data points. This allows teachers to visualize and track student results with animated charts that compare two or more data points over time. There is a play button and the data points move as time passes. A motion chart relies on Time to add animation to a data set. A Motion chart, which adds the dimension of time to a range of scores, creates an elegant representation of the progress of a large number of students. This animated chart displays the grade level or score by student and shows their growth over time. The motion of the colorized data points uncover academic trends over years that would be incredibly difficult to replicate with raw numeric scores. LEARN HOW here. What is the name of the chart that applies time to additional categories in a dynamic graphic display?—-> Motion Chart
  3. Radar Chart is a useful tool for teachers to compare individuals to a larger group, such as a class or the entire school. The data is displayed such that spokes of the chart represent individual variables while still showing the entire data set. LEARN HOW here.

=count function will give you the total number of times a value appears if it meets certain criteria. The options to summarize data in a pivot table report include: =sum, =counta, and =average. If you change the sort or filter criteria in a filter view everyone viewing that Sheet will also have their data sorted or filtered. False

The 25 students in your class have used a Google Form to give peer feedback on presentations that they are doing. The questions are based on a rubric that you created. The first question asks, “Who is presenting?” and there is a dropdown list of all students in the class. The other questions are based on the rubric. After the class you want to see all the feedback that was given for Jimmy Wong. The responses for “Who is presenting?” are listed in column C on the Form Responses sheet. Columns D, E, and F have the peer feedback. Select the formula that could be used to show only the peer feedback from columns D, E, and F for Jimmy Wong.

=filter(D:F,C:C=”Jimmy Wong”)

Plan your Google Classroom

  1. Write an overall structure for your Classroom with a Name and section
  2. Brainstorm a list of things you want to share on your About page: Syllabus, Class photos, Introductory videos, and Class rules.
  3. Write down your default rules for the Stream: Purpose of the Stream, What sorts of things will be posted and who can post?, How you encourage the outcomes you want?, and How you will know you’re being successful?
  4. Write down a list of the external resources you will be using, and how they will integrate with your classroom such as Khan Academy

With Classroom, you can use assignments to detail which activities in an external site students should complete, use the Share to Classroom button to give your students a recent news article that corresponds to a lesson, and link content from external sites directly into the Stream. Who you should let post on your stream of the Classroom Stream will depend on your instructional goals for the Stream. You can include Introductory video, Class description and Syllabus Links to the 3rd Party Sites about page.

A blog is a webpage whose main content consists of posts listed in reverse date order. Blogger is Google’s easy-to-use blogging platform. This Blogger Getting Started Guide will help you create a blog and start publishing to the world in minutes. As you get started, it might be helpful to think about the different ways you can set up Blogger blogs. Some common setups that educators use include: One blog with the teacher as the sole author, One blog with a team of teachers as authors (each team member can create posts), One class blog that includes all students as authors, Every student has their own personal blog, photos can be stored in Google+ Photos, videos in YouTube, and documents in Google Drive. You can then link or embed them in a blog post. Your blog can be public and searchable by Google, your blog can be unlisted so that people need the link to view it, and your blog can be private and you can invite specific people to view it.

You can use tablets to make a blog post on a Blogger blog. Not all blogs are public to the world. You can include Photos, YouTube video, Text, and Links to websites in a blog post. Teachers, Students, and Administrators can all be blog authors. What can you insert Images, Tables, and Drawings into your syllabus to make it more engaging. The Paragraph styles formatting feature allows you to not only style text consistently, but also create links within a Google Doc? Inserting a comment and mentioning their email address with a +you notify people of changes to your document? Using the File > Email collaborators option. One of the easiest ways to host student work is using Drive. With Drive you don’t have to worry about running out of space, as it has unlimited storage for G Suite for Education accounts.

A Google Site is made up of pages; the three main types you might use are plain Webpage, Announcements (like a blog page) and List Page. You can read a description of each page type here. Understand why you are making the site and what content will go on it. What is the structure of the site? What pages will go on it? Welcome Page. Ratios and proportions

  • Equivalent ratios project
  • Rate of change activity
  • Operations with decimals
    • Multiplying and dividing decimals explanation video
    • Maps with decimal distances
  • Other Units
    • Sample projects
    • Sample activities
  • What type of media do you need to gather?
  • How will you get people to know about your site?

Before creating your Site, organize your structure in a page tree. Add pages and subpages as needed:

  • Welcome
  • Unit 1
    • Project A
    • Project B
  • Unit 2
    • Project A
    • Project B

Google Sites, like Drive documents, can be set by the user to be private or public. Which of the following is a way to set up Blogger in your classroom? Teacher is the sole author. Students can leave comments. Teacher and students can all be authors. Students are authors each with his or her own blog. A team of teachers that are all authors on one shared blog. Using a Google Doc as a class syllabus You can collaborate with a teaching partner to create a shared syllabus and you can share your syllabus with the world. Students create a digital portfolio To reflect on their learning, to collect evidence of learning, to use in a college application, and to share with family. You would use goo.gl with a Google Sites URL because it creates a short URL that is easy for students to type into the address bar. Student work can take many forms. When students include documents, videos, and other media in a Google Sites portfolio, best practice indicates they should put that media where? In Google Drive, On YouTube, and In Google Photos. Google Slides are capable of transforming learning by: Enabling students to collaborate, share, and create interactive learning experiences that weren’t possible before. You can add A link to a form and instructions to guide completion of a creative piece of work  to a slide to make it interactive? When having your students create with Google Slides you should always: Offer choice, give authentic purpose, and encourage collaboration which showcases greater depths of knowledge. Using Google slides interactively in the classroom benefits learning in all of the following ways by It builds community among classmates, It can develop critical thinking and encourage greater depths of knowledge, It engages students for active learning rather than creating passive intakes of information.Use interactive videos allow viewers to:

  • Follow the instructions of a prompt within the video
  • Answer critical questions
  • Access additional information

Interactive videos create a powerful learning experience in which the viewer actively participates. Educators are able to:

  • Create a higher level of engagement with content
  • Allow students to have ownership over the learning process
  • Provide access to additional content to further their learning

There are five different types of annotations to choose from: speech bubble, spotlight, note, title, and label. All annotations besides titles can become links. Once you’ve chosen your annotation, you will have editing options underneath the Add Annotation button. This is where you can change the size, color, or background color of your text. Cards are an additional option for adding interactivity into your video. Cards are teasers that combine a title, image, and text for a different video or website at a designated time. If viewers click this teaser they are taken to the new video/website. Cards are basically the next level of annotations and they are optimized for tablet and smartphone users. What options in the YouTube Editor allow interactivity to be added to videos? Select all that apply. Annotations and cards. Cards can be accessed throughout an entire video. Labels, Speech Bubbles, and Spotlight of annotation all can be linked. A HyperDoc is an interactive Google Doc that guides students through innovative and inquiry-based learning lessons using directions, graphic organizers, links, and possible collaboration. The learning can be made to be self directed, and students can work at their own pace. Check out how one teacher is using interactive Google Forms to differentiate the learning in her room in this blog post. Google Docs can be used to guide students through an interactive, self-paced learning activity. Google Docs, Slides, and Forms can be turned into an engaging and interactive learning experience by using: Links to other places in the file and Links to outside Google tools/resources. A differentiated learning path that meets the individual needs of students. Google Forms can be used for the following: A way to collect data, A ‘Choose Your Own Adventure’ story, A differentiated quiz/review activity, and A guide for students as they work through an interactive learning activity.

As educators, we need to work as a team, and we need to access resources to Bring teachers with a variety of experience levels together, allow teachers to utilize each others’ strengths and accommodate weaknesses, drastically increase the supply of ideas and resources, and create a community that reaches beyond the classroom walls. two quality sources: Khan Academy and Gooru. A very popular, high-quality source is Khan Academy, which provides both content and interactive practice and assessment for a huge number of topics.

Gooru is a quality source that allows teachers to search a collection of user-created content for education. It also has insightful information on its About page. Quotes like “Join us in honoring the human right to education,” and, “We are dedicated to engaging a community to personalize learning with technology and help students reach their full potential,” help us know that this site has a powerful focus on education and that teachers are co-creators of the site’s content. We can also watch a video explaining how the site personalizes content for students. This is just the beginning of Gooru’s About page, and we already get a strong feeling that this is a quality source.

I found videos on YoutubeEDU, Khan Academy, Gooru, LearnZillion, EDpuzzle, Zaption, and more! All of these organizations work to empower teachers to share their knowledge through video instruction and therefore enrich the classrooms of other teachers around the world. These resources made flipping possible. Social bookmarking can be helpful to teachers because it: Allows them to see what other teachers are bookmarking Helps organize bookmarks Makes it so a bookmark is never lost. Khan Academy offers users: Video-based instruction, Practice problems, The ability for teachers to assign content, and A way for teachers to collect student data. Gooru allows teachers to customize other teachers’ collections of resources.

True. Lesson characteristics such as Interaction, Self-direction, Combining multiple apps (if helpful), and access to outside resources through links will increase student engagement? (Select all that apply.) Mr. James could create a HyperDoc that guides students through an activity, linking students to additional resources and activities as needed. What makes a Doc a HyperDoc? Links to other apps and Graphic organizers to organize thinking. Images and linked videos. Using Google Forms as ‘Choose Your Own Adventure’ activities can be a little complicated the first time you do it. Your form has to have which of the following settings for this type of activity? At least one multiple choice or list question type and Page breaks.

interactive videos are more powerful and engaging than static videos because they have The ability for students to interact with the content, Students can further learning by accessing the linked content, and Students have choice in the learning process. When utilizing interactive slides in the classroom, it is important to shift students from consumers of information to creators of content. When looking for content to send to students, Mr. James can use The Google Play Store to personalize student learning by: Sending content to students based on learning needs, Sending level-appropriate books for readers, and Sending content to specific groups or individuals. Mr. James benefit from finding other, high-quality sources to use in his classroom? His students could access information from around the world. He might find content from an expert in an area that’s unfamiliar to him. His number of resources increase dramatically, so he can choose the best possible lessons for his students. Get ideas from Google+ Communities (that have the specific purpose of connecting educators) such as Connected Classroom and use Hangouts on Air to meet different people around the world. Connected Classrooms has a G+ page with past events that might inspire you to host a Hangout On Air of your own. Or perhaps one of the recordings would be great to share with your class. The Google+ Community, Mystery Location Calls, is also a great resource to see if someone would be able to do a mystery hangout with your class. This format makes students guess the location of the other class with yes or no questions.

 

A video-based Google Hangout is not broadcast publicly, does not save, and is not visible to anyone outside of the participants. Google Hangouts On Air are live and are publicly shared on your YouTube channel and your Google+ page. You can invite participants and other viewers and the recording is saved to your YouTube channel as well. What are a few ways to find someone to connect with your class? Google+ communities such as Connected Classroom, Personal Learning Network, Friends, family, or acquaintances that have the right background, and people in your community. You need to have a Google account set up for Google Hangouts to work. One best practice for hosting a Google Hangouts On Air is Checking media permissions for student participants. All participants know how to join the Hangout, An outline or agenda for the Hangout, and A quiet location with good lighting makes for a successful Hangout? Google’s Cultural Institute is a set of projects aimed to make the greatest cultural artifacts in the world accessible to all. It is comprised of the Art Project, Historical Moments, and World Wonders.

The Art Project is an amazing collection of the world’s museums and galleries, all built on Maps. Historical Moments takes a unique look at significant human events in history through interactive stories comprised of documents, videos, and personal accounts. The World Wonders project brings to life the modern and ancient wonders of the world using Google Street View technology.

Virtual Tour idea!!!!!!

The best place to begin your journey is My Maps. With My Maps, users are able to plot points, draw shapes, create layers, measure distance, and collaborate with other Maps users. Start by having students create a map of destinations that relate to places they’d like to visit later in life.  Next, experience what a virtual tour can look like with Google Tour Builder. With this, you can create maps and add in text, photos, and videos. Try creating a virtual tour of elements from a recent or current text that has been in your classroom. This guide can help you construct a map that includes engaging multimedia elements to reach all levels of learners. If you’re looking for more areas in which Maps can assist you, review the content found on the Google Earth education page.

 

The Street View Google Maps feature allows you to view an area at ground level. Students can build virtual tours using tour builder. My Maps allows students to plot their own points on a Google Map. Here are a few Google Earth resources to help you get familiar with the program before you apply it in your classroom:

This lesson looks at using Google Earth through the lens of Google Lit Trips, education experiences created by the non-profit GLT Global ED. Through this we will see how we might take this powerful teaching strategy and apply it to various parts of our curriculum.

This teacher figured out how to leverage a tool to make literature come alive for his students. Google Earth takes students on a journey with the characters. This teaching strategy can be applied to many areas of your curriculum. The idea is to get students inside and interacting with the content.

Watch this video by the creator of Lit Trips, Jerome Burg. If you are happy with what you’ve created, why not submit your experience to GLT Global ED to become a formal Google Lit Trip? Google Earth allows teachers and students to Insert placemarks around the world, Insert text, images, and videos into the placemark balloons, Explore underwater, and follow a given path

  • At the beginning of study – to ignite interest (i.e., visiting Romeo and Juliet’s Verona as an activator before reading the play)
  • In the middle of study – to provide clarification / deeper understanding (i.e., visiting Verona mid-reading to provide context, deepen understanding)
  • At the end of study – to apply / extend learning (i.e., visiting Verona after reading so students can find and point out features on their own.)

 

Google Expeditions Lesson Plan Template

LESSON TITLE
LESSON BACKGROUND
Grade(s):

Subject(s):

Number of Students:

Objectives:

Standards:

Essential Question:

Guiding Questions:

Vocabulary:

Place in Unit of Study (circle one): Beginning / Middle / End

Grouping (circle one): Whole Class / Small Group

EXPEDITION PREP
Selected Expedition:

Selected Points of Interest:

Additional videos / resources:

BEFORE THE EXPEDITION
Discussion Questions:

Student Activity (How are students building background knowledge to prepare for the expedition?):

DURING THE EXPEDITION
Discussion Questions (include related points of interest, if applicable):

Student Activity (How are students recording and processing what they learn from the expedition?):

AFTER THE EXPEDITION
Discussion Questions:

Student Activity (How are students synthesizing and analyzing what they learn from the expedition?):

EXTENSION IDEAS
What additional learning / inquiry was inspired by what students experienced on this expedition?


Google Expeditions give the teacher Points of interest, Sample questions, and Information about the location. First determine the learning objective for the expedition and plan activities that link to the expedition for before and after the expedition itself. It’s a good idea for students to be engaging in a collaborative activity while going on the expedition. Google Hangouts Live On Air are live publicrecordings that can be saved to your YouTube channel for later viewing. While studying the Great Barrier Reef, students go underwater and explore different sections of the reef and as a writing prompt, the teacher zooms in on a certain area of the map and pulls up a picture. Students must describe the scene and tell a story of what happened are how you could use Street View in a classroom. KMZ files are used in Google Earth. Google Earth can be used in literary lessons to: Follow the journey of a character. Explore places described in literature. Interviewing the town Mayor about city government live from her office and posting the recording for other classes to view connecting several classrooms virtually for a book study.
Search tools you can use for Web results show you could use Hangouts Video Calls or Hangouts On Air?

Search tools will be different based on the type of results you’re looking at, but may include:

  • Publish date: Limit results according to when they were published on the Web.
  • Verbatim: Search for exact words or phrases.
  • Dictionary: Find definitions, synonyms, images, and more for your search term.
  • Private: If you’re signed in to your Google Account, you can see content that was shared with you on Google+ or Gmail.
  • Nearby: See results for your current location.
  • Videos: Filter by length of video, quality, and source, like youtube.com.
  • Recipes: Filter by ingredients, cook time, and calories.
  • Applications: Choose the price and operating system, or OS, for available apps.
  • Patents: Select a patent’s filing or publishing date, the patent office it was filed in, filing status, and type. You can also do a patent search directly at patents.google.com.

Search tools you can use for Images results

  • Size: Pick among large, medium, or icon, or set the exact dimensions.
  • Color: Find images of a certain color, black and white, or transparent.
  • Type: Only see images that are faces, photos, clip art, line drawings, or animated GIFs.
  • Time: Find a photo that was recently published, or published on a certain date.
  • Usage rights: See photos that you can reuse or modify. Learn how to find content to reuse.

Advanced Search filters you can use

Websites

  • Language
  • Region
  • Last updated date
  • Site or domain
  • Where the search terms appear on the page
  • SafeSearch
  • Reading level
  • File type
  • Usage rights (find pages that you have permission to use)

Images

  • Size
  • Aspect ratio
  • Color
  • Type (face, animated, etc.)
  • Site or domain
  • Filetype
  • SafeSearch
  • Usage rights (find images that you have permission to use)

Search operators

You can use search operators and other punctuation to get more specific search results. Except for the examples below, Google Search usually ignores punctuation.

Punctuation & symbols

Even though you can use the punctuation marks below when you search, including them doesn’t always improve the results. If we don’t think the punctuation will give you better results, you’ll see suggested results for that search without punctuation.

Symbol How to use it
+ Search for Google+ pages or blood types

Examples: +Chrome or  AB+

@ Find social tags

Example: @agoogler

$ Find prices

Example: nikon $400

# Find popular hashtags for trending topics

Example: #throwbackthursday

When you use a dash before a word or site, it excludes sites with that info from your results. This is useful for words with multiple meanings, like Jaguar the car brand and jaguar the animal.

Examples: jaguar speed -car or pandas -site:wikipedia.org

When you put a word or phrase in quotes, the results will only include pages with the same words in the same order as the ones inside the quotes. Only use this if you’re looking for an exact word or phrase, otherwise you’ll exclude many helpful results by mistake.

Example: “imagine all the people”

* Add an asterisk as a placeholder for any unknown or wildcard terms.

Example: “a * saved is a * earned”

.. Separate numbers by two periods without spaces to see results that contain numbers in a range.

Example: camera $50..$100

Search operators

Search operators are words that can be added to searches to help narrow down the results. Don’t worry about memorizing every operator, because you can also use the Advanced Search page to create these searches.

Operator How to use it
site: Get results from certain sites or domains.

Example: olympics site:nbc.com

To get results from multiple sites or domains, combine with OR.

Example: Olympics site:nbc.com OR site:.gov

related: Find sites that are similar to a web address you already know.

Example: related:time.com

OR Find pages that might use one of several words.

Example: marathon OR race

info: Get information about a web address, including the cached version of the page, similar pages, and pages that link to the site.

Example: info:google.com

cache: See what a page looks like the last time Google visited the site.

Example: cache:washington.edu

Note: When you search using operators or punctuation marks, don’t add any spaces between the operator and your search terms. A search for site:nytimes.com will work, but site: nytimes.com won’t.

Search Tips

Get the most out of Google Scholar with some helpful tips on searches, email alerts, citation export, and more.

Finding recent papers

Your search results are normally sorted by relevance, not by date. To find newer articles, try the following options in the left sidebar:

  1. click “Since Year” to show only recently published papers, sorted by relevance;
  2. click “Sort by date” to show just the new additions, sorted by date;
  3. click the envelope icon to have new results periodically delivered by email.

Locating the full text of an article

Abstracts are freely available for most of the articles. Alas, reading the entire article may require a subscription. Here’re a few things to try:

  1. click a library link, e.g., “FindIt@Harvard”, to the right of the search result;
  2. click a link labeled [PDF] to the right of the search result;
  3. click “All versions” under the search result and check out the alternative sources;
  4. click “Related articles” or “Cited by” under the search result to explore similar articles.

If you’re affiliated with a university, but don’t see links such as “FindIt@Harvard”, please check with your local library about the best way to access their online subscriptions. You may need to do search from a computer on campus, or to configure your browser to use a library proxy.

Getting better answers

  • If you’re new to the subject, it may be helpful to pick up the terminology from secondary sources. E.g., a Wikipedia article for “overweight” might suggest a Scholar search for “pediatric hyperalimentation”.
  • If the search results are too specific for your needs, check out what they’re citing in their “References” sections. Referenced works are often more general in nature.
  • Similarly, if the search results are too basic for you, click “Cited by” to see newer papers that referenced them. These newer papers will often be more specific.
  • Explore! There’s rarely a single answer to a research question. Click “Related articles” or “Cited by” to see closely related work, or search for author’s name and see what else they have written.

Google Scholar library

Google Scholar library is your personal collection of articles. You can save articles right off the search page, organize them by topic, and use the power of Scholar search to quickly find just the one you want – at any time and from anywhere. You decide what goes into your library, and we’ll keep the links up to date. You get all the goodies that come with Scholar search results – citing articles, related articles, formatted citations, links to your university’s subscriptions, and more. Best of all, it’s easy to quickly fill up your library with the articles you want – with a single click, you can import all the articles in your public Scholar profile as well as all the articles they cite.

Set up your library

See suggested content

  1. Open a document in Google Docs.
  2. At the bottom right, click Explore .
  3. You might see images or information you can use to help finish your work.
    • Topics: To see search results for topics related to your document, click the title.
    • Images: To preview an image, click the image. To use an image, hover over the image and click Insert .
    • Related research: You’ll see research related to what’s in your document. To add a quote, hover over the text and click Insert .
    • Citations: To add a citation from the web, hover over the search result and click Cite as footnote . To set the citation style as MLA, APA, or Chicago, click More .

While Google Search is a fantastic tool for searching the Internet in general, sometimes you need more tailored help when working on projects and gathering information. You can use some Google’s specialized search tools to find the information you need.

Google Maps – Searching for cities, countries, and street addresses is well known to Google Maps users. However, you can also search for key terms like “museums.” Once your search results come up you can filter by ratings that have been left by other Google Maps users. You can even find directions and traffic reports from a general area.

Google Trends – Keeping up with current events may be part of your class. If so, you can learn a lot about what’s happening by looking at what people are searching for. Google Trends is the perfect tool for this. Categories such as YouTube videos, charts, search terms, and even geographic locations highlight what is popular on the Internet. Change the location selector to see the world from a different point of view.

Google News – Google News brings you the latest news on topics from around the world – a great resource for debates, forensics, or just keeping up with what’s going on. Top news stories are listed and there are category filters for you to personalize your results to the topics that interest you.

Google Books – Sometimes your students may need to quickly reference part of a book that isn’t in your school library. Google Books allows you to search for books you may want to purchase or that are freely available on the Internet.

Google Finance – Economics and social studies courses may benefit from keeping abreast of the latest in financial news. You can also track the latest stock prices to update the rankings in the ‘stock market game’ that many high school students take part in. They can even create their own portfolio and see the latest news and research.

Google Alerts – Google Alerts brings the latest of the web right to you. You can set up custom search terms and whenever a website, blog post, or news article matches the phrase you’ve set up you will be alerted via email. Students sometimes use this to monitor their own digital footprint because they are alerted if their name ever pops up on the web.

ive basic practice tasks that can be found in places like A Google a day or Dan Russell’s search blog full of weekly search tasks, Search Research. Google Search Quest is quick protocol to insert at any time in your class.  They can range from an engaging game, exit ticket activity, class warm up, extra credit, or even a smaller portion of a larger assignment.  Below is a template that you can use to plan your search quests. You might find some of these resources helpful in planning your search quest. Start with the A Google a Day site for examples of engaging search tasks.

 

Title URL
A Google a Day http://www.agoogleaday.com/
Search Research http://searchresearch1.blogspot.com/
Advanced Search Web Filters https://support.google.com/websearch/answer/142143?hl=en
Search Operators https://support.google.com/websearch/answer/2466433?hl=en

 

Advanced search options include Filter by language, Filter by date, and Filter by filetype. Not filtered by usage rights, Free to use or share, and Free to use or share or modify even commercially  are all “usage rights” options. Select a current event that is receiving a lot of media coverage and write a short summary of it. Then have them curate resources that help them understand the event by inserting links to sites that go into more depth on a particular aspect of the story. Finally, ask them to use news.google.com/newspapers to find newspapers from other countries and gain an understanding of how other countries portrayed the same event. They can translate the articles from non-English-speaking countries by using Google Translate.

You can select from a range of different citation formats in the Research tool including: APA, Chicago, and MLA. Google Translate works in Google Docs. It’s possible to both insert a link to a resource and cite web results using the Research tool. The Research tool makes it easy to filter image results based on usage rights. Articles “with all the words” and articles “with terms in the title.” Which of the following is an advanced search feature in Google Scholar. Google Scholar search results: Students can save searches to their library, Quick searches for any article can be done by related articles or cited articles, and By clicking on the author’s name, users can find search results by just that author.

The Google Scholar Research tool is available in Google Drawings and Slides. Dan Pink defines the three keys to being motivated in what you are doing as Mastery, Autonomy, and Purpose. Independent learners experience all of these as they seek out lines of inquiry and master associated content. To see how others are accomplishing this, check out 20-Time in Education or Genius Hour Resources. Creating a classroom filled with independent learners gives the benefits of students feeling connected to what they are learning and feeling empowered to find answers to their questions. Dan Pink defines the three important factors in being motivated as Mastery, Autonomy, and Purpose. YouTube is a fantastic resource to utilize in education as it allows users to curate information and seek answers. Empowering students to search, browse, and explore effectively may have the following benefit(s) in your classroom: (Select all that apply.) Students will be able to find answers to their questions quickly. Students will understand ways they can seek assistance beyond their teacher.  How can you implement an inquiry approach in your classroom? Allow students to choose what they want to learn. Teach students how to search effectively. You’re building a resource toolkit for your students to find the best published research on scientific topics. Google Scholar and The Research Tool are tools that you would recommend for the academic term paper they have to do this semester? What is one of the biggest shifts that must occur in the classroom in order to develop independent learners? The teacher must not be the first place a student looks to for answers. When designing an online discussion activity for students, what is the first step in the planning process? Define the learning goals. Synchronous online discussions are those that require participants to be online at the same time (i.e. video chats). Google Hangouts are: Online text chats and Online video chats and Google Classroom allows teachers to post announcements to the Stream.

  • Blogger: Traditionally, writing that happens in class is solely between the student and the teacher. As soon as you share writing with a larger audience, the process changes. That’s what Blogger can do as a writing platform.
  • YouTube: YouTube is an ideal place to host the video content that students are creating. Investing in creating a channel allows students to have a professional video presence and build an audience of followers to share their work with.
  • Hangouts On Air: Students can use Hangouts on Air to broadcast their conversations and presentations on YouTube so that anyone can watch. There are even audience participation features such as Q&A and an Applause App.
  • Personal Website: Nothing beats the ease of public access of a personal website: It’s a place to present and share student work that does not require users to have an account with a specific platform.

 

YouTube channels have Customizable look and feel (colors, layout, etc.) and the Ability to organize your Youtube content for others to view. Ability to organize/present Youtube content for others to view. Google Hangouts On Air allow for an unlimited number of people to watch a Hangout. Google Sites can most easily pull in content from just about every other Google product? Which of the following can be used to gather numeric data on student views? Google+ Polls and Google Forms. Student-created videos can be shared using: Google Sites, YouTube, and Student discussions can be facilitated through Google Groups.

Hackathon Stages

  • Developing an agenda
  • Collecting or brainstorming problems
  • Pitching problems to be solved
  • Formulating the solution
  • Presentation of solutions

This may be new to you so here are a few more resources that might help you get going:

 

You can use Google+ to create an online social media community. The easiest way to gather information from your community members is to create a: google form AND Hangouts On Air can be used to host a live Q&A event. The maximum number of editors on a Google Doc is 50. You know that having students discuss the materials they are learning is one of the best ways to have them contextualize, understand, and apply what they know. You’re ready to take it to the next level by driving the discussion online, and Google Groups seems to be a good choice. The department chair asks you why you’re using Groups. Which of the following are reasons to use Google Groups rather than Google Classroom? (Select all that apply.)

Groups are not time bound so you can use the same Group for future classes. Classrooms will likely change with each class.Tou can have posts sent directly to your email with Groups and you can reply via email as well. Getting feedback and input from the public is important in giving students a voice. Some tools are much better to use in this case than others. Which of the following can be used for audience participation? YouTube, Hangouts on Air, and Blogger. To create promotional videos for your community event, you could consider using which of the following tools: Hangouts On Air and YouTube Editor. Video Hangouts are a great option for holding synchronous discussions, but there are other tools, too. Consider Google Classroom, Chat Hangouts, and Google Groups. Place them in order from most to least effective when trying to hold synchronous discussions.Chat, Classroom, Groups. Using the “comments” feature in Blogger can be a powerful tool for students to give and receive constructive feedback. To make sure all feedback is appropriate and not spam, what are your options to moderate comments? Opt-in to approve each comment before it’s posted by receiving an email notification. Require “word verification” before a comment can be posted. Google+ Communities can be restricted to your domain is one benefit of using a Google+ Community rather than a Blogger blog to promote discussion inside your school community?

 

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