Google Suite Lesson Plan
Technology: I learned how to use the Google Suite, particularly how to operate Google Forms, which is an awesome tool for creating quick quizzes, assignments, and exit tickets for students. It’s super customizable, and many students already know how to access all the tools.
Link to Proficiency: https://goo.gl/forms/4KBu7Zp6lwRJt0Nx1
Targeted Learners/Content area: I have created this Google form to be targeted toward 6th-8th graders, and specifically students in an English Language Arts class learning active listening in order to be able to have a roundtable discussion. They would be reading a book as a whole class and attempting to discuss it productively and respectfully together, so the active listening lesson would set the stage for these discussions and give students a framework for how to have large group discussions about a text.
Lesson Objectives: Students will understand that a key component of effective group work is active listening. Students will know (and be able to use) the characteristics of active listening, such as engaged eye contact, focused body language, appropriate affirmational responses, not talking when another person is talking, and listening to listen rather than to respond. Students will be able to demonstrate an ability to actively listen and respectfully respond in small and large group conversations.
Lesson Context: This exit slip would come at the end of a lesson on active listening, which itself would be placed at the beginning of a unit on a particular book read together as a class, focused on highlighting the theme of individual vs. community.
Goal of technology use: This exit slip is intended to assess understanding, provide feedback, and shape future instruction for individual students. It would also help inform instruction for the class as a whole if students express the same areas of confusion or need similar help, or if they provide feedback that the activity wasn’t effective and they require another lesson to help them understand. I can collect a lot of information from them very quickly, and see whether the intended purpose of this lesson was accomplished. They are also required to answer all the questions, which is not really true of paper exit slips.
Brief Description of how technology will be used with students: After a paired active listening activity at the beginning of the lesson, students will engage in a large group discussion about a book they are reading together. They will be provided question stems to help spur conversation, but the teacher will only step in when needed. After the discussion is over, students will complete this exit slip to assess whether they know what active listening is and if they can implement that knowledge in a real group discussion.
Link to Proficiency: https://goo.gl/forms/4KBu7Zp6lwRJt0Nx1
Targeted Learners/Content area: I have created this Google form to be targeted toward 6th-8th graders, and specifically students in an English Language Arts class learning active listening in order to be able to have a roundtable discussion. They would be reading a book as a whole class and attempting to discuss it productively and respectfully together, so the active listening lesson would set the stage for these discussions and give students a framework for how to have large group discussions about a text.
Lesson Objectives: Students will understand that a key component of effective group work is active listening. Students will know (and be able to use) the characteristics of active listening, such as engaged eye contact, focused body language, appropriate affirmational responses, not talking when another person is talking, and listening to listen rather than to respond. Students will be able to demonstrate an ability to actively listen and respectfully respond in small and large group conversations.
Lesson Context: This exit slip would come at the end of a lesson on active listening, which itself would be placed at the beginning of a unit on a particular book read together as a class, focused on highlighting the theme of individual vs. community.
Goal of technology use: This exit slip is intended to assess understanding, provide feedback, and shape future instruction for individual students. It would also help inform instruction for the class as a whole if students express the same areas of confusion or need similar help, or if they provide feedback that the activity wasn’t effective and they require another lesson to help them understand. I can collect a lot of information from them very quickly, and see whether the intended purpose of this lesson was accomplished. They are also required to answer all the questions, which is not really true of paper exit slips.
Brief Description of how technology will be used with students: After a paired active listening activity at the beginning of the lesson, students will engage in a large group discussion about a book they are reading together. They will be provided question stems to help spur conversation, but the teacher will only step in when needed. After the discussion is over, students will complete this exit slip to assess whether they know what active listening is and if they can implement that knowledge in a real group discussion.