A great clip from Core Education about the use of Google's applications to create a interactive planning document between teachers and students.
E-learning leader Kate Friedwald, from Wairakei School discusses her learning plans, created on Google Slides, which she shares with the students. Students are grouped, but not on ability relative to others, but more on ability relative to their own learning needs. Those who have writing as a focus may be grouped together, yet there is likely to be a range of abilities.
E-learning leader Kate Friedwald, from Wairakei School discusses her learning plans, created on Google Slides, which she shares with the students. Students are grouped, but not on ability relative to others, but more on ability relative to their own learning needs. Those who have writing as a focus may be grouped together, yet there is likely to be a range of abilities.
 An example of a Must-Do's Sheet. | Friedwald uses a must-do/can-do approach to tasks which allows students to either follow a plan created by the teacher or create their own. Must-do tasks could be completed either each day or across the week, depending on the students capability to self-manage or preference. Those with a reading need will have extra literacy orientated must-do tasks to complete. |
It also allows the teacher to call work-shops whenever as she is not tied to a certain group, and the students aren't tied to certain activity schedules.
| Must-do tasks relate to specifically to curriculum ability groups, which are listed on the Sheet. If required to complete a 'Maths Strategy with 20min practice', it will relate specifically to the maths ability of that student. It also provides the link to a Google Site. The Site is organised into curriculum areas, and subsequently more specific content areas. |  Students find their group, look at the strategy, and click on the link that takes them to the learning Site. |
 The Google Site where students can view a strategy video, know what pages to practice the skill, and how to prove they've grasped it. | Students learn the strategy through a video (Teacher Tools, Khan Academy etc) or slides, practice the skill by completing some or all of the pages suggested (in maths books possibly). Students might want to go back a strategy if needed. If they have grasped the strategy they prove it by creating their own video explaining the strategy (Explain Everything, ShowMe etc). This may be used on the site if it is well produced and explained. |
| On completion of a task students fill out their groups accountability Sheet. Their Must-do's are listed and they fill out what they have done, how they found it - easy, good, challenging - possibly who they worked with etc. This allows the teacher to see who she may need to workshop with, change groups, or have a conversation with. |  The Sheet for each group that lets them record how they've gone on their Must-do task. |
Ponderings and comments...
I think this is a great idea! The it uses Google apps in a practical and creative way. It gives students choice, autonomy, and a tailored learning programme. The system could be used in relation with a number or apps, expanded to include other features, or reduced to try out a similar program until the teacher gets their head around the concept. Awesome stuff! The full video of Google Drive in action can be viewed in a new window.
- The learning sites could be set up by a teacher, as it looks like has been done by Kate, or possibly as a team, or school - depending on size.
- How ratio of time is spent by students facilitating the digital technology? Ipad issues, internet problems, finding the right site, typing in their progress etc. Do these activities detract from learning or build on self-management and ICT skills, or all?
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