I am a most effective teacher when I am not talking. It’s not a new idea that students learn and retain more when they take ownership of their learning rather than being an information sponge during a lecture. But also, when I talk less I can differentiate more. I am more in tune with where each individual student is at when I am sitting and meeting with them one-on-one to discuss their learning and what support they need to move their learning forward. Students move at different paces, they have different needs, and a conversation is the best way for me to uncover those needs.
Here’s what that looks like for me: multi-day projects or assignments that ask big questions. Recently my partner and I assigned a protein project where students had to choose a protein and conduct research to construct an argument for how its structure affected its function. The result of this was a research page (I say page, not paper because it wasn’t a structured essay and it required creative inclusion of visuals to explain). To accomplish this task, we front loaded some content that students could use to describe structures and functions of proteins, then set them loose for 3 days to research and form their arguments.
During this time I could have just wandered the classroom looking for blank faces, but I decided to be methodical about it. I created a project check in using Google Forms and asked the students to complete the form at the beginning of each class. I pre-loaded the form with what I predicted would be common sticking-points in their research, then got to work. Within the first 5 minutes of class I had a list of people to need help and could prioritize based on their needs.
Let me walk you through my workflow:
- I load the form responses in Google Sheets in my iPad and look for the responses that indicate the kid is completely lost.
- I go talk to that kid and see if I can get them started. For one I might provide scaffolding from our ed. specialist, for another I might chunk the assignment and direct them to a specific web page, quick fixes that will get them started.
- If I feel that the kid is able to move forward without further support I mark their response in green on my Google Sheet. If I want to come back to them I mark their response in yellow.
- I move on to the next kid that needs a lot of support.
I also shared the responses with the ed. specialist who is in my room during one class period so we could tag team. The other great thing about this method is I was able to get a snapshot of what the class was struggling with overall and could do some clarification for the whole class on those things:
I love Google Forms (they’re super versatile!) and will be sharing more about how I use them in my classroom.