Professional Documents
Culture Documents
Google Classroom
Second Edition
Michael Zhang
BIRMINGHAM—MUMBAI
Teaching with Google Classroom
Second Edition
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To my loving wife, who continues to support me each and every day.
To my rambunctious daughter, who was the main source of distraction
while writing and is the greatest joy in my life. To the editors, project
managers, and team members of Packt Publishing, who kept me on track.
To Jason Renner, who helped test all the Apple devices and is always willing
to discuss ideas. To all my teaching colleagues who shared their thoughts.
Thank you all.
– Michael Zhang
Contributors
About the author
Michael Zhang is a Google for Education Certified Trainer. He has an education and
science degree from the University of Alberta and works within the Edmonton Public
Schools division in Canada. He applies Google's Workspace for Education daily within
his classroom. Michael has spoken at several teaching conventions and facilitates
technology training in Google Apps, Microsoft Office, Adobe Creative Cloud, Windows
and Apple products, and other software. His experience helps him to communicate about
technology in a comprehensible manner to his audience. He believes that technology
should save time and improve productivity and hopes that this book does just that for
its readers.
About the reviewer
Benita Moyers is a kindergarten teacher in Alabama. She serves on the board of directors
for the Alabama Education Association. As a board member, she volunteers throughout
the state to provide in-person and virtual educational technology training workshops.
In 2019, she became a Certified Google Trainer. Since the pandemic began in 2020, she
has used that training to help educators, parents, and students learn how to use Google
Classroom and other Google Workspace for Education tools to navigate the new virtual
learning environment. Due to her experience with Google, she was asked to serve her
school community as the virtual kindergarten teacher for the 2020–2021 school year.
During this time, she also worked with the National Education Association to write
a blended learning module for social and emotional learning, which she facilitates
on their learning management system. She has assisted fellow writers by providing
mini-coaching sessions for Google Workspace tools.
Table of Contents
Preface
Section 1:
Getting Started
1
Getting to Know Google Classroom
Creating your first Google Class 4 Adding files and resources to your
Classroom 17
Navigating around Google
Classroom 8 Reordering materials in your Classroom 24
Storing files in your Classroom 25
Personalizing your virtual
Classroom 10 Inviting additional teachers 26
Changing the Classroom's theme 10 Accessing Classes from Google
Uploading a banner image 13 Classroom's home page 28
Managing resources in your Class16 Summary 30
2
Inviting Students to Their Virtual Classroom
Setting up Google Classroom on Allowing students to join using
student's devices 32 the class code 48
Setting up Chrome on computers and Joining a classroom with the class code 48
Chromebooks 33 Inviting students to your Class with an
Installing the Classroom app on tablets invite link 52
and phones 44 Making changes to the class code and
invite link 53
Managing students in your Class 54 Emailing students in your classroom 59
Manually inviting students to your Class 54
Summary 60
Removing students from your classroom58
Section 2:
The Basics
3
Sending Your First Announcement
Creating an announcement 64 Disabling all email notifications 79
Scheduling a time to publish an Disabling email notifications for
announcement 67 certain classes 80
Advanced features in announcements 68 Customizing email notifications 81
4
Starting an Online Discussion with Questions
Creating a question 92 Creating multiple-choice
Additional features in a question post questions 103
not found in an announcement post 93 Grading a question 106
Leaving a question ungraded 110
Creating short-answer questions95
Viewing a returned grade 110
Student view 97
Summary 112
Replying to student responses 101
5
Handing Out and Taking In Assignments
Creating an Assignment post 114 Adding additional files to assignments 136
Sharing files in assignments 118 Unsubmitting and resubmitting
assignments 141
Viewing student files 120
Turning in assignments late 142
Viewing student files in Google
Classroom 120 File ownership for assignments 142
Viewing student files in Google Drive 129 Summary 143
Turning in assignments 134
Section 3:
Diving Deeper
6
Grading Written Assignments in a Flash
Assigning a grade using the Using a rubric to grade
Grading Tool 148 assignments 170
Providing feedback with private Creating a rubric in the Grading Tool 170
messages and comments 152 Grading an assignment using a rubric 177
Adding comments to student files 153 Reusing a rubric from another
Using the Comment bank 156 Assignment post 180
Replying to and resolving comments 159 Creating a rubric using Google Sheets 182
Managing comments in Google Docs 161
Using a tablet to provide
Suggesting changes to a student file 164 written feedback 185
Monitoring student progress with
Version history 165
Viewing all student grades 190
Avoiding plagiarism with Originality Summary 192
reports 167
7
Creating Multiple Choice and Fill-in-the-blank Quizzes using
Google Forms
Creating a Google Form 195 Grading Google Forms quizzes 212
Adding questions to a Google Form 197 Manually releasing grades to students 216
Changing the theme of a Google Form 201 Linking a Google Sheets spreadsheet 217
Converting a Google Form into a quiz 203
Tips and tricks when creating
Creating an answer key in Google Forms206
Google Form assignments 220
Assigning a Google Form in Summary 227
Google Classroom 210
8
Keeping Parents in the Loop
Inviting parents to receive Creating a website for Google
guardian emails 230 Calendar 239
Sending emails to guardians manually 234 Sharing the Google Site 245
9
Customizing to Your Subject
Weighted categories in Google Adding letters with accents in
Classroom 252 Google Docs 265
Citing references in Google Inserting math and science
Docs 255 equations in Google Docs 268
Using the Citations feature 256 Deleting extensions and
Creating citations with EasyBib 259 add-ons 270
Add-ons in Google Sheets and Slides 264 Summary 272
Section 4:
Going Digital
10
Hosting Classes Online Using Google Meet
Enabling and managing Google Presenting a screen to students 297
Meet in Google Classroom 276 Writing on a Jamboard 304
Changing the Meet link 278 Enhanced engagement features 306
11
Strategies for a Successful Online Class
Plug into the internet 322 Consistency 333
Looking your best in Google Structuring resources in the online class334
Meet 323 Where can students find support? 336
How you sound is more important Assessment 337
than how you look 324
Summary 340
Lights! Camera! Action! 325
Why subscribe? 341
Pedagogy in an online class 331
Chapter 8, Keeping Parents in the Loop, addresses Google Classroom's inability to grant
access to parents and others who do not have a Google G Suite for Education account.
It explains how Google Classroom's assignments are connected to Google Calendar.
It provides strategies in sharing Google Calendar so that parents can view assignment
deadlines and other important information. By the end of this chapter, you will be able
to share Google Calendar using a URL or a Google site.
Chapter 9, Customizing to Your Subject, provides subject-specific examples of third-party
apps, add-ons, and extensions that diversify the types of online assignments available. The
subjects covered in this chapter include the humanities, second languages, mathematics,
and the sciences. By the end of this chapter, you will be able to add and remove apps and
extensions from the Chrome store and add-ons in Google Docs.
Chapter 10, Hosting Classes Online Using Google Meet, explores teaching in an online
classroom. It covers how students join a meeting, how to present content to students,
and engagement features. By the end of this chapter, you will be able to facilitate online
learning in Google Meet.
Chapter 11, Strategies for a Successful Online Class, discusses concepts and techniques
beyond Google Classroom and Google Meet to improve the quality of online teaching.
It includes audio and video recommendations and lessons learned from teaching online
during the COVID-19 pandemic. By the end of this chapter, you will be able to improve
the audio and video quality of your online teaching and will have a deeper understanding
of setup, management, and assessment within a virtual classroom.
While not required, familiarity with other Google apps such as Gmail, Google Calendar,
Google Drive, and Google Docs would be helpful. These apps, along with Google
Classroom, are only accessible in a web browser. A reliable connection to the internet is
required to explore any of the apps.
Whether you are using a digital or paper version of the book, we encourage you to
follow along in Google Classroom. Creating a Class to test some of the features will
avoid potential errors when facilitating similar activities with students.
Because Google Classroom has a teacher interface and a student interface, being part of
a professional learning community or exploring this book with a colleague can help you
when experimenting with features. A colleague can enroll in a practice class as a student
so that you and your colleague can see both interfaces.
Conventions used
There are a number of text conventions used throughout this book.
Code in text: Indicates code words in text, database table names, folder names,
filenames, file extensions, pathnames, dummy URLs, user input, and Twitter handles.
Here is an example: "Mount the downloaded WebStorm-10*.dmg disk image file as
another disk in your system."
Bold: Indicates a new term, an important word, or words that you see onscreen. For
example, words in menus or dialog boxes appear in the text like this. Here is an example:
"Select System info from the Administration panel."
Get in touch
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Section 1:
Getting Started
Here, you will set up your Google Classroom so that you can hit the ground running. In
this section, you will create and personalize classes and add students to them.
We will cover the following chapters in this section:
In my Classes, I tend to spend most of my time thinking about the structure of the online
Class before creating it. As creatures of habit, establishing online expectations through
Google Classroom, similar to what we do in person, will help us and our students know
where to turn. Examples of some of the questions I ask myself when planning an online
Class include: How do students ask questions? When is it appropriate for them to ask
questions? Where do they find resources? How are they dismissed? By establishing this
structure at the beginning, you will feel less guilty about not responding when a student
contacts you at 7:30 in the evening with a question.
In this chapter, we will cover the following topics:
Note
Within this book, Class references a Google Classroom Class and class
references a bricks-and-mortar classroom.
If this is your first time opening Google Classroom using a Google Workspace for
Education account, it will ask you to confirm your email account and then select whether
to assign a teacher or student role to your account. Be sure to correctly select the teacher
role, otherwise your account will be set up as a student account. You will not be able to
create or manage Classes unless your role is a teacher in Google Classroom.
The following screenshot depicts the teacher role being selected:
Note
If your account is set to a student account, you will need to contact your
IT department so that they can change your Google Classroom role to
a teacher role.
Note
As a teacher, you can join another teacher's Class as a student by clicking on
Join class and filling in the Class code. These instructions are covered in detail
in Chapter 2, Inviting Students to Their Virtual Classroom.
A dialog box will appear, for you to name the Class and provide a section number. While
the Class name field is mandatory, the Section number, Subject, and Room fields are
optional. Depending on your school policies, specific Classes may already have section
numbers that you can add here.
In Canada, many middle and high schools use section numbers for the timetable schedule,
which is another option to fill in for this field. Since students will also see the section
number, using the Timetable section number will be more applicable to them. While the
Subject and Room fields can be helpful, these are not visible in Google Classroom by
default.
The following screenshot provides an overview of the Class information:
Once these fields are filled in and the Create button is clicked, you will be taken to your
new Class in Google Classroom, as illustrated in the following screenshot:
• The banner displays a banner image, class name, section, Class code, and the
Google Meet link functionality. The banner is the first thing students see when they
enter the Classroom and this allows them to quickly identify which Class they are
accessing in Google Classroom. The students' view is slightly different—the Class
code field and the link to change the theme are missing.
• The menu allows teachers and students to switch between the different sections of
Google Classroom. The menu has the following sub-sections:
The Stream section is where announcements, notifications for new assignments,
discussion questions, and materials from the Classwork section appear. How
to create an announcement within this section is elaborated upon in Chapter 3,
Sending Your First Announcement.
The Classwork section is where resources, questions such as polls, and assignments
are found. Information on organizing and implementing features within this section
can be found in Chapter 4, Starting an Online Discussion with Questions, and
Chapter 5, Handing out and Taking in Assignments.
10 Getting to Know Google Classroom
The People section displays a list of all teachers managing and all students enrolled
in the Class. Teachers can email students from this section and change student-
related settings in Google Classroom. The features of this section are elaborated
upon in Chapter 2, Inviting Students to Their Virtual Classroom.
The Grades section displays the grades for questions and assignments found in
the Classwork section. This page organizes all questions and assignment grades
into a table for easy viewing. The features of this section are found in Chapter 6,
Grading Written Assignments in a Flash.
• The sidebar displays upcoming assignments when in the Stream section and
a Topics list when in the Classwork section.
• The content area displays the current section in the Class.
Now that we are familiar with creating the main features of Google Classroom, it's now
time to setup the Class and start adding content.
The theme also changes the colors of the headings and icons throughout the Classroom.
To change your Classroom's theme, follow these steps:
Click on Select theme at the bottom-right corner of the banner image, as illustrated in the
following screenshot:
3. In File Explorer, select the desired image and click the Open button, as illustrated in
the following screenshot:
The following screenshot shows how the Class looks after uploading the image in
the previous steps:
Once you have chosen the appropriate theme to personalize your Google Class, you can
now start adding resources.
16 Getting to Know Google Classroom
Note
While you don't have to create a topic to add files and other materials to the
Classwork section, students will use the Classwork section more frequently
if they can easily find the files they are looking for.
1. Click on the Create button and then select Topic, as illustrated in the following
screenshot:
2. A dialog box will appear. Enter the Topic name and click the Add button, as
illustrated in the following screenshot:
1. In the Classwork section, click on the Create button, then select Material,
as illustrated in the following screenshot:
Managing resources in your Class 19
3. In the Google Drive dialog box, select your file and click the INSERT button,
as illustrated in the following screenshot:
Figure 1.24 – The MY DRIVE tab in the Google Drive dialog box
4. In the Topic drop-down menu, select the desired topic. Then, click the Post button,
as illustrated in the following screenshot:
Managing resources in your Class 21
Your file will now be available to students and co-teachers. The added material will be
displayed as a post in the Classwork section, as illustrated in the following screenshot:
Figure 1.27 – The File option in the Add menu of a Material post
3. Click on the BROWSE button to open the computer's Windows File Explorer,
as illustrated in the following screenshot:
It is currently not possible to easily add Google Drive folders to Google Classroom.
A simple workaround is to use the Get link share feature of Google Drive and add
it as a link in Classroom. This feature is illustrated in the following screenshot:
Figure 1.32 – The Get link option for a Google Drive folder
After adding materials to your Classroom, you may decide to rearrange their order.
1. Hover the mouse over the material to be moved, as illustrated in the following
screenshot:
2. Click and drag the material to the desired position. The material post will shrink to
a small rectangle. Other posts will move to make space as you drag the post around,
as illustrated in the following screenshot:
Uploaded files will appear in the Google Drive app, as illustrated in the following
screenshot:
Note
Be sure that whoever you invite as a co-teacher is proficient with Google
Classroom because they can change and delete content, and there is no
recorded history of what they do.
1. In the People section, click on the Invite teachers icon in the Teachers heading,
as illustrated in the following screenshot:
The invited teacher will appear grayed out in the Teachers section until the teacher
accepts the invitation, as illustrated in the following screenshot:
Classes in which you are enrolled as a student will have an image of the teacher on the
Class card.
Note
To rearrange Classes on the home page, drag and drop the Class cards.
When you are in a Classroom, you can switch to a different Class by clicking on the
hamburger menu icon at the top-left corner of the banner, as illustrated in the following
screenshot:
The menu is separated into Classes that you are teaching and Classes in which you are
enrolled as a student. In addition, you can return to the Google Classroom home page,
view the Google Classroom calendar, access archived Classes, and change the settings
from this menu.
Summary
You have now created your first Class and personalized it before adding students to
the Class. You then added information and materials to the Class, as well as inviting
a co-teacher.
After creating a Class, you changed the theme of the Classroom by using the various
themes and patterns in Google Classroom. In addition, you uploaded a new image to
use as a theme.
Then, you added the Class resources to the Classwork section, where you uploaded files
from Google Drive and your computer. Finally, you invited another teacher to the Class.
Now that the Class is all set up, it's time to invite the students. In the next chapter, we
will learn what it takes for students to access Google Classroom, as well as how to invite
students to your Classroom.
2
Inviting Students
to Their Virtual
Classroom
It's the start of the term and your physical and Google Classrooms are set up and ready
for students to enter, and for learning to commence. While students simply walk into
your physical classroom, sometimes with a school map in hand, in your virtual classroom,
students must join the classroom from a computer or mobile device. As we mentioned in
the Preface, Google Classroom excels in classrooms where computers or mobile devices
are readily available or in an online environment. Furthermore, students will use the tool
more frequently if it can be accessed from their own personal devices.
Being the teacher, you may need to guide a class of students with different types of
computers, tablets, and smart phones in installing and setting up Google Classroom.
This chapter provides instructions for several different types of devices. We will explore
the various methods of inviting students into a Google Classroom and managing those
students within the class.
32 Inviting Students to Their Virtual Classroom
Parts of this chapter have been written from a bring-your-own-device (BYOD) context,
where students may bring a variety of devices to class and the teacher acts as technology
support for the class. Some sections may appear repetitive, such as installing Google
Chrome on Windows and then on macOS. If this is your first time using Google
Classroom, reference the sections relevant to your devices and use the other sections when
students require support.
In this chapter, we will cover the following topics:
When students set up their devices, have them set up Google Classroom on the device
they will use to access it the most frequently. If your school already has a computer
lab, mobile laptop, or Chromebook cart, your students will not need to set up those
devices. For student populations with a high number of personal laptops, tablets, and
smartphones, devoting class time to setting up their personal devices will increase student
use of Google Classroom.
Also, another great advantage of students using their personal tablets and phones is
that the Google Classroom app on iOS and Android provides push notifications to
those devices. Therefore, encourage your students to use the Google Classroom app on
their smartphones so that they will always be notified whenever an announcement or
assignment is posted in Google Classroom:
Using Google's internet browser ensures the greatest compatibility with Google
Classroom. Google's Chrome OS can be found on Chromebooks that already have Google
Chrome installed; however, personal laptops used by students may not have Google
Chrome installed.
Note
Google's Chromebooks are the easiest to set up because they already have
Google Chrome installed and set up, regardless of whether they are personal or
school Chromebooks.
Google Chrome can be installed on Windows or macOS computers without
administrator privileges. Therefore, if a student does not have an administrator
account on their personal device, the student can still install Google Chrome.
5. macOS may show a dialog box asking the user to confirm the download. An image
of the dialog box is shown here. Click the Allow button if it appears:
8. A dialog box will appear so that you can copy Google Chrome into the
Applications folder. Click and drag the Google Chrome icon into the
Applications folder:
Note
The first time a student launches Google Chrome, several dialog boxes will
appear. These dialog boxes confirm opening a file that's been downloaded
from the internet, as well as asking whether the student wants to set Google
Chrome as their default browser (the browser opens whenever a link is clicked
in another program).
Note
If the student already has Chrome installed on their computer, they may also
have sync turned on with a personal account. In this scenario, the student can
either log out of their personal account or add the school account profile to
Chrome. The +Add button is shown in the following figure, at the bottom of
the Other people section.
Setting up Google Classroom on student's devices 41
4. Sign in by entering the required email address on the first screen and then the
password. Each screen has a Next button so that you can continue the sign-in
process:
6. A Turn on sync? dialog box will appear. Enabling this feature will synchronize
Google Chrome on multiple devices. It is up to the discretion of the student whether
they enable this feature:
1. Open the app store on the mobile device. For Android, the app store is called
Play Store (left); for iOS, the app store is called App Store (right):
Figure 2.20 – Search on the Google Android and Apple iOS application managers
Setting up Google Classroom on student's devices 45
3. Tap the Install button beside the app. On iOS, you will need to tap Get and then
Install. You may also need to input the user's Apple ID password:
7. Enter the username and password and complete any subsequent pages, such as
accepting the Terms of Services shown, to finish the setup.
8. For Apple iOS devices, there will be a popup asking whether Google Classroom can
send notifications. Click on the Allow button:
For Android devices (such as tablets and phones), many of these additional apps are
already installed.
Now that the students have the appropriate apps to use Google Classroom on their
computers and mobile devices, it is time for your students to join your Google Classroom.
Note
A student can use any device to join a classroom. Furthermore, once the
student has joined your classroom on a device, they will be able to access your
classroom from any other device where they have logged in with their school
email.
1. On a laptop or Chromebook, open Google Chrome and in the address bar, navigate
to https://classroom.google.com/h. On a tablet or smartphone, tap the
Classroom app:
Allowing students to join using the class code 49
Figure 2.28 – Plus symbols to add a new Class on desktop and mobile
3. Enter the Class code number provided by the teacher and then click on the Join
button:
4. The students will immediately enter your Google Classroom class and the class will
appear on the home page of their Google Classroom app:
Figure 2.30 – Screenshots of the student's view of Google Classroom on desktop and mobile
Figure 2.32 – Full-screen icon in the enlarged Class code dialog box
3. Clicking on the full-screen icon in the dialog box will enlarge the dialog box so that
it fills the entire web page window, as shown here:
Figure 2.33 – Screenshot of the fully enlarged Class code dialog box
Using Class codes is the only method where students can self-enroll in a Class. For
extra-curricular activities such as clubs and sports, teachers can create classes that
manage those activities. In such situations, posting the Class code number on bulletin
boards or other in-school communications is an easy way for students to sign up!
52 Inviting Students to Their Virtual Classroom
1. In Stream, click on the full-screen icon beside the Class code number in the Class
banner:
Figure 2.35 – The Copy invite link icon in the class code dialog box
3. Now that the link has been copied, you can send it to your students through your
school's communication system. My division uses an internal digital bulletin board
to post messages to students and parents; however, something as simple as emailing
your students the link will allow students to join the class with the invite link.
Allowing students to join using the class code 53
You can display the Class code full-screen dialog box or copy the required Invite link
from the settings too!
Now that we have seen various ways students can join your class, let's explore how to
manage them.
1. In Google Classroom, click on the People tab from the main menu and click on the
Invite students icon on the Students heading:
2. Type in the name or email address of the student you want to invite. Google will
autocomplete this with any contacts in your Gmail's My Contacts and any directory,
such as the school district's staff and student directory. Select the required student
from the SEARCH RESULTS area:
3. Repeat step 2 to invite additional students. Once all the students have been selected,
click the Invite link:
Note
Whenever possible, use an email address instead of the name of the student.
Large districts will have several students with the same first and last names.
For a few years, there was a student named Michael Zhang at my school. There
were several incidents where emails were not sent to the correct recipient.
4. Once you've invited the student, the student will appear grayed out until they accept
the invite:
Figure 2.41 – Invited student who has not joined the Class
Managing students in your Class 57
5. The student will need to accept the invitation by clicking the link in the email
invitation or logging into Google Classroom from a computer/Chromebook (left)
or mobile device (right) and clicking or tapping on the Join button:
Figure 2.42 – Join button on Google Chrome and the Classroom app
Another rare situation where you may need to manually invite a student to your class is if
the student unenrolls from the class. Students can unenroll themselves from a class from
the Home screen of Google Classroom. At the time of writing, there is no way of disabling
this feature for students:
Summary
If this is your first time inviting students to your virtual classroom, the steps in this
chapter may appear daunting. However, through past experience, today's middle and high
school students already have a proficient understanding of technology and will complete
these tasks quickly. When I teach with Google Classroom, the setup process only takes
about 15 minutes with high school students. This chapter has provided you with the tools
for those students that have never used Google Classroom, which, as the years go by, will
decrease.
You are now able to install Google Chrome on Windows or Apple computers, as well as
guide students in installing Google Classroom and other Google apps on their mobile
devices. You can display the Class Code number to allow students to join your classes,
as well as manually invite or remove students with an invite link or through Google
Classroom as needed. Finally, you can email students directly from Google Classroom.
This chapter recommended that you only email students individually or in small groups.
In the next chapter, you will explore using the Announcement feature to communicate
with your entire class.
Section 2:
The Basics
Now that the Classroom is ready, start connecting with your students! In this section,
you will send announcements, ask questions, and take in assignments.
We will cover the following chapters in this section:
Creating an announcement
An announcement appears at the top of the classroom's Stream. Whenever new
Announcement posts or Classwork notifications are added to the Stream, they will be
added to the top of the Stream. Therefore, older posts in the Stream are moved lower
down the Stream, but they are not deleted.
To create an announcement, go to the desired classroom and follow these steps:
1. Click on the box at the top of the Stream. The field will say Announce something
to your class before you click it:
2. Type your announcement into the field. The field will say Announce something to
your class before you type your message. Rich text formatting buttons will appear at
the bottom of the text field to bold, italicize, underline and bullet text:
Note
Late in the production of this book, rich text formatting was added to all
posts. While the above image was updated before print, all other images of
Announcement, Question, Assignment, and Material posts within this book
do not have the rich text formatting buttons in their text fields.
3. If you would like to post this announcement in multiple classes at the same time,
click on the name of the class to select the additional classes:
The following diagram shows where many of these features are in the announcements
dialog box when you're creating an announcement:
1. Click on the Add menu in the announcement dialog box and then select File:
Note
To add multiple files, repeat the preceding steps to add additional files before
clicking on the Post button.
Files that are uploaded are stored in the My Drive folder in Google Drive, just
like the files that are uploaded in the Classwork page.
1. Click on the Add menu in the announcement dialog box and then select File:
2. Navigate to the desired file in Google Drive. Select the file and then click the
INSERT link at the bottom of the dialog box:
If you have already saved the video on YouTube, another method is to copy the YouTube
address and paste it into the field of the URL tab:
From this menu, you will be able to perform the following actions on the announcement
(or any other type of post) in the Stream:
• Move to top will place the announcement at the top of the Stream.
• Edit will allow you to make changes to the announcement.
• Delete will remove the post and all comments and attachments associated with the
post from the Stream.
• Copy Link will provide a direct link to the post. This feature is the most useful
when you're sending a student to an announcement lower in the Stream.
Teachers and co-teachers can move to the top, edit, and delete each other's posts.
1. In the class where you wish to repost a previous announcement, click on the Reuse
post icon on the right-hand side of the Announce something to your class box:
The Create Announcement dialog box will appear, with all the information filled
in from the previous post. You can make changes before posting the announcement
in the new class. (A Science class is shown reusing the Science post that was
made previously.)
When you create an announcement by following any of these methods, an email
notification will be sent to co-teachers and students. While teaching at a high school,
there are Google Classroom Classes for in-person classes I teach; other teacher classes
who teach the same subjects; extra-curricular activities such as athletics or clubs; and
a class with all staff for school-wide announcements. With so many classes, my email
inbox can easily become flooded with notifications from Google Classroom.
In the next section, we will explore how to manage the emails that Google Classroom sends.
Note
Despite being the same icon, the settings gear in the burger menu has settings
that affect the Google Classroom app, whereas the settings gear at the top of
each Class provides the settings for the individual Class.
80 Sending Your First Announcement
Another method to get to the settings screen is to click on the unsubscribe link, which
can be found at the bottom of an email notification, as shown in the following screenshot:
Click the switch beside your classes to turn off notifications for that Class:
Figure 3.30 – Switches for each Class to enable or disable email notifications
Note
At the time of writing, customizing which events in Google Classroom will
send email notifications to you will apply to all classes where notifications
are enabled.
As the teacher, managing notifications will help in reducing the number of emails
that are sent to your inbox. Some schools use Google Classroom Classes to manage
extra-curricular activities such as athletics and clubs, which results in teachers having
many Classes per year.
Without changing your notification settings, it becomes easy to receive dozens of
emails per day, which will flood your inbox. Now that we've looked at one form of
communicating with published posts, in the next section, we will explore another
communication feature within a post's comments.
82 Sending Your First Announcement
Commenting on announcements
Once posts have been published to the Stream, students and co-teachers will be able to
comment on the announcements. These comments promote discussions and are similar
to having students ask questions after you provide a verbal announcement during class
time. Furthermore, in other types of posts, such as Questions and Assignments, students
can use this commenting feature to reply to specific questions within the post. For
students to comment on a post, they must follow these steps:
1. In the classroom's Stream, click on the Add class comment… row at the bottom
of the post:
Note
Comments on a post are displayed for everyone in the class. Inappropriate use
of the commenting feature in Google Classroom can detract from the learning
environment. Later in this chapter, in the Muting students section, you will
learn how to manage students who abuse the commenting system.
Commenting on announcements 83
As shown in the following screenshot, it does not take long for students to comment on
a post in the Stream. Students will often respond to other student comments and guide
a discussion without needing too much additional input from the teacher:
Tip
Using online discussions can be a great method for shy or quiet students to
utilize an alternative environment where they may feel safer to communicate.
When there are several comments, Google Classroom will collapse the comments
in the Stream to save space. To expand all the comments of a post, click on the
comments heading:
Replying to comments
As more students and teachers comment on posts, more individuals can comment on
specific posts. Replying to a specific comment on a post automatically adds that user as
a mention. However, the comment appears at the bottom of the thread instead of directly
below the comment that is being replied to:
Managing comments
Since comments are published immediately, student comments may need to be managed
and monitored. There are several tools that can help teachers control which students
can comment.
Note
You can only edit your own comments. Comments created by other teachers
or students will only show Delete in the Kebab menu. If there are replies to
a comment, they will remain as comments on the post.
If you need to view deleted posts and comments in the Stream, turn on the switch for
Show deleted items in the Class settings.
Click on the settings gear at the top of the Class:
Muting students
If there is a student that is particularly inappropriate on the Stream, you can disable that
student's ability to reply to another classmate's work, post, or comment in the Stream. To
mute or unmute a student, click on the three vertical dots menu of the comment to display
the mute action:
In the Stream and in the student list, a mute icon will be displayed beside the student's
name so that you can easily see which students are muted:
Note
Muting a student prevents the student from submitting work that is visible to
other students, reply to classmates' work, or comment and post in the Stream.
Another method for muting students can be found in the People section. This method
also allows you to mute or unmute multiple students at once. To use this method, follow
these steps:
1. In Google Classroom, navigate to the People section using the tabs at the top of
the Class:
3. Click on the Actions menu at the top of the student list and select Mute
(or Unmute):
Figure 3.45 – Mute icons beside student names in the People section
Note
Muting students may hinder class discussion on the Stream. An alternative
to using the comment feature is to post a question, which will be discussed
in Chapter 4, Starting an Online Discussion with Questions.
88 Sending Your First Announcement
1. In Google Classroom, click on the Settings gear at the top of the Class:
You can change the level of student access to the Stream at any time. As a means of
classroom management, you can enable comments temporarily and then disable them
(or vice versa), depending on your needs and the behavior of your students.
Summary 89
Summary
This chapter provided you with a foundational knowledge of posting to a class Stream.
While we only discussed the Announcement post, many of the features that can be
found in the Announcement post, such as attaching files, links, and YouTube videos,
are available for all the other post types. As you continue to use Google Classroom,
the Stream will become a central location for you and your students to view most
announcements, assignments, and discussions, which saves time in terms of organization
and assessment.
You are now able to create an Announcement post in Google Classroom, attach resources
to the post, and reuse posts in other classes. In addition, you can comment on posts
and manage student comments by deleting individual comments, muting students,
or disabling the comment feature entirely.
For situations where you wish to disable comments, or you prefer other means of
interacting with your students, you can use the additional features of the Question
post type. We will look at this in the next chapter.
4
Starting an Online
Discussion with
Questions
In 2018, Google Classroom went through a major layout change. The Classwork section
was added to provide teachers and students with a separate page to view all materials,
questions, and assignments. Each type of post has a different set of features that allow
teachers to communicate with students in different ways. While the previous chapter
discussed announcements and how students can comment on announcements, you
may have situations where you want to record who responded to a post and even grade
that response. An example of this situation is when you want to have a dialogue like
a classroom discussion but through Google Classroom.
There are several advantages to having discussions through Google Classroom.
In a generation of Instagram and Snapchat, many students will feel comfortable
communicating through an online tool. Furthermore, students do not have to be in the
same location to participate. During my time teaching, there were times when students
were absent on critical discussion days and could not be assessed. In addition, students
can take time to formulate their responses, rather than being put on the spot during
a discussion. Therefore, students tend to feel more secure discussing things online
instead of in an in-person class because of its familiarity and a lower chance of failure.
92 Starting an Online Discussion with Questions
• Creating a question
• Creating short-answer questions
• Replying to student responses
• Creating multiple-choice questions
• Grading a question
Important
Google Classroom calls a student's response to a question post an answer.
However, because of the teaching philosophy of the author, this chapter will
refer to them as responses.
Creating a question
With the different types of posts, many of the features, such as attaching a file, use the
same steps as the announcement and material posts. However, posts such as questions and
assignments have additional features. If you are reading this book out of chapter order,
refer to the previous chapter, Chapter 3, Sending Your First Announcement, for the features
that are also found in announcements.
Creating a question 93
You create questions in the Classwork section by selecting the Question option under the
Create button, as shown in the following screenshot:
There are three fields where an announcement post only has one. Furthermore, question
posts have question options that affect the type of question and how students interact with
each other within the question:
• The Question field is where you write your question. It only allows you to include
text without formatting. (If you need to include an image with your question, you
can use the attachment features.)
• The Instructions field is where you can write additional steps or expectations of the
question. For example, you may want to instruct students that they must also reply
to another student's response.
• The Points field is where you can change the assessment value of the question. The
points are only numeric but can be disabled if not needed.
• The Due field allows you to assign by when students must have their responses
submitted. This field includes the option to select a specific time and date.
Questions (and assignments) do not require a due date. Within the drop-down menu
for Due date & time, click the X beside the date to disable the due date:
Students will be able to see how many points the assignment is worth. While this value
is changeable after students submit their answer, changing its value to the appropriate
number or to ungraded will cause less confusion in the future.
96 Starting an Online Discussion with Questions
Once all the necessary fields are filled in and the appropriate question options are set,
clicking on the Ask button will post the question, as follows:
When publishing a question post (or any other post in the Classwork section),
a notification will appear in the Stream, as shown:
Student view
Students will only see the question and will be able to respond to the question and submit
their response directly on the post. If a student clicks on the notification in the Stream,
they will be directed to the full question post, where they can submit their response.
However, if a student clicks on the question in the Classwork section, they will have to
click on the View question button before they can respond to the question:
Inside the question post, students can view the instructions and enter their response in the
answer box on the right column. When a student is ready to submit their response, they
will click the Turn in button:
Figure 4.9 – The answer box and Turn in button of a question post
Once the student's answer is submitted, if the question option is enabled, they will be able
to see how many other students have replied to their response, as well as viewing other
students' responses. In the answer box, a button will appear to See classmate answers.
In addition, tabs will appear at the top of the question post for Classmate answers and
Your answer:
Students are still able to submit responses after the due date. The question post will show
a Missing indicator at the top of the post, as shown here:
1. In the Classwork section, expand the question post by clicking on its title, then click
View question. The next page will show all the student responses:
If the replies to responses become too numerous, click on the reply count directly below
the student's response to collapse all replies for that response:
Each question can only have a single multiple-choice question. Chapter 7, Creating
Multiple Choice and Fill-in-the-blank Quizzes using Google Forms, shows how to create
assignment posts with several multiple-choice questions. After selecting the Multiple
choice option, radio buttons will appear below the question options. To add more
multiple-choice options, click on Add option in the list:
In the preceding screenshot, the darker-gray sections on the left visually represent the
number of times the choice is selected while the numbers on the right indicate the total
number of students who selected that option.
For multiple-choice questions, placing the stem of the question in the Instructions
section of the question post instead of the title allows students to see the entire stem
on the Classwork page. Then, students can answer the question without opening the
question post. An example of how the title and instructions appear in the question post
in Classwork is shown in the following screenshot:
Figure 4.24 – The title versus instructions of a question post when viewed in Classwork
Once all the necessary fields are filled in and the appropriate question options are set,
clicking on the Ask button will post the question. Once students have responded to the
question post, you can grade their responses.
106 Starting an Online Discussion with Questions
Grading a question
Question posts allow teachers to track which students have responded to the question, as
well as assigning grades to those responses. Use the following steps to assign a grade:
1. In the Classwork section, expand the question post by clicking on its title, then click
View question. The next page will show all the student responses:
Important
For question and assignment posts, the total points must be a numerical value.
In Canada, many primary schools use a letter grade system to assess students.
If your system is similar, a solution is to relate letter grades to a number value.
For example, an A grade will be 4 points, a B grade 3 points, and so on.
3. Assign the grade to the right column beside the student. Continue assigning a grade
to students until all students are graded:
4. As grades are assigned to students, the checkbox beside the students will be
checked. To return the graded question to students, click on the Return button in
the menu. Google Classroom will only notify students that have their checkboxes
checked:
Important
Students will not be able to see the grade you have determined until you return
the question or assignment. However, they will immediately be able to see any
private comments you write.
5. A dialog box will appear listing all the students whose graded questions will be
returned. There is also a line to add a private comment. Each student will receive
the private comment separately:
Grading a question 109
Important
If you want to give individual feedback using the Private comment feature, you
must return the assignments one at a time.
It is possible to return question post responses to students who have not turned in
a response. I often return questions and assignment posts that are not turned in so that I
can send a private message to each student who has not completed the post requirements.
Students will still be able to turn in the question and assignment posts even if they have
already been returned to them.
When you have completed grading all the student submissions, you can export the grades
from Google Classroom into a spreadsheet. Click on the settings gear above the student
responses and select Download these grades as CSV:
The two other options, Copy all grades to Google Sheets and Download all grades as
CSV, will export all question and assignment grades within the class. Depending on your
Student Information System (SIS), CSV files exported from Google Classroom may be
easily imported into your school's SIS.
Important
At the time of writing, Google Classroom has built-in synchronization
functionality with the Infinite Campus, Skyward 2.0, Capita SIMS, Follett
Aspen, and Aeries SISes. If Google Classroom can synchronize with a third-
party SIS, implementing grade categories into your question and assignment
posts may improve your marking and reporting workflow. These steps are
found at the beginning of Chapter 9, Customizing to Your Subject.
Figure 4.34 – A question post in Classwork that is graded and the returned indicator
The student's answer page will display the grade below the question title. Private
comments will appear at the bottom of the right column:
Figure 4.35 – The Student view of the returned grade and private comments
Students can add a follow-up private comment after the question is returned. This private
comment thread is similar to a student following up on a paper assignment in person.
112 Starting an Online Discussion with Questions
Summary
The question post provides several tools that enhance what you can do with the Stream
to promote discussion within your class. It allows you to easily track which students have
responded to the question that is posed and grade those responses. When integrating
question posts into your teaching, they can be used to enhance class discussions, as well as
promoting out-of-class discussions for your students.
You are now able to create short-answer and multiple-choice question posts within
the Stream of your Classroom, assign a due date, and grade and return questions with
feedback. Students are now able to reply to each other's responses and your feedback.
The grades, student responses, and feedback are all stored in the post, which can be easily
found on the Classwork page.
This chapter did not explore every feature of grading in Google Classroom. Some features,
such as how a student views all question and assignment grades and how teachers view
student grades and assignments in a spreadsheet-like view, will be explored in Chapter 5,
Handing out and Taking in Assignments, when there are more student grades to view.
In the next chapter, we will explore the final post type: the assignment post. With this type
of post, students will be able to respond by submitting documents.
5
Handing Out
and Taking In
Assignments
In previous chapters, you have learned how to use Announcement posts in Stream,
Material, and Question posts in Classwork. In this chapter, you will learn about the
next post type found in Classwork: the Assignment post. This post allows you to assign
documents stored in Google Drive, then have students edit files and then turn them in
for grading.
This chapter will focus on assigning and taking in assignments because the grading
process is similar to grading a Question post. However, there are some additional features
available when grading assignments rather than questions, which the next chapter will
explore. Furthermore, these question types heavily incorporate Google Docs and Google
Drive, which are additional apps in Google's Workspace for Education.
114 Handing Out and Taking In Assignments
Note
If you are not reading the chapters in order, consider reading Chapter 1, Getting
to Know Google Classroom; Chapter 3, Sending Your First Announcement; and
Chapter 4, Starting an Online Discussion with Questions.
1. In the Classwork section, click on the + Create icon and then click on Assignment:
Figure 5.2 – The Title and Instructions fields of the Assignment post
3. In the right column, select the classes, students within the classes, points the
assignment is worth, due date, and topic for the assignment:
Figure 5.3 – Class, students, points, due date, and topic options of the Assignment post
116 Handing Out and Taking In Assignments
4. Use the Add menu icon to add files to the assignment (this step is covered
extensively in Chapter 3, Sending Your First Announcement):
7. While not necessary, attaching files to an Assignment post separates its features
from the Question post. Where the Question post allows the grading of student
responses to the post, the Assignment post allows the grading of the files attached
to the assignment. In the following screenshot, you will see that the Assignment
post, like the Question post, also tracks how many students have turned in the
assignment when viewed in the Classwork section:
Figure 5.6 – View how many students have turned in the assignment
The Assignment post also includes settings for a rubric and to check for plagiarism. These
two settings are explored in Chapter 6, Grading Written Assignments in a Flash.
When teaching in person, there are documents that you may present on a project,
documents that every student may be able to mark up, and documents that are
photocopied for each student. When attaching files to Assignment posts, there are
additional settings for Google Docs that resemble each use case.
The next section outlines how to set student permissions to only view the file, edit the file,
or have an individual copy made for each student.
118 Handing Out and Taking In Assignments
• Students can view file does not let students interact with this file. They are only able
to read, download, or print the file.
• Students can edit file allows all students to edit the same file. Therefore, you and
your students will see each other's changes in real time.
• Make a copy for each student will create a copy of the file in your Google Drive for
each student. Students will not see what other students write in the document.
Note
You can further prevent students from downloading or printing the file.
However, those are advanced settings found in Google Drive and are beyond
the scope of this book.
Choosing when to use which sharing permission depends on the purpose of the file. For
example, if students are practicing editing a document, an assignment could be similar to
the one shown in the following screenshot:
Sharing files in assignments 119
To utilize the full features of the Assignment post, ensure that the files you assign the
Make a copy for each student option are documents created in Google Docs or converted
into the Google Docs format. Students will only be able to edit the Google Docs file
formats for Docs, Sheets, and Slides.
Note
It is important to decide file permissions before you post the assignment. If a
file's permission is set to view or edit, it cannot be changed to make a copy for
each student afterward.
Now that you have published the Assignment post, students will be able to turn in
their work. In the next section, you will then be able to easily see their responses to the
assignment.
1. In the Classwork section, click on the title of the post and then click on View
assignment:
2. You will now be on the Student work page. This page only shows thumbnails of the
first attachment for each student. To view all files a student turns in, click on the
name of the student in the left column:
Note
If you have been using Google Classroom before the 2018 major updates or
coming from the previous version of this book, clicking on the title of the
Assignment post notification in the Stream will also take you to the Student
Work page.
4. A new tab will open with the Grading Tool. This page allows you to switch between
students, view student files, grade the assignment, and leave comments. The
following screenshot highlights the navigation tools within the page:
6. If the files are available, another method of viewing files from students is to click on
the file thumbnail in the main section of the Student Work page as shown in the
following screenshot:
In Apple's iOS, the first time you open a file from Google Classroom, dialog boxes will
appear after step 5 asking for permission to access the Google Drive and Google Docs
apps on the iPad or iPhone.
On Apple's iOS and Google's Android, the Google Drive and Google Docs apps must be
present on the device. If they are not already installed, refer to Chapter 2, Inviting Students
to Their Virtual Classroom, for comprehensive instructions.
If the Assignment post was assigned recently, clicking on the notification in the Stream
will save a few taps from the previous steps. Just like on the website, the Stream is the first
section visible in the app. An image of the Stream on mobile is shown in the following
screenshot:
If you have an Apple iPad with Apple Pencil or a pen-enabled Android tablet, this
mobile view will also be beneficial for leaving teacher feedback, which is covered in the
succeeding chapter.
Files can also be viewed within the Google Drive app, which the next section explores.
As Google Drive defaults to a thumbnail view of files, you can view files in a details
list. In the following screenshot, you can see that the filename is cut off, obscuring
the student name. Click on the List View icon in the menu:
To download a ZIP file of the Google Classroom folder, navigate to the folder in Google
Drive, then click on the menu in the folder path and select Download:
Windows and macOS both have built-in software to extract the folder of student files from
the ZIP file. While double-clicking the ZIP file in macOS will automatically extract the
ZIP file contents into a folder, in Windows, it will open the ZIP file in Windows Explorer.
To extract the files from the ZIP file in Windows, click on the Extract all button in the
ribbon, shown here:
Figure 5.33 – Extract all button in File Explorer for ZIP files
Turning in assignments
If students are new to using Google Classroom, they may also need guidance for turning
in their assignments through Google Classroom. During my time teaching, I learned that
if I did not explicitly show students how to turn in assignments, I would receive them
incomplete or through email. To save extra work in collecting assignments, take a few
moments at the beginning of the first few assignments to show students how to properly
turn in assignments. After assigning the assignment, have a student log into a computer
connected to a projector so that you can show the students the steps to correctly submit
the assignment.
For assignments with Google Docs, sharing files with the Make a copy for each student
setting is the simplest method for students to turn in an assignment. With the Bean
Sprout Lab example, the assignment contains one Google Doc that the student needs to
edit. Since it was shared with the Make a copy for each student setting, when the student
opens the Google document, a TURN IN button will appear in the menu as shown in the
following screenshot:
Turning in assignments 135
Figure 5.36 – Icon color change beside an Assignment/Question post in the Classwork section
The icons beside Assignment post notifications within the Stream do not change.
136 Handing Out and Taking In Assignments
1. In the Classwork section, have students click on the title of the assignment, then
click on View assignment:
A blank Google document will open in a new tab. Because it is created inside an
Assignment post, it will also have the Turn in button in its toolbar.
Despite Google Docs often referencing the document editor app, it can also reference the
entire office suite of apps including Google Slides and Google Sheets.
Students are also able to attach files directly from Google Drive or their computer. In the
Add menu, they can choose Google Drive or File to add additional files.
1. On the mobile app, students can tap the Assignment post title in the Classwork
or Stream sections:
Figure 5.40 – The Your work section of the Assignment post in the Classroom app
Turning in assignments 139
5. Using this camera feature, students can take pictures or videos and attach them to
the assignment:
While seemingly inconsequential, students have limited privileges with turned-in files.
For example, they will not see any changes or comments to the assignment until it is
returned to them.
If students unsubmit their assignment after you have graded it but before you have
returned it, the student will be able to see your changes or comments but will not see
the grade. Grades are only visible to the student when the assignment is returned.
Another limitation for students is that they are only able to view the turned-in files and
cannot make any changes unless they unsubmit the assignment. Thus, having ownership
transfer to you until you grade and return the assignment ensures that there are no
unexpected surprises during the grading process.
Summary
Assignment posts allow you to manage and consolidate your assignments in a single
location. You neither have to keep track of which students have turned in their
assignments or which ones have not; nor do you need to worry about misplacing
assignments at home, in the classroom, or somewhere in between. In addition, you are
no longer limited to text. Now you are able to attach any type of file, such as images and
videos or links to websites or YouTube videos.
You are now able to create Assignment posts and know the ins and outs of adding
content to the posts, how students turn in assignments, and where you can find all the
assignments in Google Classroom and Google Drive. You have learned how to recognize
when students unsubmit their assignments or turn them in late.
In the next two chapters, we will go through various methods of grading assignments in
Google Classroom. We will focus on providing meaningful feedback and tools to speed up
the grading process.
Section 3:
Diving Deeper
Now that there are assignments, the next step is assessment and grading. This section also
includes communicating with parents or guardians and customizing classes with add-ons
for specific subjects.
We will cover the following chapters in this section:
1. In the Classwork section, click on the Assignment post title, and then click on
View assignment:
2. In the main section of the assignment's Student Work page, click on the thumbnail
of the student's assignment to view the document in the Grading Tool:
Note
Compatible documents such as Google Docs or media files will open in the
Grading Tool. All other files will download to your computer.
150 Grading Written Assignments in a Flash
5. A dialog box will appear to confirm that the assignment is being returned:
In the drop-down menu beside the Return button, there is another option, Return this
submission, which performs the same action as the Return button.
Once the assignment has been returned, like the Questions post, students will receive an
email notification and will be able to see the feedback in Google Classroom. In the next
section, we will see how we can provide feedback to the assignment.
1. In the Grading Tool, if the student's Google Doc is not open, select Google Doc
in the Files section of the right sidebar.
2. In the Google Doc, highlight the content you wish to comment on:
Other ways to start a comment is to click the icon present in the toolbar to add the
comment or by going to the Insert menu:
Figure 6.18 – The Copy icon within a comment in the Comment bank
Now that the comment text has been copied, it can be pasted into a comment in the
Google Doc. However, I find this method tedious and time-consuming when there are
many comments stored in Comment bank. Finding the right comment may require
a large amount of scrolling through it. Instead, I use the search Comment bank feature.
To search through Comment bank, when starting a comment in a Google Doc, type the
# symbol and words from the comment to add. Then, a drop-down menu will appear
consisting of matching comments that were found in Comment bank:
Note
Comment bank does not work well with the private message section of the
Grading Tool. While it is possible to copy and paste comments from Comment
bank into the private message, starting the message with a # symbol will not
search Comment bank.
The comment history then scrolls through all the comments that had been found within
the Google Doc. Clicking on any comment thread will scroll the document until it finds
the comment's location within it. Within the comment history, students and teachers can
view and create new replies. The following screenshot is an example of how a comment
appears in the comment history:
Each comment has a drop-down menu that has options to edit, delete, resolve, or link
to the comment. (If you are in the Grading tool, there will also be an option to add the
comment to Comment bank.) Because the triangle icon for the drop-down menu can
easily be missed, here's a screenshot of the menu:
Figure 6.29 – The Editing mode icon and menu in the toolbar
Now, when you write in the document, it will display the changes and add a comment:
If the student wrote the assignment in Google Docs, there will be several versions in
the right sidebar, and you will see highlighted text that the student has added within
the version. An example of the Version history area of a Google Doc that a student has
completed is shown in the following screenshot:
Figure 6.32 – Changes within the selected version of the Google Doc
If a student copies an assignment, there will only be two revisions available – a blank
document and the complete document.
For smaller assignments, Version history can show more granular changes to the
document. Each version can be expanded into subversions to show smaller increments
of changes within the content.
For more detailed records of student activity within a Google Doc, you can use a Google
Chrome extension called Draftback can visualize all the changes within a Google Doc.
You'll learn how to install this extension in Chapter 9, Customizing to Your Subject.
Providing feedback with private messages and comments 167
Enterprise Advantages
A Google Classroom Class can only use Originality reports in five
assignments. A dialog box appears, displaying the number of remaining
uses whenever this feature is turned on. If your organization uses Google
Workspace for Education Enterprise, this limitation is removed.
One strategy that some grade 10 teachers use for the first assignment is to enable
Originality reports after students submit their work. (In the school system I am part of,
grade 10 is the start of high school.) Then, they can build a mini-lesson wherein students
can see whether the assignment has been flagged by the Originality report. Subsequent
assignments will then have Originality reports turned on so that students can check
whether their assignment contains plagiarism prior to submitting their work.
To view an Originality report, click on the Check plagiarism link (originality) button
under the file in the Grading tool. If Originality reports is enabled before students turn
in their assignments, it will already show if the Originality reports had flagged any issues:
Providing feedback with private messages and comments 169
Note
Google continues to improve this feature. In mid-2021, it added a feature where
it can detect similarities, even if submissions include letters that have been
changed to symbols (such as an a or an e). In the future, Originality reports
will also compare submissions with other Google Docs within the organization
to detect if a submission is plagiarizing another submission.
Now, you know how to assign grades and publish feedback in private messages and
comments. While these tools are an effective assessment practice, many assignments
standardize assessments through a rubric, which we'll explore in the next section.
TIP
Oftentimes, I still include a rubric in the Google Doc instructions of the
assignment, because students have provided feedback where it is easier to view
the rubric within a Google Doc than through the Assignment post in Google
Classroom.
1. Whether you are creating a rubric while creating a new Assignment post or editing
a previously created Assignment post, click the + Rubric button below the Topic
section of the right sidebar. Then, click Create rubric:
Using a rubric to grade assignments 171
Note
It is possible to change whether scoring is enabled after students turn in an
assessment. However, if scoring is disabled and some student assignments have
already been graded, those assignment's rubric assessment scores will be lost.
172 Grading Written Assignments in a Flash
3. Type in the Criterion title and Criterion description properties. The criterion is
the row of a rubric. In a Science lab report, these are often the sections of the lab
report, such as observations, calculations, and so on. On the other hand, in English
papers, these criteria are often components of the essay, such as ideas, grammar,
and cohesiveness:
5. Click on the + button beside the level to add an additional level. Continue adding
levels until the criterion is complete:
To rearrange, duplicate, or delete a criterion, use the kebab menu at the top-right
corner of the criterion:
Note
You may notice that the total points of the rubric do not match the total points
of the assignment, which is 10. The next section will demonstrate the behavior
between the rubric and assignment points.
Clicking on the criteria icon in the Assignment post will open the rubric in a dialog
box where the criteria, levels, and points are visible:
Note
The kebab menu in this dialog box has options for editing, deleting, and
exporting this rubric.
176 Grading Written Assignments in a Flash
Students can view the criteria in the Assignment post instructions. There, the rubric will
appear below the assignment instructions, as well as any attachments for the Assignment
post, shown in the following screenshot. Students can expand the entire rubric or
individual criteria:
To grade with a rubric in the Grading tool, click on the appropriate level, either expanded
or collapsed, for each criterion. The selected levels are highlighted in blue:
If the rubric uses points, the criterion points will accumulate at the top of the rubric. If
the total points of the rubric are not the same as the total points of the assignment, the
assignment grade will automatically adjust from the rubric points to the assignment
points. For example, 17/20 will adjust to 8.5/10 for the Bean Sprout Lab, as shown in the
following screenshot:
Note
After grading with a rubric, the grade can be adjusted afterward. In the
preceding example, if your pedagogy does not use part marks, then the grade
can be changed to an 8 or 9. However, making any changes to the rubric will
recalculate the grade from the rubric.
When marking with the Grading tool, using all its features effectively can dramatically
speed up the marking process. Oftentimes, I print a copy of the rubric for reference
and then use comments in the comment bank, select levels from the rubric, and then
write a sentence or two in the private comments to grade and provide feedback. Then,
in the Grading tool, I will navigate to the next student and repeat this process. While it
seems daunting, with a little preparation in Comment bank and the assignment rubric
(and a peppy Spotify playlist and a fun drink), the marking process can be enjoyable.
180 Grading Written Assignments in a Flash
1. Whether you are reusing a rubric while creating a new Assignment post or editing
a previously created Assignment post, click the + Rubric button below the Topic
section in the right sidebar. Then, click Reuse rubric:
Figure 6.52 – Class drop-down menu in the Reuse rubric dialog box
Using a rubric to grade assignments 181
3. Select the Assignment post and then click the Select button:
Note
Clicking the Preview button in the dialog box will open the summary view of
the selected rubric in another dialog box.
4. The rubric will appear in the Rubric section of the right sidebar. If necessary, click
on the rubric to begin editing it:
3. A copy of the template will open and be saved in your Google Drive.
4. If necessary, copy and paste Criterion Title to Level Description to add
more criteria:
Note
For rubrics with points, no two levels of a criterion can have the same point
value. For rubrics without points, no two-level titles can be identical.
184 Grading Written Assignments in a Flash
6. Open the Assignment post in edit mode and select Import from Sheets:
Figure 6.60 – The Add button of the Google Drive dialog box
Using a tablet to provide written feedback 185
At the time of writing, this feature is not available for Windows computers. The following
steps include screenshots that have been taken from a Samsung Galaxy Tab S6. The steps
will be similar on an Apple iPad:
Summary
In this chapter, you learned about the grading and assignment feedback features within
Google Classroom. Then, you enhanced those features with the commenting and
suggesting features found within Google Docs. Next, you learned about Google Doc's
Version history, which you can use to view previous snapshots of a Google Doc.
The latter half of this chapter focused on grading with a rubric. Here, you learned how to
create and grade assignments with a rubric. Additional methods of creating a rubric by
reusing one or importing a Google Sheet were also explored.
Finally, we learned how to mark up a student submission using a pen-enabled tablet and
the Google Classroom app, which creates PDFs of your annotations on the Google Doc.
This is akin to traditional paper marking techniques.
Because this chapter explored many methods of providing feedback for written
assignments, it is important that you take the time to evaluate which methods work best
in your assessment workflow. You do not need to use each method to provide effective
feedback and often, less is more. After assessing a handful of assignments with your
preferred method, it will become more natural and intuitive.
In the next chapter, we will explore how to use Google Forms to create multiple choice,
numeric, and fill-in-the-blank questions. These forms can then be converted into quizzes
that Google Classroom can grade.
7
Creating Multiple
Choice and
Fill-in-the-blank
Quizzes using
Google Forms
Now that we have explored using grade-written assignments with a rubric, the Quiz
feature of Google Forms will help grade multiple-choice, fill-in-the-blank, and numeric
questions. First, you will need to create the assignment and deploy it on Google
Classroom. Google Forms' app within Google's Workspace for Education allows you to
create online surveys, which you can use as assignments. The results are found within
Google Forms or are linked to a Google Sheet.
194 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
After using Quiz with Google Forms for assignments, you may decide to also use it for
exams. However, while Google Forms provides a means for creating the assessment and
Google Classroom allows you to easily distribute it to your students, there are limited
tools for maintaining the security of an assessment. Security for Google Forms can only
be ensured when students are using Chromebooks enrolled in the school network.
Therefore, if you choose to use this tool for summative assessment, you will need to
determine an appropriate level of security. (Often, there is nothing that prevents students
from opening a new tab and searching for an answer or messaging classmates when
completing a form remotely.) For example, in my classroom, I adjusted the desks so that
there was room at the back of the classroom to pace during a summative assessment.
Additionally, some school labs have a teacher desktop that includes software to monitor
student desktops. Whatever method you choose, take precautions to ensure the
authenticity of student results when assessing students online.
Google Forms is a vast Google app that would require its own book to fully explore its
functionality. Therefore, the various features you will explore in this chapter will focus
on creating and assessing multiple-choice and fill-in-the-blank assignments. However,
once you are familiar with Google Forms, you will find additional applications for it. For
example, in my school, I work with administration to create forms to collect survey data
from stakeholders such as staff, students, and parents.
Recently, for our school's annual Open House, I created a form to guide prospective
students through selecting their first-year courses (the COVID-19 pandemic prevented
in-person consultations with schools during registration). Also, during our school's major
fundraiser, I developed a Google Form for students to record donations so that reports
could be generated from the information more quickly than ever before. The possibilities
of using Google Forms within a school environment are endless!
In this chapter, you will explore the following topics:
Note
Google Forms' Quiz feature focuses on ease of use rather than functionality.
In the previous edition of this book, this chapter explored the third-party
add-on Flubaroo, which requires more setup but offers additional features
such as giving partial marks when selecting multiple items from a list. At the
time of the previous edition's writing, the Quiz feature was new and did not
have the same functionality as is explored in this chapter.
Creating a Google Form 195
1. In the app launcher, scroll down within the launcher and click on the Forms icon:
Tip
If there is still no Google Forms app icon, open a new tab and type forms.
google.com into the address bar.
196 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
Note
Often, I will use the description to provide further instructions or information
such as the time limit, whether dictionaries or other reference books are
permissible, or even website addresses for where students can find information
related to the assignment.
1. In order to access the options, click anywhere along the white area beside
Untitled Question:
2. Type the question stem in the Untitled Question line. Then click on Option 1
to create a field to change it to a selection:
Because of the large number of options in a question card, the following screenshot
provides a brief description of these options:
Note
Google Forms' Quiz feature matches the responses of the students with an
answer key. It cannot effectively grade answers in sentence or paragraph
form. The only questions fields that offer automatic grading are short answer,
multiple choice, checkboxes, dropdown, multiple choice grid, and checkbox
grid.
7. Question selector image icon: This icon appears only when the selector is active
or the mouse is hovering over the selector. Clicking this icon will upload an image
for the selector. The image still requires text in the selector.
8. Remove option icon: Deletes the multiple choice option.
9. Duplicate question button: Google Forms will make a copy of the current question.
10. Delete question button: Deletes the question card.
11. Required question switch: When this option is enabled, students must answer the
given question in order to complete the assignment.
12. More options menu: Depending on the type of question, this section will provide
options to enable a hint field below the question title field, create non-linear
multiple-choice assignments, and validate data entered into a specific field.
200 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
Once you have completed editing your question, you can use the side menu to add
additional questions to your assignment. You can also add section headings, images,
YouTube videos, and additional sections to your assignment. The following screenshot
provides a brief legend for the icons:
1. Click on the paint pallet icon in the top-right corner of the Google Form:
3. A color grid will appear, where you can select the color and shade. Alternatively,
if you know the hexadecimal code for the specific color, you can enter it in the
Hex field:
Note
While customizing the theme color is possible, Google Forms does not provide
an option to customize the background color with colors other than those the
app offers.
4. If you would like to add a header image, click on the Choose image button in the
HEADER section:
Note
When adding a header image, Google Forms will overwrite the current
color theme to match the header image. You can still adjust the theme and
background color afterward.
The applications for Google Forms within the classroom are vast. With the preceding
features, you can add images and videos to your Google Form. Furthermore, in
conjunction with Google Classroom assignments, you can add both a Google Doc and
a Google Form to the same assignment. An example of an application is to create an
assignment in Google Classroom where students must first watch an attached YouTube
video and then answer questions in a Google Form. Then, Google Forms will grade the
assignment and you can email the students their results.
Question types that cannot be automatically graded can still have points assigned to each
question. Someone will have to assess and manually enter the points received for each
submission. Since this chapter started with a non-quiz Google Form, to convert a Google
Form into a quiz, use the following steps:
1. Click on the Answer key link at the bottom of the question card:
You can select multiple options; however, the Google Form answer key grades some
question types differently. For multiple choice or dropdown questions, any correct
option will mark the answer as correct; however, checkbox questions require all
selections to mark the answer as correct.
4. Clicking the Done button will save the answer and return you to the question
card. A checkmark will appear beside the correct answer when the question card
is expanded:
Note
The Tips and tricks when creating Google Forms assignments section of this
chapter will include strategies to mitigate this problem.
1. In the answer key section of a question card, click on Add answer feedback:
Note
Be careful when giving feedback automatically using this method. If the quiz
is set to return the student's grade immediately, they will see the feedback
right away. Students may be able to identify which questions they correctly
submitted from the feedback the email provides them.
210 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
Note
While it is possible to create an assessment using the quiz assignment, through
collaboration, I have found that teachers tend to create the assessment first,
then add it to the Google Classroom assignment. This order of operation
makes it easier to organize assessments in Google Drive and create and manage
multiple versions of an assessment.
By default, the assignment enables Grade importing. This feature links the Google
Form to the assignment so that the results of the Google Form can be automatically
imported into Google Classroom. This process will overwrite the points within the
Classroom assignment with the total points of the Google Form:
Once the students have completed the Google Form, it is ready to be assessed and
returned.
The Summary tab provides an overview of the results, including the average, median,
and range. It also provides graphs and tables to view student scores and the frequency of
answers for each question. An image of the Summary tab is shown in the following figure:
The Question tab provides in-depth information about each question. Only one question
is viewable at a time and the page provides buttons to change whether a specific response
is correct or incorrect and the points value of each response. An image of the Question
tab is shown here:
The Individual tab provides a view of each student's submission. In this view, each
question response has an Add individual feedback button:
The second location to release scores is the Release score button found at the top of
a response's Individual page, shown here:
To link a Google Sheet to a Google Form, start on the Google Form's Responses page:
Note
If creating a linked Google Sheet, it will be found in the same folder as the
Google Form in Google Drive. Reorganizing the Google Form or Google Sheet
location will not break the link.
Assigning a Google Form in Google Classroom 219
Most often, creating a new Google Sheet is the primary selection. However, there may be
instances, such as when releasing similar Google Forms to different classes, where having
all the responses in one Google Sheet improves the workflow.
Data travels from the Google Form to the Google Sheet, but not in the other direction.
Therefore, making any changes to fields in the Google Sheet, such as the points column,
will not make changes to the Google Form. Furthermore, any custom changes in
the Google Sheet will be overwritten by the Google Form. For example, if you are
updating points in the Google Sheet and you then press the Release scores button in
the Google Form, the Google Form will re-populate the points column with data from
the Google Form.
Once a spreadsheet is linked, the Form menu on the spreadsheet will have options to go
to the live Google Form and edit it, as shown here:
1. If a student needs to resubmit a Google Form quiz, delete the first submission from
the Individual page of Responses:
Note
If you have a linked spreadsheet, deleting a response does not remove that
submission from the spreadsheet.
Tips and tricks when creating Google Form assignments 221
2. You can choose whether to make a Google Form accessible to anyone or limit it
to users within the school district. The drop-down menu to change this setting is
found within the settings gear of the Google Form. Be sure to click the Save button
at the bottom of the settings popup:
4. Google Forms can shuffle the order in which questions appear. This feature can
prevent students from copying a classmate's answers because there is a lower
likelihood that a student will be able to follow another student's screen. By checking
the checkbox beside Shuffle question order found under the Presentation section,
when students complete the assignment, Google Forms will shuffle the order of the
sections. Questions will need to be created in separate sections:
5. Similar to shuffling the question order, you are also able to shuffle the selections
within a multiple-choice question. In the more options menu of the question card,
select Shuffle option order:
Note
Neither shuffling questions nor shuffling multiple-choice selections will affect
the quiz template. The Responses section and linked Google Sheet display
each question result in columns that are unaffected by the shuffling within the
Google Form.
224 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
I have password protected my Google Forms for quizzes and exams so that students
cannot start early. It also prevents students who are not in class from accessing the
Google Form. Once the quiz or exam is complete, I disable Accepting Responses
in the Responses tab of the Google Form.
If you choose to use this feature in your Google Forms, you will not be able to
shuffle the question order because then, the password section may not be the first
section the students will see.
9. You can change the text that appears on the confirmation page once the form is
submitted. If you place a URL in this section, students will be able to click on it.
The confirmation page settings are found in the Presentation section of Settings:
10. Google Forms also contains add-ons! You can explore additional third-party
add-ons that can enhance your forms. To open Add-ons, click on Add-ons in the
Google Forms more options menu:
Summary
Throughout this chapter, you have learned how to create a Google Form, convert it to
a quiz, create an answer key, assign it in Google Classroom, and grade it. Using Google
Forms and Google Sheets to enhance Google Classroom shows how the apps in Google's
Workspace for Education interact with each other to provide a powerful tool for you.
Not only does Google Forms allow you to create and assign multiple-choice and fill-in-
the-blank questions, but you now also have tips on shuffling question order, password
protecting your forms, and ensuring that students only submit a Google Form once.
228 Creating Multiple Choice and Fill-in-the-blank Quizzes using Google Forms
With Google Forms, your Google Classroom assignments can include non-linear
question orders, multiple opportunities for students to demonstrate their understanding,
immediate feedback, and automatic grading. What began as a chapter to save time on
grading multiple-choice and fill-in-the-blank questions has provided tools to expand
the types of assignments you can give your students. Google Classroom no longer only
manages assignments, but it can also manage quizzes and exams.
With grading assignments in Google Classroom covered by Google Docs and the Grading
tool from the previous chapter and Google Forms and Google Sheets in this one, in the
next chapter, we will explore how Google Calendar and Google Sites can help easily
communicate information within Google Classroom to parents.
8
Keeping Parents in
the Loop
Google Classroom shines when it comes to organizing information between the teacher
and students. However, parents and guardians are important stakeholders in this
communication too. Google Classroom can send email summaries to parents invited
as guardians within Google Classroom. This method must be enabled by the school or
district's IT department. If your school or district uses another method of communication
with parents, they may leave this feature disabled because of its inherent security risks.
(For example, my current school employer disabled Google Classroom's guardian emails
so that emails can undergo a verification process within an in-house system.)
If your school does not allow guardian emails, by using Google Calendar, you are still
able to inform guardians about important due dates from Google Classroom. Back in
Chapter 1, Getting to Know Google Classroom, I mentioned that each class created in
Google Classroom has a Google Calendar created for the question and assignment due
dates. This chapter will explore how to use guardian emails within Google Classroom and
the class's Google Calendar to communicate with parents and guardians.
Note
For the rest of this chapter, parents will refer to both parents and guardians.
230 Keeping Parents in the Loop
Before diving into this topic, each school district is different in how it provides
information to parents. Therefore, you may have to adapt the information you find in
this chapter to best suit your school district's online resources. For example, in my school
district, administrators, teachers, parents, and students are all included in an intranet
designed for communication between stakeholders.
Not only is there classroom-specific information, but the school can also post
announcements of major events and deadlines to this intranet. I have also worked in
school districts where the only means of communication with parents is through the
school website. Therefore, this chapter will explore using the guardian emails feature and
two different methods of keeping parents in the loop with Google Calendar: using Google
Calendar website and using Google Sites to create a class-specific website.
In this chapter, we will cover the following topics:
9. Once the parent accepts the invitation, the parent's name will appear instead of their
email address, as shown here:
Note
If a parent uses an email that is not linked to a Google account, they will be
redirected to an account creation page that can link their non-Google email to
an account.
For parents to access their email notifications settings, direct them to Google Classroom's
website (https://classroom.google.com/gs). Google Classroom will display the
student and allow them to change between receiving email notifications daily, weekly, or
not at all. An example of the guardian settings is as follows:
Figure 8.12 – Email the guardians of a single student from the Student list
Using guardian emails is one of the easiest methods of connecting with parents. Once
they sign up, parents will continue to receive summary emails. Furthermore, they only
need to sign up once. Therefore, if parents sign up for guardian emails in their child's
early school years, they will continue to receive summary emails throughout their child's
school experience.
Sharing Google Calendar with a URL 235
8. Distribute the link to parents. When they click on the link, it will open a dialog box
in Google Calendar to add the calendar, as shown here:
Use the following steps to create a Google Site and add the Classroom's Google Calendar
to it:
1. In the app launcher, click on the Sites icon. If there is no icon, open Google Chrome
and navigate to https://sites.google.com/new:
5. A list of Google Calendars will appear in the sidebar. Select the calendar linked to
the Classroom Class:
Note
To combine multiple Google Calendars into a single calendar, select multiple
calendars.
9. The calendar settings dialog box will appear. You can adjust these settings to your
preference. These steps will change View Mode to Month. Don't forget to click the
Done button to save changes:
Figure 8.33 – Preview of the complete Google Site with Google Calendar
Now that we have created a website, let's look at how we can share this site.
2. The web address is the ending of the website URL. While it is possible to change
it later, any stakeholders who have bookmarked the page will need to update their
bookmarks. Update the web address if necessary and then click the MANAGE link:
4. The Links section will expand. Click on the drop-down menu for the Published site
and select Public:
6. Back in the Publish your site dialog box, a new checkbox will appear. While
optional, I generally check this checkbox under Search settings. Click on the
Publish button to the Google Site:
8. When anyone clicks on the link, they will be sent to your Google Site as shown here:
Summary
With guardian emails and Google Calendar, the parents of your students will be able to
view the question and assignment posts within your classes. While implementing either
of these features may seem time-consuming to set up, it occurs at the beginning of the
year or semester and requires little maintenance throughout the year. Now that you are
able to invite parents or guardians to receive email notifications, you can share Google
Classroom calendars with parents through a URL or a Google Site.
Parents will be able to actively engage with their children's assignments and assessments.
Now that parents can view posts in Google Classroom, where you can manage and grade
their assignments, it unifies much of the administration and management aspects of the
classroom so that you can focus on teaching.
The next chapter explores additional features in Classroom and third-party apps that can
enhance your activities within Google Classroom.
9
Customizing to
Your Subject
Welcome to Google Classroom. Here you will explore how to set up Google Classroom
and deploy it effectively in your classroom…
You've been caught, haven't you?
If you have flipped all the way to this chapter first, you are not alone. Even if you have
been using Google Classroom and Google Workspaces for Education, I encourage you to
start at the beginning of the book. Jumping in near the end means missing out on valuable
tips and tricks on using Google Classroom and implementing it with other Google apps.
This chapter covers some extra tools to help with subject-specific needs. They will be
more like finishing touches, similar to icing flowers on a cake. Therefore, starting with this
chapter may not provide you with the resources you need to effectively implement Google
Classroom in your classes.
This chapter's format deviates from the rest of the book as it will showcase and reference
some of the apps that my colleagues and I have used in our classes. Subjects for which
Google Classroom often cannot be implemented effectively are sometimes limited to the
features within Google Workspace for Education. Here, we will explore native features
and third-party apps for English and social studies, second languages, science, and
mathematics. Google is continuing to develop Google Classroom's gradebook feature,
which this chapter will also explore.
252 Customizing to Your Subject
Some of these extra features come from third-party extensions or Google Docs add-ons.
Because this chapter focuses on providing suggestions for several subjects, only aspects
of some of the apps will be explored. If a third-party feature interests you, take the time
to explore the full functionality of the extensions or add-ons. This chapter will show you
how to add Google Chrome extensions and add-ons in Google Docs. In addition, it will
explore how to remove unwanted third-party add-ons.
In this chapter, we will cover the following topics:
Note
For the most up-to-date list of compatible SIS programs and instructions
on connecting Google Classroom to your SIS, head to Google's support
page, https://support.google.com/edu/classroom/
answer/9356588.
Figure 9.2 – Drop-down menu for Overall grade calculation in class settings
3. Click the Add grade category button at the bottom of the Grading section:
Figure 9.3 – Add a category button for the Weighted by category setting
254 Customizing to Your Subject
In the Grading section, there is also a switch to enable students to view their overall
grade. To enable this feature without using Weighted by category, the Overall grade
calculation drop-down menu must be set to Total points.
Once you have enabled category weightings, whenever you create a Question
or Assignment post, the right sidebar will have a Grade category drop-down menu,
shown here:
1. In a Google Doc, select Citations from the Tools menu. Citations will open in the
right sidebar:
Figure 9.8 – The Citations option in the Tools menu of a Google Doc
2. In Citations, select the citation format from the drop-down menu:
5. When all desired fields are filled, click the Add citation source button at the bottom
of the sidebar:
Note
The Google Docs Citations tool will save a citation regardless of how much
or how little information is added. Therefore, students still require guidance
for which fields must be filled in before saving.
To add an inline reference to a work, hover the mouse over the citation source in the
sidebar and click on the Cite button:
The Kebab menu for each saved citation source allows the user to edit or delete
the source:
Follow these steps to enable and use the EasyBib Google Doc add-on:
Figure 9.15 – The Get add-ons option in the Add-ons menu of a Google Doc
2. Because EasyBib is a popular add-on, you may be able to find it by scrolling through
the available apps. If so, click on it to view more information about the app. Else,
search for EasyBib in the search field:
5. Another dialog box will appear to confirm the Google account to link to the add-on.
You may need to re-enter your Google account password:
7. In the Add-ons menu of the Google Doc, click on Manage Bibliography under the
EasyBib Bibliography Creator submenu:
9. Continue adding sources to the bibliography in EasyBib. The sources will be stored
until they are ready to be added to the end of the document. When ready, click on
the ADD BIBLIOGRAPHY TO DOC button below the Style drop-down menu:
Note
If EasyBib cannot find the appropriate source in the app, their website, www.
easybib.com, can correctly format a source.
When working with citations, I often hear that teachers teach both the Google Docs
Citations tool and EasyBib. This combination uses EasyBib to add the bibliography
but uses the Citations tool for inline references. Instead of filling in all the fields in the
Citation tool, students only fill in the title and author.
Third-party add-ons such as EasyBib can add more functionality for you and your
students in many of Google's apps. Even if you do not use citations in your classroom,
there is most likely an add-on that you will find applicable to your pedagogy.
1. In Google Chrome or on a Chromebook, open a new tab and click on the Apps icon
in the bookmarks:
3. In the search bar, search for Special Characters – Click and Paste.
4. Under the Extensions section, click on the title of the extension:
Note
Special Characters – Click and Paste is created by Benjamin Jones.
Chrome extensions are similar to add-ons, where there is a wide variety of tools, turning
Google Chrome into more than a browser. (Some of the images in this book were taken
using the Nimbus Capture extension). A few minutes of exploration of extensions can
save you a significant amount of time if you find the right add-ons and extensions.
268 Customizing to Your Subject
Note
When using the equation editor, it is easier to begin with the formatting
settings such as fractions and subscripts before adding in the text, because it
does not format previously entered text. Instead, the formatting buttons will
create fields in the appropriate format to be filled in.
Another example of using the equation editor in Google Docs is creating balanced
equations for chemistry and biology:
Figure 9.36 – The Manage add-ons option in the Add-ons menu of a Google Doc
Deleting extensions and add-ons 271
2. Hover the mouse cursor over the extension and click on the Kebab menu:
Summary
Third-party extensions and add-ons allow you to customize your Google Classroom
assignments to better fit your specific subject areas. This chapter explored several different
methods of adding functionality to the core components of Google Chrome and Google
Docs to enhance your Google Classroom experience. This chapter not only provided
several examples of third-party add-ons used in classes but the steps for you to explore
and find new features and functions. Google Apps for Education is a constantly changing
learning system. As it improves, it is important to continue and explore the new changes
that Google brings to this app suite.
If your classroom is in-person, this is a good stopping point in the book. The following
two chapters cover Google's online video conferencing tool, Google Meet, and strategies
for a successful online classroom experience. I hope this book empowers you to explore,
experiment, and grow with Google Classroom. As we teach that learning is lifelong,
we too need to practice what we preach and follow the ever-changing environment our
students are learning in to adapt our teaching methods in meaningful ways so that they
will find relevance in our words.
For those of you teaching in an online environment or an in-person and online hybrid
class, head to the next chapter to explore Google Meet.
Section 4:
Going Digital
Teaching online with Google Classroom and don't know what to do? Connect with your
students through video and explore strategies that appeal to online instruction. This
section is about how to not just survive online teaching, but to thrive.
We will cover the following chapters in this section:
Android and iOS devices must also have the Google Meet app installed on the device to
use Google Meet.
Important
While the user interface is similar on desktop and mobile, there are slight
differences. For simplicity, the rest of the chapter will use screenshots from
a desktop computer or laptop.
If this is your first time launching Google Meet, a dialog box from the web browser
will ask for permission to access the computer's audio and video devices.
280 Hosting Classes Online Using Google Meet
2. In the Google Meet lobby, click the Check your audio and video button below the
preview window:
Tip
Whenever possible, select a microphone and speaker source from the same
device to reduce audible echoes and feedback. For example, select both the
microphone and speakers of a headset.
282 Hosting Classes Online Using Google Meet
4. The dialog box will offer to record a short clip so that you can review the settings.
Click on the Start button to begin recording or click on the X in the top right
to exit:
Note
At the time of writing, it is not possible to upload a personal image as
a background; however, Google is in the process of adding this feature.
284 Hosting Classes Online Using Google Meet
6. Once the audio and video settings are adjusted to your liking, click the Join now
button:
Important
Some features, such as Change Background, are not available on a mobile
device.
Getting started with Google Meet 285
Important
Be cautious when using the Join with a phone feature as long-distance charges
can apply. Some school districts disable this feature altogether.
3. Cast this meeting: Allows the video and audio from the conference to be viewed
on a Google Chromecast-enabled device. This feature is great for allowing a small
group of people to see the meeting but still have the microphone close to the
speaker.
4. Present to Google Meet: Allows the presentation of content on the device (that
is, a program) without any other interactivity. This feature allows a higher-quality
video presentation to others in the meeting and allows viewers to hear the computer
audio. This feature is often used in conjunction with a second device also in the
meeting to interact with viewers of the meeting. The primary function of this
feature is to reduce the video lag of the presentation.
286 Hosting Classes Online Using Google Meet
5. Kebab menu: While many of the options within this menu have moved to the
general interface, such as Change Background and Select audio and video devices,
it also contains options such as Enable an in-house live stream, Turn on captions,
Report problems or abuse, and Change the video resolution of incoming and
outgoing video streams.
1. Meeting info dialog box: As the creator of the meeting, this dialog box will appear
with the Google Meet information and options to invite others to the meeting.
Subsequent participants entering the meeting will not see this dialog box.
2. Microphone controls: Mute or unmute the microphone.
3. Camera controls: Turn the camera on or off.
4. Enable Real-Time Captions: Google Meet will display real-time captions in
English, French, German, Portuguese, or Spanish.
5. Raise hand: Turn on a visual indicator to others in the meeting that you have
something to say.
6. Present now: Presents a tab from a web browser, a program window, or an entire
desktop screen to other participants and viewers of the meeting.
7. Kebab menu: Additional options including casting the meeting, opening a digital
whiteboard, starting/stopping recording the meeting, changing the layout, changing
the background, changing the audio and video devices, and so on.
8. End call: Leave the meeting. The host can also end the meeting for all participants.
9. Meeting Info: Contains the same information as the dialog box in (1).
10. Show everyone: View a list of all participants. The host of the meeting can pin
participant cameras, mute microphones, and eject participants from the meeting.
11. Chat with everyone: View and send chat messages to all participants.
12. Activities: Enhanced features such as breakout rooms, polls, and Q&As.
13. Meeting safety: A common host setting to manage who can enter the meeting and
who can share their screen or send chat messages.
As time progressed, host controls, through the Meeting safety icon (and Meet Settings),
gave teachers more control of the online classroom. Hosts are able to disable screen
sharing (explored later in the chapter) and the chat box for participants as well as
requiring all participants to ask the host to join before being admitted to the meeting.
A screenshot of all the switches under Meeting safety is shown in the following figure:
Other strategies Google Meet uses to protect the meeting include preventing a user
from continuously asking to join a meeting (try staying focused on teaching when
there is a notification every few seconds from the same unknown person asking to join).
After two unanswered requests, all further requests are muted.
The final protection Google implements in Google Meet is removing current participants.
To better protect the meeting, any participants removed from a meeting cannot re-enter
unless the host manually invites the participant back into the meeting. This feature,
in conjunction with the Meet Link discussed earlier, means that a participant can be
removed from the Google Classroom-generated meeting for that meeting, but will be
automatically admitted to the next meeting.
In the next section, there are instructions for removing and inviting participants to the
meeting.
290 Hosting Classes Online Using Google Meet
The top of the People sidebar has buttons to mute everyone (except the host); add people
to the meeting, which is also how to re-add a participant that has been removed from the
meeting; and the host controls, which has the same settings as the Meeting safety icon.
Pin a participant
Pinning a participant fills the entire Google Meet window with the participant's
webcam. A user cannot pin a participant for someone else. There are many
applications for this feature, from ensuring that the speaker is visible in an
online/in-person hybrid class and scrutinizing a webcam during a summative
assessment, to displaying the correct webcam feed when a teacher is joining the
meeting multiple times to have separate webcams.
Removing your tile from the layout places a smaller preview tile. This tile can be dragged
to any corner in the meeting. An example of the layout is shown here:
Figure 10.20 – Preview tile of the current user's webcam and mic
When minimizing your tile, it will collapse into a toolbar, which can also be moved to any
corner.
Now that students (and other participants) are visible in the meeting, the next section
explores how to interact with meeting members through more than lecturing into your
webcam.
Important
Many students will choose to turn off their cameras when possible.
Considerations for online classroom expectations are discussed in the final
chapter, Chapter 11, Strategies for a Successful Online Class. When a student's
camera is off, their account's profile picture will replace the camera view in
the tile.
Engaging students within Google Meet 295
Now that I can see all my students, there are two ways they can communicate – verbally
through their computer microphone and through the chat. Similar to an in-person class,
there are few instances where students can call out during a lesson. Before a student asks
a question verbally, they can use the Raise hand feature, which will display an indicator in
the student's webcam, and a RAISED HANDS section will appear in the sidebar, shown
in the following screenshot:
The chat is enabled by default and allows all users to communicate with each other.
At the time of writing, there is no way to chat with a specific participant; however, the
Q&A feature in the Activities section can allow students to ask questions to the meeting
host directly. To open the chat, click on the Chat with everyone icon in the meeting,
or, if the sidebar is already open, the icon at the top of the sidebar, indicated in the
following screenshot:
With the basics of seeing and communicating with participants set, there are many times
where seeing the teacher's face is not enough.
Each option has advantages and disadvantages when presenting content to Google Meet
participants.
Note
Even if your computer only has one screen, you will still need to select the
screen before clicking on the Share button.
On the other hand, presenting a program window will have a popup to select the
individual window:
Engaging students within Google Meet 299
At the bottom of the screen, there will also be a small banner indicating that the screen or
window is being presented:
Figure 10.29 – Banner notification at the bottom of the operating system desktop
Presenting a computer screen is easier to manage because whatever the presenter sees on
the screen is the same as what the participants of the meeting also see. However, it is also
the least secure since computer notifications or window switching can display sensitive
information to participants. There are several stories I have heard of teachers forgetting
that they are presenting a screen and checking their emails or recording marks with the
entire class watching.
Presenting a window only solves this problem, but it is more cumbersome if the presenter
is using multiple different programs. Whenever the presenter wants to change program
windows, they will need to stop presenting the current window and then present the new
window. Whether to present the entire screen or a window depends on the presenter's
preference of managing windows and security. Neither presenting an entire screen nor
presenting a window shares the desktop audio.
Thus, if you present a video through a program like Windows Media Player, the
participants will not be able to hear the audio. To play audio or video for participants,
the presenter will need to present a browser tab.
Whether you're using YouTube or Spotify, this form of presentation will focus on reducing
lag. It is also easier to switch between tabs using this method. Each tab in the browser will
include a heading to stop presenting the tab or to switch from the presented tab to your
current one:
By presenting content within the meeting, participants can easily follow presentations,
documents, and other content. However, the mental tedium of deciding which form of
presenting for which type of content can be draining on the presenter. Another possible
alternative can simplify the presentation process.
The Windows computer always has a screen presented so that I don't have to worry about
whether audio is being properly sent, and then I have the Chromebook, with a built-in
microphone and webcam, for the face-to-face interaction (my setup also has a third
computer, but that one will be explained in the next section). When using a lot of media
content, having two separate devices is invaluable to ensure a smooth online teaching and
learning experience.
Writing on a Jamboard
The instructions for presenting your screen from the previous section work well for
Google Slides and other presentation software; however, there are many instances where
you may want to draw on your screen. Google's Jamboard is an online whiteboard where
you can draw, add sticky notes, and add images. Others can also collaborate on the
Jamboard to add their own content too. To create a Jamboard, click on the kebab menu
and select Whiteboard:
A dialog box will appear asking whether to create a blank Jamboard or use one that's
already saved in your Google Drive. After opening the Jamboard, all features are found
in the left panel, shown here:
For students to see the Jamboard, it needs to be presented in the meeting, or students can
click on a link sent to their inbox. Once created, the Jamboard file is available in Google
Drive. By presenting your screen and using Jamboards, you can now share a wide range
of content to your students. These features are available for any Google account.
306 Hosting Classes Online Using Google Meet
The next section will explore additional features available to Google Workspace for
Education accounts.
4. Participants will receive a popup asking them to join their respective rooms:
At the top of each breakout room, there is a banner with links to Ask for help from the
teacher or organizer and Return to the main call:
Important:
If a participant in a breakout room leaves the room, they will be able to return
to the main meeting using the Meet link in Classroom.
When closing breakout rooms, the banner in all breakout rooms will begin a countdown:
3. Fill out the question stem and options. Then click the Launch button. To create the
poll in advance, click on the Save button. The poll will stay in the menu and will not
be visible to meeting participants until the Launch button is pressed:
They will be able to click on a selection and submit using the Vote button:
When questions are asked, other participants can upvote the question by clicking on the
thumbs-up icon. Figure 10.51 shows a post with two upvotes. Each participant can choose
to view all questions or only their questions or order the questions by oldest, newest, or
most upvoted questions. Instead of viewing their own questions, the hosts can sort by All
questions, Unanswered, Answered, or Hidden, as shown here:
Organizers are also able to sort questions by Unanswered, Answered, and Hidden. Often,
when I am done answering a question, I will mark it answered and mark it hidden. Then
the student in question will be able to see that I have addressed the question, but other
students will no longer see the question in the question list. I particularly enjoy using
this feature to track participation and see whether a student is asking to use the restroom
frequently.
With all these methods of engaging with students, when someone isn't there, they can
miss out on a great online learning environment. For students who are absent, one
possible solution for them to authentically experience the lesson is to record the meeting.
But before clicking the record button, the next section explores some necessary
information and decision-making factors to consider to avoid potential problems.
In Google Workspace with Education, only non-students can start a recording. (However,
in business versions of Google Workspace, anyone can start a recording.) When a meeting
is recorded, an mp4 video file will be added to the meeting creator's Google Drive and
shared with whoever started the recording. Google Chat text is also recorded as a separate
file when recording is enabled. Only the portion of the meeting for which recording was
turned on will be saved. Participants outside the organization will receive a notification
that the meeting is being recorded.
When recording a meeting, the active speaker and anything being presented is recorded.
The recording will also include the active speaker's first and last names. Because there
is a large amount of sensitive information being saved, consider some of the following
questions. Some of you may need to consult with various departments within your
school district.
Summary
Google Meet elevates Google Classroom beyond the brick-and-mortar classroom.
With its integration with Classroom, ability to present content, and engagement tools,
teachers can offer an active and engaging online learning experience for students of
all ages. While Google continues to add features and refine Google Meet, this chapter
explored all the features available at the time of writing. If there was a feature that you
did not see, double-check whether your account has access to that feature.
320 Hosting Classes Online Using Google Meet
Furthermore, user interface changes are still common with this app because the
COVID-19 pandemic substantially sped up its development timeline. In fact, the entire
chapter had to be revised because of recent interface changes. Also, the following figure
suggests that the Whiteboarding and Recording features may move to the Activities tab:
The previous chapter outlined the various features within Google Meet. As with any tool,
its effectiveness is reliant on the knowledge and experience of the wielder. Google Meet
provides the means to teach online with Google Classroom; however, teaching virtually
is a completely different paradigm than teaching in person. While some of the principles
are similar, there are several considerations that are unique to teaching in an online
environment. Since you (or your school) have already committed dollars to purchasing
this book, I hesitate recommending even more things to purchase.
However, there are many qualities of effective in-person teaching that do not transfer
easily to online teaching, without some additional equipment being required. Once the
quality of the online content is the best it can be, additional suggestions will be provided
for the class' structure. In this chapter, you will explore strategies that can improve the
following:
One way of improving audio is to have whatever microphone you use closer to your
mouth. Ideally, it should be 3 to 6 inches from your mouth and at a 45-degree angle. This
position ensures that the microphone is close enough to you that it picks up your voice
louder than other things, such as your keyboard, while also preventing you from blowing
air into the mic when you're saying P and T words:
Purchasing a microphone
If you want to purchase a microphone, the Logitech Blue Yeti or Audio Technica
ATR2100X-USB are common, high-quality USB microphones that cost around $100 USD.
Another cheaper alternative is the Samson Go Mic, which is around $50 USD, but it needs
to be clipped to the top of a laptop or monitor or onto a stand.
Looking your best in Google Meet 325
At the other end, the Shure MV7, which is priced at around $250 USD, offers great sound
quality. All these microphones can be plugged in through your computer's USB port and
will be automatically detected by your computer.
Important
Whenever you're using an external microphone, make sure that it has been
selected in Google Meet.
Another quality-of-life purchase is a boom arm for the microphone. Boom arms attach to
the side of the desk and raise the microphone so that it's closer to your mouth. It also frees
up desk space as it can be attached to the side of the desk. A budget alternative is to place
the microphone on a stack of books.
Don't be afraid to experiment with your students when it comes to which microphones
sound better than others. While they may not be able to tell you why they prefer one
microphone over another, they will be able to tell a difference and identify which one they
like best. Now that we've covered audio, let's look at video.
In the previous chapter, you can see the blinds of my window directly to my right in many
of the images provided.
Some of the common mistakes that people make when it comes to finding good lighting
include placing the window directly behind or directly in front of them. In these cases, the
light can either make your face too bright or make the background too bright. Both will
result in reduced visibility, as shown in the following image:
Before going out to purchase lights, if you have table lamps, you can try positioning
them at a 45-degree angle and at eye level. Floor lamps pointed at the ceiling and set to
maximum brightness can also provide great lighting:
Looking your best in Google Meet 327
Purchasing lights
When purchasing lights, there is a deep rabbit hole you can fall into. Studio lights can
cost thousands of dollars for just a single light. Those expensive lights are most likely not
needed, and amateur or prosumer lights will be more than adequate. Online retailers such
as Amazon have lighting kits containing two lights, soft box diffusers, and stands for $150
USD. If space is limited, the Elgato Key light is a great all-in-one solution that attaches to
your desk.
However, it is $200 USD for a single light. A budget alternative is going to your local
furniture store and purchasing a 100 W warm bulb and China ball paper lantern.
Depending on your local market, this solution can cost as little as $25 USD.
There are lots of things you must take into consideration when placing lights in a room.
Check out YouTube and other internet sites for tutorials and tips on various types of
lighting setups.
Purchasing cameras
Like their microphones, many built-in laptop or desktop webcams are low quality. An
external camera will almost always be far superior to any built-in webcam you have.
Important
At the time of writing, which is during the COVID-19 pandemic, the demand
and price of webcams have skyrocketed. While this book will use current prices
for many of these devices, hopefully, by the time you are reading this chapter,
the prices will have gone down.
Before diving into the recommendations, the following screenshot shows a comparison
of pictures that have been taken with different cameras. No post processing other than
cropping was done to the pictures:
If you're on a budget but have an old smartphone, you can use the cameras on your
smartphone as a webcam. Third-party apps such as EpocCam and DroidCam can send
iPhone and Android camera signals through Wi-Fi or USB. Both include free versions so
that you can test your old phone. One area to test is whether the computer microphone
de-syncs with the smartphone webcam, since these apps can introduce a delay in the
video. Both have paid versions (less than $10 USD) that remove ads and add additional
features.
Be cautious if you are purchasing cheaper webcams (less than $40 USD). Our school made
the mistake of purchasing many of these cheap webcams and they would often freeze
or cut out after a few minutes. Ensure that there is a return policy and test the device
thoroughly so that you can return it if there are any problems.
On the other side of the cost spectrum, many action cameras, point-and-shoots, DSLR,
and mirrorless cameras can use their USB connection to act as a webcam. These cameras
can range from the GoPro Hero 8 action camera, priced at $320 USD, to the Canon
EOS R5, priced at $5,000 USD. Many of the DSLR and mirrorless cameras also have
interchangeable lenses, which adds an additional cost.
Another consideration is the camera's battery life. Many of these cameras can also draw
power from the USB connection or may use a battery coupler, often called a dummy
battery, to plug the camera into an outlet. If you choose to purchase a camera as a
webcam, consider its uses when you're not teaching. Since I have a 3-year-old, purchasing
a GoPro and, later, a mirrorless camera means that I can take better photos of my child as
she grows up.
I use the Canon EOS M200 ($550 USD) with the Canon EF-M 22mm lens ($250 USD)
when teaching my online students. Another great camera choice is the Canon EOS M50
Mark II ($700 USD), which has better video-making features than the M200. While
camera selection is a personal choice, Canon cameras have fast autofocus and color
accuracy, which is why I recommend them.
As with microphones, consider testing one or two solutions before finalizing which
camera solution you use in your online classes.
A simple and cost-free solution is to use the built-in background changer in Google
Meet. Having a monotone background such as an empty wall will help the background
changer distinguish between you and your background. One disadvantage when using
the background changer is that it will sometimes remove something that you are trying
to show your students. An example of this problem is shown in the following image:
Figure 11.7 – The item in my hand has been removed from the video
If you do have a monotone background, instead of using the background changer, you can
fill it with items that are used in your online teaching. Examples include hanging pictures
or puppets that are used for lessons. Alternatively, you can decorate the background near
holidays such as Christmas or Easter. If there is sufficient space between you and the wall,
another method of adding to your background is to place a shelf and fill it with objects or
books.
Some teachers even hang Christmas lights on their walls! These small touches can make
a student feel more welcome and ready to learn when they see you online.
Another tool you can use to change your background is a green screen. This
monochromatic background makes replacing it, called keying, more uniform.
Furthermore, other software such as OBS Studio can overlay images or other inputs to
create picture-in-picture effects, as shown in the following screenshot:
Pedagogy in an online class 331
Before diving into these strategies, there are some terms we must define. There are many
different formats when it comes to teaching online, and your school may use different
terms to describe similar formats. The following are the terms I will be referencing within
this section:
Your online teaching format will affect your pedagogy. Many teachers may employ
a combination of synchronous and asynchronous strategies for their students. For
example, an online teacher at my school plays a pre-recorded lesson during class time
in a Google Meet. When the video is complete, this teacher asks the students questions
about the lesson and they have an opportunity to ask for clarification.
To reduce the amount of preparation time they have to do, they record the next day's
lesson while the students are watching the current video. Combining synchronous and
asynchronous strategies can mitigate some of the disadvantages that each teaching format
has. Another aspect of online teaching that can affect pedagogy is your class size. It is
not unheard of to have online classes with more students enrolled than their in-person
counterparts.
Being able to give meaningful feedback to 45 students in an English class is more
time-consuming than giving it to 30 students. Therefore, when you're determining
how to structure your online class, be thoughtful about how you may have to adjust
your pedagogy so that it fits the format and composition of your online class.
Consistency
A large part of classroom management is setting out predictable routines for students.
For an in-person environment, this process often means seating plans, morning routines,
weekly lesson schedules, and consistent teaching formatting. In an online class, many of
these characteristics require adjustment, while some no longer apply.
While seating plans are irrelevant for online classes, having clear expectations for your
students' online interaction is important. Be clear with students about whether webcams
need to be on during lessons and how students ask questions or use the chat. Oftentimes,
teachers will spend the first day going through online class procedures, such as muting
microphones, raising hands, going into and out of a breakout room, answering poll
questions, and so on.
When students know how to use the features, they will be more likely to use them.
When a student deviates from that online structure, it is important to guide them back.
For example, students occasionally email me questions outside of class time. Since my
Class has a section for students to ask questions, during the next lesson, I will answer the
question but remind the class to use the question section in Classroom or risk not having
their question answered.
334 Strategies for a Successful Online Class
Another area where consistency can encourage students in an online class is to release
information at the same time every day. When I taught an online asynchronous class,
my students knew that every day at 3:00 P.M., the lesson would be released on Google
Classroom. They became so familiar with that time that my students would flood my
email inbox at 3:15 P.M., asking if there was no new video. Furthermore, each day had an
Assignment post or a discussion question (via the Announcement post containing the
video's class comments section) for the students to respond to the video.
Important
When teaching a class with synchronous and asynchronous components, give
clear expectations about when students need to be online.
For my synchronous and asynchronous online classes, exams were always on the same day
of the week. Because my asynchronous class was later than a typical class (running from
3:00 P.M. to 4:30 P.M. daily), it was important to keep the day of the week consistent so
that my students could work around other afternoon commitments.
Finally, as with in-person classes, stay consistent with the lesson format for the first few
lessons. As students become familiar with how your online class functions, you can
start adding new lesson formats. While it is important to diversify your teaching style to
reach as many students as possible, it is also important to ensure that your students feel
comfortable in the teaching and learning environment by being able to predict what will
happen in class.
For example, it should be easy to find information that students will use regularly. If
students have to scroll endlessly through your Stream to find that one post containing
a critical document, many students will give up before finding it. Furthermore, the content
should be easy to navigate, which means that students should be able to find what they're
looking for with relative ease.
The following screenshot shows two ways we can organize the Classwork tab. While
the subject specific method makes it easier to see all the assignments of one subject,
if a student misses a day of class, that student now has to find information in several
locations of Classwork:
Important
Starting each post in Stream and Classwork with the date can also help
students find items on the page.
While it may seem easier to organize information by subject or unit, many post-secondary
institutions that have offered online courses for years use a week-by-week organization
structure rather than a topic-based one. (If you are sharing many items per day, you may
even choose a day-by-day system.) I find that this method works best for primarily online
and/or asynchronous teaching because students can track their progress easier.
The final strategy you can use to help organize content in Classroom is to use emojis
in topics and posts. Oftentimes, when I want to highlight a specific post, I will use the
star emoji. For topics, I will use a notebook emoji for topics still in progress and green
checkmarks for those that are complete, as shown in the following screenshot:
There are a few strategies that provide students with an online resource to ask questions.
When I taught my asynchronous online class, my students received two or three posts
in classwork a day: a video lesson with a discussion question, a daily assignment that
occasionally replaced the discussion question, and a question post for students to ask
questions about the lecture. Then, when I recorded the next day's lesson, I would go
through the questions that students asked and answer them at the beginning of the
video lesson.
For Classes with many daily posts, adding another daily post for questions can clutter
the Classwork page. Another alternative is to use a Google Form and place it near the
top of the Classwork page. Since Google Forms can automatically record the date
and time of the submission and the email address of the student, it is easy to see new
questions. Depending on the frequency of questions, the Forms Notifications plugin
can automatically email you whenever Google Form receives a new submission.
When teaching an online synchronous class, you can tell students to put questions from
their homework in the Q&A section and students can vote on questions. Then, you can
answer the most upvoted questions. This strategy works best for courses that have practice
questions, such as math and science. Another advantage is that you still have a record
of the questions that were unanswered. You can then address those questions later in
the lesson.
Whether you use one of the suggestions in this section or create your own, students
and parents will know where and when to get support. While I answer questions at the
beginning of class (so that other students who may have similar questions also hear
the answer), I have also responded to student emails in the evening if the questions are
urgent. I also know teachers who have evening hours, where they will respond to student
emails too. Whatever method you decide, if students and parents know how to connect
for additional support, there will be fewer issues with miscommunication and wrong
assumptions being made throughout the course.
Assessment
With online teaching strategies, assessment is a component of pedagogy that comes under
significant debate within the online classroom environment. Before progressing through
this section, I want to reinforce that the perspectives and opinions in this chapter are from
my own teaching, collaboration with teacher colleagues, and conversations with educators
within Canada, the United States, and beyond.
338 Strategies for a Successful Online Class
However, these perspectives and opinions are perspectives and opinions only. With
the explosion of online teaching and learning, relevant peer-reviewed journal articles
exploring the efficacy of online assessments are few and far between. Internet searches
during the pandemic will bring up headlines of school divisions pausing standardized
exams, privacy concerns where online invigilation protocols are invasive and stress-
inducing, and some institutions forcing hundreds of students to rewrite major online
assessments because of some students' liberal use of online resources during an exam.
At my school, hours and hours of teacher leadership time has been spent discussing
authentic online assessment. Only one conclusion has come from all those hours:
There is no authentic online assessment.
No matter what protocols are put in place during a high-stakes exam, there will always
be ways of defeating online securities. Regardless, there are still several nuggets of wisdom
I can pass along from my experience and the experience of my colleagues regarding
privacy considerations, types of online assessment, and the advantages and disadvantages
of online assessment tools.
This year, many of my math and science colleagues have created new assessments for the
online environment. The primary reason for these new exams is because the in-person
exams they used to use took years to develop. With countless hours being spent creating
questions, blueprinting exams to the curriculum, and then fine tuning and publishing
those exams online was not possible. There are many ways to screenshot, screen record,
or simply write down questions while completing a high-stakes exam. Then, those well-
crafted in-person exams would no longer be secure. Students can then distribute the
questions through various social media channels.
A possible alternative to high-stakes exams is to adjust exam weightings and create several
medium-to-low stakes assessments. Some online teachers have moved to 20- or 30-minute
weekly quizzes that comprise the bulk of the exam rather than one or two high-stakes
exams. Students are less likely to distribute the questions because they have access to the
questions for less time and it is easier to create different versions of smaller quizzes. With
this solution, I have seen course weightings invert from 20% Quizzes, 50% Unit Exams,
30% Other to 50% Quizzes, 20% Unit Exams, 30% Other. This format adapts well to
online courses that organize with a weekly calendar too.
Another alternative is to introduce more high-stakes projects instead of exams.
Project-based learning involves students in the synthesis process of learning. Oftentimes,
the project produces a product that is difficult to plagiarize. Some project examples
include video shorts and video essays. Video shorts are 1-to-3-minute videos where
students explain a topic or concept. In subjects such as math or science, each student can
be assigned a different calculation problem to complete.
Pedagogy in an online class 339
Once all the students have submitted their videos, the class will contain a library of
video tutorials. Video essays are longer videos that can replace a written essay; however,
they require more technical skills from the students. Video shorts can be easily created
by recording a Google Meet, using a phone camera, or using free online tools such as
Screencastify. For video editing features, they can use WeVideo, a free online video editor.
Both Screencastify and WeVideo have a 5-minute video limit for their free tiers. Having a
time limit is not necessarily a disadvantage because you still have to watch all the videos.
If video creation sounds like a daunting task for your class, live presentations with Google
Slides through Google Meet is another solution.
If you are set on using high-stakes exams in an online environment, then there are still
some strategies you can utilize to mitigate cheating. For the exam structure, consider open
book exams with a narrow time limit. Then, the time limit – not the lack of resources
– contributes to the authenticity of the assessment. This is the structure I have adapted
for my online students with success. Additionally, another strategy for improving the
authenticity of assessments is having students sign into Google Meet with a secondary
device, such as a phone.
The student places the device beside them so that their field of view includes their
monitor, keyboard, face, and hands. On that device, the students also unmute their
microphones. This setup allows you to have a better view of what the student is doing
while taking the exam, and it also allows the students to see and hear you without having
to put on a headset. If your students are writing an in-class paper using Google Docs, you
can view their Google Doc and their camera at the same time if you are suspicious of their
activities during an exam.
One final strategy for high-stakes exams is to regularly ask students to perform tasks
throughout. Some examples include touching the top of their head, clapping, standing
up and sitting down, taking a 10-second stretch break, and so on. Asking the students to
move around at random times ensures that they are not using a video recording as the
webcam's source. Free software is available for users to use a video to mimic a webcam.
Therefore, a student could pre-record themselves writing an exam and then play it while
taking an actual exam, freeing the student to do whatever they want during the exam.
The unfortunate truth about online high-stakes exam precautions is that they can be
defeated with relative ease. The simplest method any student can use is simply asking to
use the washroom during an exam. Not even expensive invigilation software or proctoring
services can guarantee authenticity in online assessment. Therefore, adapting assessment
practices for an online environment has a greater likelihood of accurately quantifying
student understanding than holding them tightly to traditional assessment practices.
340 Strategies for a Successful Online Class
Summary
This chapter has gone beyond the basic features of Google Classroom and Google Meet
we covered previously by exploring external factors that can improve teaching online.
These strategies include setting better audio and video so that students can easily follow
your lessons; setting a consistent lesson structure so that students can predict how the
lesson will flow; structuring the content in Classroom so that it is easier to find; and
considerations for online assessment. Many of these suggestions are only a starting point.
As you take ownership of your online classes, your pedagogy will continue to evolve.
When in-person, there are many aspects of teaching and learning that we take for granted.
If a student cannot hear the teacher, the teacher speaks louder; if a student is distracted
with their phone, we can ask them to put it away or confiscate it; during exams, the
classroom is a secure location. Transitioning to an online environment brings forth many
challenges to the learning environment that were non-issues in an in-person classroom.
Therefore, be gracious to yourself. Even if you only apply a few suggestions from this
chapter, I hope that it demonstrates the several additional facets that teaching online
brings to pedagogy. In general, students also know that learning online is different than
in-person learning. Whatever effort you put in, even if they never admit it, is appreciated
by your students.
In the ever-changing landscape of technology in education, I hope this book has helped
you navigate Google Classroom and how it can be integrated into your pedagogy. By
implementing even a small portion of this learning management system's tools, you can
reduce time in the day-to-day administrivia of teaching and spend more time with your
students, your family, or yourself. All the best in teaching with Google Classroom!
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342 Other Books You May Enjoy
• Understand online learning as a powerful and unique tool for student growth
• Create, access, and personalize your user account and profile settings in Canvas
• Generate, upload, and import course content for students to engage with as
participants in your courses
• Design and sequence the content of your course to present information and
activities with clarity and simplicity
Why subscribe? 343
B computers
Chrome, setting up on 33
breakout rooms files, adding to Google
participants, splitting up into Classroom from 22, 23
smaller groups 307-311 resources, adding to Google
Classroom from 23, 24
C
Chromebooks 34
D
Citations tool diffuse light 326
creating, with EasyBib 259-264 Dock
Citations feature Google Chrome shortcut, adding to 40
using 256-259
citing references
in Google Docs 255
E
Class EasyBib
students, inviting manually to 54, 56 citations, creating 259-264
students, managing 54 URL 264
Class code emails
changes, making to 53, 54 sending, to guardians manually 234
displaying 50, 51 equations
used, for allowing students creating, in Google Docs 268, 269
to join classes 48 extensions
used, for joining classroom 48-50 deleting 270
classroom
joining, with Class code 48-50
Classroom
F
students, emailing in 59 feedback
Classroom app providing, with private messages
installing, on phone 44-48 and comments 152
installing, on tablets 44-48 file ownership
Comment bank for assignments 142, 143
comment, creating 156, 157 files
comment, selecting 158 sharing, in assignments 118-120
private comments, saving 156
Index 347
G Google Docs
citing references 255
Google Calendar letters, adding with accents 265-267
sharing, with URL 235-239 math and science equations,
website, creating for 239-245 inserting 268, 269
Google Chrome private comments, managing 161, 163
installing, on Apple macOS 36-39 Google Drive
installing, on Microsoft Windows 34-36 files, adding to Google Classroom 18-21
installing, without Administration student files, downloading 133, 134
Permissions 39 student files, viewing 129-132
setting up 40-43 Google Form
setting up, on computers 33 answer key, creating 206, 207
shortcut, adding to Dock 40 assigning, in Google Classroom 210-212
tab, presenting 300, 301 assignments, tips and tricks 220-227
Google Classroom converting, into quiz 203-205
additional teachers, inviting 26-28 creating 195, 196
banner image, uploading 13-15 questions, adding 197-200
creating 4-8 quizzes, grading 212-215
files, adding from computer 22, 23 theme, modifying 201-203
files, adding from Google Drive 18-21 Google Meet
files, adding from internet 24 audio, settings 279-284
files, adding to 17, 18 conference controls 286, 287
files, storing 25, 26 lobby, settings 285, 286
materials, reordering 24, 25 online class strategies 323
navigating around 8-10 Record Meeting button,
personalizing 10 considerations 317-319
reference link 4 starting with 279
resources, adding from internet 23, 24 students, engaging within 292-297
resources, adding to 17, 18 video, settings 279-284
resources, managing in 16 Google Meet, conference controls
setting up, on student’s device 32, 33 participants, managing in
student files, viewing 120-123 meeting 290, 291
theme, modifying 10-12 protecting, with host controls 287-289
weighted categories, setting up 252 webcam tile, settings 291, 292
Google Classroom mobile app Google Meet, in Google Classroom
student files, viewing 124-128 enabling 276, 278
Google Classroom home page link, modifying 278
classes, accessing from 28-30 managing 276, 278
348 Index
P R
parents revision history 165
inviting, to receive guardian rubric
emails 230-233 creating, in Grading Tool 170-176
private comments creating, with Google Sheets 181-185
adding, to modify student files 164 reusing, from Assignment post 180, 181
adding, to student files 153, 154 used, for grading
managing, in Google Docs 161, 163 assignment 170, 177-179
plagiarism, avoiding with
Originality reports 167-170
replying to 159, 160
S
resolving 159, 160 short-answer questions
saving, in Comment bank 156 creating 95-97
student progress, monitoring with student view 97-100
Version history 165, 166 Stream
used, for providing feedback 152 announcement changes, making 75, 76
users, mentioning 155 comments, disabling in 88
private messages student files
about 152 downloading, from Google
used, for providing feedback 152 Drive 133, 134
viewing 120
Q viewing, in Google Classroom 120-123
viewing, in Google Drive 129-132
quality sound 324 viewing, on Google Classroom
question mobile app 124-128
adding, to Google Form 197-200 student grades
creating 92 viewing 190, 191
grading 106, 108, 110 Student Information
leaving, ungraded 110 System (SIS) 110, 191, 252
post, features adding in 93, 94 student
returned grade, viewing 110, 111 emailing, in Classroom 59
quiz inviting, manually to Class 54, 56
Google Form, converting into 203-205 managing, in Class 54
removing, from Classroom 58, 59
responses, replying to 101, 102
350 Index
T
tablet
using, to provide written
feedback 185-190
theme
modifying, of Google Form 201-203
V
video quality, in Google Meet
background consideration 329, 330
cameras, purchasing 328, 329
lights, purchasing 327
significance 325-327
W
website
creating, for Google Calendar 239-245
weighted categories
setting up, in Google
Classroom 252-255
written feedback
providing, with tablet 186-190