Action for Boston Community Development (ABCD)

Action for Boston Community Development

TAGS: #InstructionalRoutine #WordProcessing #GoogleDocs #ABCD

WHAT: Students complete writing prompts and other assignments by completing a Google Doc template provided by the instructor. The template will vary depending on the assignment. This document is then shared with instructors, and at times with other learners. Students can get feedback and comments from instructors/classmates asynchronously and in real-time to improve their writing skills.

WHY: Google Docs is a common tool in both workplace settings and in school. Incorporating Google Docs for writing activities gives students practice with this digital tool, and also opens the opportunity for collaboration with classmates and instructors. Providing feedback via Google Docs throughout the year also allows instructors to track student progress and improvement.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Foster Growth Mindset

• Immediate Feedback

HOW | Google Docs:

1. The instructor creates a new assignment in Google Classroom, and assigns a Google Doc template, choosing “Make a Copy for Each Student”. Assigning via template ensures a) each student has their own file b) the instructor automatically has access to all documents, and students do not need to use the ‘share’ function.

2. Students open the template and edit. If doing the activity in class, instructors should show the guide on how to edit the document. If doing the activity asynchronously, the guide for how to edit the template should be attached to the assignment.

3. After the student completes and submits the assignment, the instructor provides feedback within the Google Doc. It’s important that instructors review the feedback format with students throughout the year to ensure student understanding. The format should be level-appropriate. Some examples of using Google Doc tools to provide feedback:

   1. Pose clarifying questions via comment function

   2. Use highlight function with a variety of colors to identify errors / mistakes for students to correct 

   3. Using suggestions function to make direct changes to student text

4. Instructors can share students' Google Docs with other students for collaboration and feedback as well. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• WO.7: Create Documents

• WO.3: Manage Projects Online

Action for Boston Community Development

TAGS: #ProgramPractice #Survey #GoogleForms #ABCD

WHAT: Students complete a Google Form survey with questions regarding their career goals and barriers upon their enrollment in a class. Using Google Forms gives students experience using digital forms for data collection, as well as prompting students to reflect on their goals. 

WHY: Using Google Forms as the tool to collect this important student information allows instructors and advisors to visualize trends in career goals and barriers, allowing them to better serve the students by adjusting in-class instruction and career workshops to fit the student population. Students will answer a variety of question types, including open-ended and multiple-choice questions, better familiarizing themselves with online forms that are used in many different contexts (medical, workplace, etc.).

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Purposeful Reflection

• Learner Choice 

• Goal Setting & Monitoring 

HOW | Google Forms:

1. New students are assigned the Google Form via Google Classroom as either an in-class assignment or an asynchronous assignment, depending on the current curriculum and lesson planning.

2. Advisors and instructors periodically review the Google Form results, inputting any relevant information into students' individual advising spreadsheets, and keeping notes of general trends among students. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• LL.3: Set Goals & Reflect

Action for Boston Community Development

TAGS: #ProgramPractice #LearningManagementSystem #GoogleClassroom #ABCD

WHAT: During orientation, the student will join their designated Google Classroom and make a post introducing themselves to their classmates. Current students will be expected to respond to the new students as a part of their weekly independent work. 

WHY: Community building in classes, especially those done remotely, can be a challenge for instructors due to ongoing enrollment. Having a standardized introduction process for all classes will help new students to have a sense of belonging, build community amongst students, and hopefully lead to increased retention. 

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Expanding Social Networks

• Communities of Practice 

HOW | Google Classroom:

1. New students join their Google Classroom during the orientation session. Encourage students to bring the device they will primarily use for class with them to the orientation session. 

2. Walk students through the Google Classroom stream. Show them how to make a comment on a post. Then ask students to create a new post on the stream introducing themselves (name, where they’re from, hobbies, goals for the class, etc.). Lower-level students can be provided a sentence stem template to complete this activity. 

3. Have students move to the Google Classroom assignments. Walk them through the assignment functions and how to complete an assignment. 

4. New students read and reply to their classmates as part of the weekly homework assignment. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.7: Share Information with Others

• MO.6: Collaborate Using Mobile Tools

• LL.2: Adapt to New Technology