Learning Management System (LMS)

JVS - Bridges to College and Careers

TAGS: #LMS #GoogleClassroom #JVSBoston

WHAT | Discover ways to successfully and effectively use Learning Management Systems (LMS) to enhance and review comprehension of essential digital literacy skills.

WHY | The goal is to assess students’ skills, determine the additional support they may need, and provide classroom instruction to build digital literacy skills ahead of a transition to a Community College. A tutorial and review of the LMS will provide students with the strategies and reminders they need to participate in classes in Adult Education and college programs successfully.

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

• Clear Structure and presentation

• Creating visual representations

• Experiential learning

• Formative assessment

• Goal setting and monitoring

• Guided Practice

• Immediate Feedback

• Instructor Accessibility

• Observation and Shadowing

• Self-monitoring

HOW | Google Classroom

• The instructor uses a poll to introduce a formative assessment on Google Classroom. Students complete the poll independently.

• After the assessment, the instructor reviews the answers with the students and shares the results with the class.

• Students are asked to log into Google Classroom.

• The instructor then reviews the Google Classroom basics that the students will be required to master during class, including, but not limited to joining classes, file attachments, discussions, stream, classwork, completing assignments, handing in work, etc.

• The instructor will then share additional videos and resources to assist students in mastering Google Classroom.

• At the end of the lesson portion, the instructor will provide an assignment, “scavenger hunt,” in breakout rooms that will require students to show mastery of content as a summative assessment.

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

• CO.1: Communicate Effectively: Awareness and adaptation of communication strategies to meet behavioral norms and respect user diversity (Netiquette) (E)

• CO.2: Collaborate with Technology: Digital collaboration (E)

• CO.7: Share Information with Others: Understanding ways to share information with others (E)

• IS.1*: Use & Apply Information: Apply info [synthesize understanding and knowledge, draw conclusions]

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• EF.1: Use Accessibility Features: Accessibility tools on device

• IS.6: Organize Information & Files: Manage info [e.g. organize and store it in a reasonable manner, use agents and filters]

• LL.2*: Adapt to New Technology: Adaptability [e.g. open to learning new tech, reapply/build on tech experiences]

• OL.10: Save and Manage Content: Use local and cloud storage to manage information and access content from different devices (E)

• WO.3: Manage Projects Online: How to manage a project using computer/online tools

• WO.4: Choose the Appropriate Tools: Understand, identify, and choose appropriate digital tools for work (E)

• WO.6: Create Slide Presentations: Use an online or PC-based presentation software to present information to others (E)

• WO.7: Create Documents: Use an online or PC-based word processor to create a document (E)

• WO.8: Create Spreadsheets: Use online or PC-based spreadsheet software to manipulate or analyze data (E)

YMCA International Learning Center

TAGS: #InstructionalRoutine #LearningManagementSystem #GoogleClassroom #YMCA

WHAT: Learners interact with the teacher and classmates through Google Classroom. Learners also access all the information and content related to class, perform summative assessments, and turn in homework and classwork for the teacher’s review. 

WHY: Learners have a common place where to access class content, class work and homework. 

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

• Communities of Practice

• Experiential Learning

• Spaced Learning

HOW | Google Classroom:

1. Before the class starts, set up the Google Classroom:

   1. Add students into Google Classroom

   2. Send students invitations to join the Google Classroom 

   3. Create a topic for each week of instruction and include the dates of instruction in the name

2. Once classes start:

   1. Demonstrate in class how students can join the Google Classroom

   2. Show students the different sections, stream and classwork 

   3. Practice how to reply to a comment to a post on the stream 

   4. Show students the difference between an assignment, a material, a quiz and a question, and teach them how to work the different components 

   5. Demonstrate to students how to turn in an assignment

   6. Demonstrate to students how to find the materials posted for every class and every week of learning 

   7. Review assignments and send feedback to students

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

• CO.2: Collaborate with Technology

• EF.4: Use the Mouse

• EF.6: Save & Find Documents

• IS.6: Organize Information & Files

• LL.2: Adapt to New Technology

Mujeres Unidas Avanzando

TAGS: #InstructionalRoutine #LearningManagementSoftware #Google Classroom #MUA

WHAT |  Reflect On Asynchronous Learning Via a Learning Management System: Learners reflect on and discuss their asynchronous learning on online learning platforms such as Burlington English and Aztec with classmates and instructors. They post their reflections and discussions using a learning management system.

WHY | Monitor Learning & Connect with Peers: The purpose of this routine is to establish a structured approach to asynchronous learning, enabling students to monitor their learning while also connecting with their instructor and classmates. Asynchronous learning provides students with the autonomy and flexibility that is often required for them to be able to persist in a program. However, this independent learning can be daunting, and, for some, isolating. By having an accompanying sharing space, learners connect with their classmates and instructors on a schedule and in a format that works for them. They have the opportunity to summarize what they have learned, ask questions, share feedback, and resources. As students post and respond to their classmates, the learning and the teaching becomes more student-to-student, not strictly student-to-teacher. This creates a more authentic “community of practice,” rather than just a traditional homework assignment.

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

• Communities of Practice: sharing learning, questions, and resources with classmates and instructors.

• Explaining Their Thinking: Learners reflect on what they have learned (in writing!), asking questions, responding to classmates’ questions.

• Instructor accessibility: In an asynchronous format, students can post their work on a schedule that meets their needs, and the instructor can respond in kind. Using the LMS ensures the learner knows where to post and find the instructor response.

HOW | Google Classroom: Google Classroom can be synced with a variety of online learning software, such as Burlington English, Aztec, and Khan Academy. As such, instructors can link specific assignments and resources right to the feed on the Google Classroom, so learners can find all materials in one place. By connecting these assignments and resources to a learning management system such as Google Classroom, this “community of practice” can be fostered. 

Each instructor facilitates a Google Classroom for his/her particular group of students. There are a variety of assignment types an instructor can create which require a post from the learners and responses to their classmates’ posts. Learners can also comment directly on an assignment and respond to others’ comments from there. Learners can also post directly for all to see in the main feed of the Google Classroom, known as the “stream.” Their posts can be written text, oral recordings, video recordings, uploaded resources, etc.

Expectations should be clearly defined for students, as well as modeled, especially early on in the class. For example, a “K-W-L” chart could be utilized (know, want to know, learned), or a “3-2-1” ticket (3 things you learned, 2 things that surprised you, 1 question you still have). There should be the expectation that students are reflecting on what they completed for asynchronous work and what they learned as a result, but also that they should be sharing resources, asking questions, and reading and responding to their classmates’ posts. Due dates should be established to help students stay on track.

Digital Skills | Implementing this strategy connects to the following digital skills:

• CO.2 Collaborate with Technology

• CO.7 Share Information with Others

Students will be sharing their ideas and materials directly with their classmates. They will also be reading and responding to their classmates’ posts, answering classmates’ questions, and building a sense of community, despite not being in the same physical space or even engaging with the learning management system at the same time as their classmates.

• IS.6 Organize Information & Files

Effectively navigating a learning management system requires organization on the part of the learners. They need to be able to keep track of the assignments, locate materials, download resources and locate those files on their computers, navigate to external resources via links, toggle between tabs, and so forth. 

[They then need to be able to synthesize their learning as they post in the learning management system, ask questions, and respond to their classmates.] cut?

Labouré Adult Education Program

TAGS: #InstructionalRoutine #LearningManagementSystem #Google Drive #Laboure

WHAT | Vocabulary Image Folders: Students will create folders on Google Drive containing images of the vocabulary from their unique vocabulary chart which is also on Drive. 

WHY | Reinforce vocabulary using images: This gives students an opportunity to organize their vocabulary and contextualize it to enhance learning for classroom and enrichment activities.

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

• Creating Visual Representations 

• Explicit Instruction: Vocabulary

• Explicit Instruction: Internet Search

HOW | Google Images & Google Drive: Students will refer to the unique vocabulary list that they have created. They will choose a number of vocabulary words to add to their album. Students will make their album by creating a new folder in their Google Drive and they will title it accordingly. They will search for images online and/or produce their own by taking photos/drawing. They will upload the images to their album and title accordingly. Students will access their album for classroom and enrichment activities: i.e. producing flashcards and using them for study, charades, pictionary, etc. 

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

• CR.6: Produce Multimedia: Students produce their individualized photo albums.

• CR.3: Adapt and Reuse Digital Content: When they utilize these images for further learning activities, they are adapting and reusing content.

St. Mark’s Community Education Program

TAGS: #InstructionalRoutine #LearningManagementSystem #Canvas #StMarks

WHAT | Learners will use canvas to check their homework and missed assignments. 

WHY | This routine will help students use technology in English and it will also help them keep track of the work that they have to do. They can use these skills if they decide to pursue further education or a job that requires them to use a similar site. They can also help their children with their online assignments.

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

• Check-ins

• Explicit Instruction: Computer Basics

• Guided Practice

HOW | Canvas: The class can work in a computer lab or in the classroom to create accounts. The teacher can watch students’ screens using a monitor, and walk them through creating an account step-by-step. Students log into the app and check what the teacher has posted after every class. If a student misses class, they can also check to see what they have missed.

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

• EF.8 Get an Email Account: These skills are needed because students need an email account to access Canvas. This will allow them to practice using their email to log into their accounts. 

• LL.2 Adapt to New Technology: Students also will need to adapt to new technology because they will have to learn how to use Canvas.

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

Boston Chinatown Neighborhood Center

TAGS: #InstructionalRoutine #LearningManagementSystem #GoogleClassroom #BCNC

WHAT: Learners add almost any type of material to class assignments, including links, PDFs, scans, pictures, video, audio, and GSuite documents, on a learning management platform regardless of their class structure. Teachers also share extra practice materials, class announcements, and meaningful feedback in the same place as assignments.

WHY: The goal of using Google Classroom is to provide students with a free and user-friendly platform that aligns with the widespread use of GSuite tools in universities, workplaces, and community organizations. Organizing class material with Google Classroom simplifies the learning process for students. Teachers can choose how to organize resources and assignments to suit their class’ needs (ex. by topic, date). It is easy to change the organizational structure based on student feedback to make learning easier for students. 

Google Classroom is easy for students to use for many reasons. Learners can access Google Classroom and the rest of GSuite with only one login across any device. Hosting all assignments and materials in one place lowers barriers to completing assignments; students do not need to open multiple digital tools to finish their work. They can access everything through Google Classroom, and important handouts will not get lost at the bottom of a backpack. What’s more, students can upload assignments and multimedia on a phone, tablet, or laptop. This flexibility enhances accessibility as students develop digital literacy with different devices. This routine also minimizes learning disruption as students move to higher levels. They will still have access to their previous class materials on Google Classroom, and they will not have to learn a new LMS when they change classes.

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

• Clear Structure & Presentation

• Explicit Instruction: Computer Basics

• Handouts/Online Guides/Visual Reading Aids

• Multimodal Instruction

• Multiple Methods of Assessment

HOW | Google Classroom: 

NOTE: “Teacher view” and “Student view” are different on Google Classroom. We recommend using your BCNC Gmail for your teacher account and making a separate Gmail for a student account. Joining your own class as a student will allow you to preview how students will see your assignments.

1. Log in:

1. Open a web browser on your computer or mobile device.

2. Visit the Google Classroom website (classroom.google.com) or open the Google Classroom app.

3. Sign in using your BCNC AEP-provided Google account username and password.
   
   

2. Create a class: 

1. Click “+” in the top right-hand corner. Click “Create Class”.

2. Check the box “I've read and understand the above notice, and I'm not using Classroom at a school with students.”

3. Type the class name, section, subject, and room number. Some teachers prefer two separate Google Classrooms for their AM and PM classes. Others prefer one Google Classroom for all their students.
   
   

3. Post materials and assignments:

1. At the top of the class page, there are four different tabs: Stream, Classwork, People, and Grades.

2. Click “Classwork”.

3. Click “Create”. Select “Topic”. Potential topics could be “Important Materials” (a topic always pinned to the top of the Classwork page), “Week 1: September 6 - 8”, or “SMART GOALS”. 

4. Click “Create”. Select “Assignment”, “Quiz Assignment”, “Question”, “Material”, or “Reuse Post”. 

5. Write a title and instructions for your assignment/material. Attach relevant files. Select the topic where you’d like the assignment to “live” on Google Classroom.

6. Optionally, set due dates, point values, and categories.

7. Click “Assign”. Students will see your post instantly.

4. Add students to your class using an email invitation or by sharing the class code:

1. Students will need a Gmail to use Google Classroom. They will need to log in with their Gmail address and password.

2. Students will need to download the Google Classroom app to access Classroom on a Chromebook, tablet, or phone.

5. Show students how to access materials and assignments:

1. While sharing your screen, show students how to navigate to the “Classwork” tab on Google Classroom. Scroll to the appropriate topic and assignment.  

2. Demonstrate clicking on the assignment and reading the instructions. 

3. Demonstrate how to open/complete any additional materials connected to the assignment, such as Google Docs, videos, or links. 

4. Demonstrate how to turn in/mark assignment as done. 

5. Remind students they can check their assignments to follow up on teacher feedback and review class material.

This routine will be easy for some students, and it will take a lot of practice and repetition for other students. We recommend introducing this routine early in the year during an in-person class. Encourage tech-savvy students to help their classmates with troubleshooting. Share screenshots and screen recordings.

Additional guidance for teachers: https://edu.gcfglobal.org/en/google-classroom/# 

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

• IS.6: Organize Information & Files: Learners and teachers can organize and store all class files and information in one place using Google Classroom. Assignments are automatically saved in users’ GDrives in clearly titled folders. Materials and assignments can be organized by topic or date for ease of access. Through clear color coding, students can see which assignments they have turned in, when assignments are due, and what they should work on next. The “Grades” section is also helpful for teachers to track asynchronous attendance information; teachers can see who has completed and turned in which assignments at a glance.

• LL.1: Find Learning Resources: Google Classroom makes it easy for students to access and find all resources they need to complete assignments. It is a central hub of upcoming assignments, class announcements, extra practice, completed work, helpful resources, and individualized instructor feedback.

• OL.10: Save and Manage Content: All assignments and materials shared on Google Classroom are automatically saved to users’ GDrives. The Google Classroom app is available on all mobile devices. Students can start a writing assignment in class on the computer, for example, and pick up where they left off on their cell phone during the train ride home. They can also easily upload photos of hand-written assignments with their phones. 

Project Hope Boston/ESOL Program

TAGS: #InstructionalRoutine #ProgramPractice #LearningManagementSystem #Assessments #Google Classroom #ProjectHope

WHAT | Learners will submit writing assessments and assignments to their class online learning management system page.

WHY |Writing Portfolio : Students will organize and store their assessments, writing samples and assignments in one online place. This will allow them to evaluate their writing samples over time and assess their progress. Having their work in one location will also make it easier for them to revise and edit their writing. In this way, Google Classroom will  act as a living portfolio holder. Instructors will be able to see all of students’ writings in one place, as well.

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

• Foster Growth Mindset: Having an online portfolio will allow learners to see the writing progress they have made, and they can make changes to their writing assignments, as needed.  Learners can focus on the process of the writing assignment and not just the end result.   

HOW | Google Classroom: 

• Invite students to their class page on Google Classroom by sharing the class code or emailing it to them.

• Do a short demo in class to show them where to find the writing assignment posted on the class stream.

• Try a short practice exercise. Show students how to submit writing exercises where the instructor can view them. 

• Give students 20-25 minutes to practice individually and complete a writing assignment. 

• Have students reflect on their writing skills at periodic intervals. 

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

• LL.2: Adapt to New Technology: The students will have to navigate an online platform such as Google Classroom and use it for a specific purpose such as responding to a writing assessment. 

• IS.1: Use and Apply Information: Students will be shown how to use an online platform such as Google Classroom in class and then they will have to apply their knowledge and try a practice exercise before they complete and submit a response. They will use two language areas such as reading and writing. 

X-Cel Education

TAGS: #DiscussionBoard #Collaboration #GoogleClassroom #XCelEducation

WHAT | Assign a weekly class-wide question through a discussion board.

Once a week, learners will engage in a class-wide discussion based on a weekly question assigned to them. They can either discuss with each other what the correct/best answer is to the question, or they can give their own personal answer and explain why they chose that answer. 

WHY | Helps with confidence when working in groups and learning new material.

Over time students will be more comfortable sharing their ideas with others and gain more confidence speaking in groups. They also will be able to learn new material and see different perspectives depending on the topic of the weekly question.  

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

• Formative Assessment

• Spaced Learning

• Immediate Feedback

HOW | Google Classroom: Have students join your Google Classroom. Post a question for them once a week at the same time and day each week. Ask them to respond to the initial prompt and then respond to at least two of their fellow classmates' answers. Example: Instructor posts on Sunday. The students have until Wednesday to respond to the prompt and until Friday to respond to two other students. 

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

• CO.1: Communicate Effectively: This routine will have learners regularly engaging with each other through Google Classroom. The learners will have to articulate their thoughts in a way for the other students to understand and respond to each week.