How To Download Student Work From Google Classroom

Jones has seen those benefits firsthand. Before joining the campaign, she taught elementary school for several years in the High Tech High network in San Diego, where student exhibitions attract big audiences.

By late spring 2018, teacher pledges to join the campaign translated to a reach of 1 million students. Participating teachers are asked to share their own stories and photos from their school events on Twitter using the hashtag #ShareYourLearning. That will help the campaign showcase examples from diverse contexts, inspiring even more schools to take part.

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Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.

This is particularly helpful for younger students, who may not be sure of their roles in the group or the classroom. Cooperative games require children to use the same skills that they do in collaborative schoolwork, and they can see results quickly. For example, Teach Hub offers cooperative classroom games that are appropriate for grades 1-3, grades 4-6 and grades 7-8.

Thus, the topography of a classroom started out over a century ago with 50-plus students sitting at desks arranged in rows facing a teacher and slateboard. Teachers constantly surveil students to maintain order for learning to occur. They scan the classroom constantly to see if students are on the assigned task.

Given the two imperatives I laid out above and the history of public school teaching in age-graded classrooms, maintaining order and constant surveillance of students has been, historically, what teachers have to do in order for students to learn. Before there were computer devices and monitoring software, teachers walked up and down aisles of desks and around the perimeter of the classroom inspecting what students were doing.

Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. But without careful planning and facilitation, group work can frustrate students and instructors, and feel like a waste of time. Use these suggestions to help implement group work successfully in your classroom.

Talk to students about their past experiences with group work and allow them to establish some ground rules for successful collaboration. This discussion can be successfully done anonymously through the use of note cards.

In this post, I would like to share a teaching strategy that I use to help my students reflect, evaluate, and improve the quality of their written work. I have used it many times with my students. Every time I start to feel the work quality slipping, I utilize this method to get my students back on track. It works like a charm.

I looked through their responses again and selected a variety of answers that ranged from terrible to awesome, and everywhere in between. Then, I typed those answers on a document to project on my board. I did not include any student names on those responses.

First, I displayed five {ice cream} rating scale cards. These cards have visuals and a description of the qualities for each rating, from 1 to 5. I explained to my students that I needed some assistance in scoring the STEM lab reflection sheets. I wanted them to think like a teacher, and use the given rating scale descriptions to evaluate the answers that were written by real students in our class. I assured them that no names would be shown, and that if they saw their own response on the board, they should keep it a secret to the class.

At that point, I redistributed the STEM lab sheets. Without hesitation, my students fixed all of their responses to show deep thought, thorough explanations, and many details. Like I said, it works like a charm.

This investigation explored if and how direct instruction on goal-setting and working toward a goal over a four-week period impacted the number of activities students independently completed in class. The amount of math and language work completed and the way the participants felt about their ability to manage their time and goals were measured and evaluated. The study took place at a diverse elementary school in the Midwest. The classroom involved is the only Montessori lower elementary classroom in the district. The 26 students were ages 6-9 at the time of the study. Students were taught how to set a goal and work toward that goal. They also planned for challenges and how to overcome those challenges. Students checked in with their teacher and peers daily to reflect and report how focused they were in regards to achieving the goal they set. Students were observed, data was collected about the type and amount of work completed, students were rated by a peer accountability partner daily, and students completed a pre and post-self-assessment about setting goals and how competent they felt in doing so. The results of the study showed that while the amount of work did not increase, students reported feeling more confident in their ability to set goals and use strategies to stay on task and on-task behavior increased. Direct instruction in goal setting enabled students to feel more confident in selecting a goal and working toward it. They gained tools for staying focused during work times. They were able to use these tools to be on task more frequently than before the intervention. Teachers may want to choose to include direct goal setting in their practice. Further studies may want to track data for a longer period of time to see if work output also would increase.

Cooperative learning is a classroom instruction presentation model that involves students working together to meet their learning goals in learning teams or groups. In the 1940s, education reformers like John Dewey began to analyze the benefits of students working together in the classroom. At that time, cooperative learning was considered cutting edge compared to the preferred format of individual student learning. In the one room schoolhouse of the 1800s and early 1900s, students of all ages worked on their own learning goals.

True cooperative learning involves more than just having students sit together in groups. When done well, cooperative learning involves planning with clear directions, student work roles, and outcomes and measures for learning goals. Teachers who use this method see the value in cooperation, teamwork, and collaboration as a major part of their classrooms. Students who learn how to collaborate through cooperative learning can become adults who work together more effectively in the work place.

There are many benefits for classroom instruction when cooperative learning strategies are done correctly. There are several briefly discussed here including: promotion of social interaction, buildup of student self-confidence, improvement in collaborative skills of students, as well as the improvement in student decision-making skills. Cooperative learning-run classrooms can also assist teachers in working with students who have wider skill gaps.

Many students are timid or shy and in a whole-group setting can often be leery of sharing their thoughts, questions, or answers. Students who participate in cooperative learning lessons have opportunities to build their self-confidence (again if planned efficiently and effectively by the teacher). Because of this, teachers have to work really hard to make sure that all students working in cooperative groups have a part in the task. They have to reassure them and hold them accountable. Does every student in the group have a role or responsibility? Is the teacher roaming the classroom during the lesson, asking key questions to check for student understanding and to make sure that they are hearing and seeing all students participate?

Teachers who use cooperative learning groups also have some flexibility to pull small groups and work with individual students or small ability groups during the lesson time. This can arguably be a great advantage for a teacher with a classroom of 30 students. There may be a need to work more closely with the 4 or 5 students who have the highest learning gaps. Allowing students to independently work in small groups gives teachers the opportunity to work with those individuals on targeted gaps. Use of cooperative groups can allow for differentiation of instruction, depending on how the teacher decides to establish them.

When I lead workshops on ungrading and radical assessment, I often start with the question, "why do we grade?" The most common answer from the teachers I work with is, "because we have to." Grades are the bureaucratic ouroboros of education. They are baked into our practices and reinforced by all our (technological and administrative) systems. Teachers continue to grade because so much of education is built around grades.

My assessment approach centers around self-evaluation and metacognition. I ask students to write process letters about their work, and I ask them to reflect frequently on their own progress and learning. The most authentic assessment approaches, in my view, are ones that engage students directly as experts in their own learning.

I offer feedback with words and sentences and paragraphs, or by just talking to students, rather than using a crude system for quantitative evaluation. I also encourage students to see their peers as a primary audience for their work, rather than just me.

A midterm self-reflection might begin with questions like, "what aspects of the course have been most successful for you so far? What thing that you've learned are you most excited about? What challenges have you encountered?" I usually ask students to quote from or link to examples of their work right within the self-reflection. I don't necessarily respond to every self-reflection (especially in a large class), so one of the last questions invites students to ask for particular kinds of feedback. e24fc04721