When I first started this blog, I was just looking for a way to put my teaching ideas into one place and if I helped someone else, or inspired another teacher along the way, then great! Now that I’ve been trying to post and share consistently, I’ve been seeing what most people seem to be interested in: applyingtechnology in the classroom.
One of my 1st posts, How to Streamline Behavior Documentation Using Google Forms, has been bouncing around quite a bit (exciting!). Because of that, I have become even more curious with how I can use Google Forms in my classroom to make life easier, increase efficiency, and increase student outcomes. Through clicking around and tinkering with Google Forms I found a way I thought could be used to differentiate, and upon more tinkering, I was right! In this post, I want to share with you what I found out.
Before I get into it, I don’t want this title to freak anyone out. Sometimes, I feel like when people see the term “Google Forms” or Google anything they think they have to be a 1:1 classroom, or have major access to technology to be able to utilize this idea. Not true! I only have 3 desktops in my room on a normal day. I sometimes allow my students to bring smartphones to work on if they have them and when I do that, between my 3 desktops and partnering up, I can try to get every kid on a device. If I can utilize this, you can too!
Okay, now the magic…
When you create a Google Form (see here for instructions), like multiple choice questions for an assessment or something, there is a handy little option I found when clicking around called “Go to Section Based On Answer”. This allows you to dictate which questions or content a student will see based off their answer choices (hello, differentiation!).
How to Set It Up:
First, write your question and fill in the answer choices. Then, in the bottom right corner of the form, you will click the 3 dots to see a pop-up. On that pop-up, select the “Go to Section Based On Answer” option. See below.
Once you have that selected, you can decide what you want to happen after a student selects a specific answer. You can either choose to have them:
Submit Form: If student answers that answer choice, the form will be submitted or “finished”.
Continue to Next Section: If student answers that answer choice, they will be directed automatically to continue to the next section of questions.
Continue to Section X: If student answers that answer choice, they will be directed to the section you choose
For example, if a student gets a difficult question correct, and you want them to go answer extension questions then you would lead them to that section you created. If a student gets an answer wrong, maybe you want them to review specific material, watch a video, or back up and answer more foundational questions so you can figure out their misunderstanding, then you would lead them to that section.
You will have to click the 3 dots and select the “Go to Section Based On Answer” for each question and then select where you’d like students to be directed to.
When you’re making your sections, you will click the = button on the side bar. Creating a new “section” is different than just adding a new question.
By dictating where you want students to go based off a specific answer choice, you can differentiate better and lead each student to review material, extension activities, other leveled questions, or ask them to elaborate. The beauty of this is that each form can be as extensive or simple as you like!
Now, let’s look at an example question. Let’s say we’ve asked our students to take a quick review quiz of figurative language terms/examples. See question 1.
Question: Which of the following an an example of a simile? We know that the answer should be the first option. Option 2 is an onomatopoeia, option 3 is hyperbole and option 4 is a metaphor.
I’ve set up my form so that if a student selects option 1, the correct answer, they can continue on to the next questions or the “next section”. If a student selects the incorrect answer, they have to go to what I labeled “Section 2, Review Video”.
If a student gets the incorrect answer, they would be directed to something like below. The student would review the video on similes and metaphors and then answer the question again.
If the student got the correct answer, they could go to the next section of questions. If they got the incorrect answer again, maybe they would have to submit the form and come discuss it with you, or even work on something else. The possibilities are endless!
I’m still playing with this and working with different options myself, so put your questions in the comments! We can work it out together.
p.s. Upon researching, I also found that Kasey at Shake Up Learning made a post about this over TWO years ago (how behind am I?!). However, the look of Google Forms has seemed to change a bit, so I went ahead and finished my post to share. But, check her out…she has some great Google resources!
One of favorite things to do in my classroom with my kids is data tracking. I know how nerdy that sounds, but I truly believe that connecting students with their own learning data is a game changer for investing students in your classroom vision and goals. Putting accountability on the students, instead of them thinking school is just something they “get” helps keeps students focused, as well as helps them feel successful. I wanted to share how I facilitate data tracking in my 8th grade language arts classroom because I feel like the majority of examples found on Pinterest and elsewhere are for elementary classrooms.
Figuring out how to “do data”, has been a learning process for me. I’ve always kept up with learning data for students myself, but it took me a while to figure out a system that worked for me, was manageable with 120 students, and was also meaningful for kids that they could also participate in.
1. Classroom Data Wall
I searched and searched Pinterest for middle school data wall examples that I thought would be useful, interactive, and meaningful enough to take up precious wall space for and I found this example on Pinterest for inspiration. I adapted that to become what is pictured below.
I use post-it page markers (purple/blue=1st period, yellow=2nd period, Pink=3rd period, Orange=4th period) that the kids or I place in the correct box to show where they are (1=novice, 2=apprentice, 3=proficient, 4=distinguished) at any given time for each standard (bottom grid) and for their SRI scores (top grid).. This is great to visually show students where everyone is, as well as to help them set goals.
Of course, I don’t have the students put their names on them! I would never want a student to feel badly or embarrassed, especially if they are in the 1 category for a few standards starting out. The students choose a number for themselves that only I know, and they can track themselves from there. See the picture below for a close up. For example, for standard 8.5, blue #6 is distinguished (Student who chose #6 from my 1st period class).
Close up of data wall in my classroom. The 4 colors represent 4 class period and student pick the numbers to represent them, instead of me putting their names on their tab.
I love displaying data like this because it also helps students recognize their successes. Some of my students who are typically not the best test-takers can break down their numbers to see that although they have to recover some standards and aren’t quite there yet, they have also mastered certain standards. For example, a student who has traditionally been an apprentice student (~60%) connects more intentionally with seeing that they have maybe mastered 2 standards completely, and are approaching mastery with 2 standards. . . that sounds a LOT better than a 60%!
Another part of the data wall is the Lexile level tracker. My students take the SRI (Scholastic Reading Index) tests 3 times a year to get their reading level score and for us to measure growth. The students chart their Lexile data on a line as they track their progress to our class big goal.
2. Posting Standards Posters
Next to the data wall, I post all of the reading standards, and some of the writing standards. Next year, I will probably put them in key rings to hang for students to flip through, or will only post our focus standards per 6 weeks with their rubrics and have the others available to see (just for the sake of space). Although it takes up a LOT of space, I love having them posted for myself, as well as for the kids to familiarize themselves with them. Having the students not only be able to talk about their data in a real way, but understand what goes into each standard is a huge key in getting novices out of novice and helping others key into what they need to do to move up.
I post the Reading: Informational and Reading: Literature standards on different colored paper because again, I want students to really understand the skills they are being asked to master. I want my classroom to be able to move beyond the “I got 8 out of 10 so I’m proficient” talk. This is definitely a huge work in progress, but having the standards posted, visible, and where students can access them has been a HUGE help!
(I have standards posters like these for 6th, 7th, 8th grade ELA and Math in my store, and will be adding more soon!)
3. Student Tracking Books
Outside of having student learning data posted, I have students keep a detailed student tracking book. After each assessment they need to track, they record how they did in detail, down to the specific questions they got correct, and incorrect. Students figure out what questions those standards correlated to, and which standards they showed mastery of, or need to work on. They then put their test performance on a bar graph so they can track their progress (by standard) from pre-tests and post-tests. Students also keep track of their reading level growth, and on-demand writing/extended response/short answer scores. It sounds like a lot, but once it is routine for the kids after the first few times, it is easy! I’m working on a tracking book for middle/high school students that can be adapted for different subjects–I will share as soon as it is finished!Again, I really like data tracking with my students. I think it is important for them to buy into their progress, and really understand why they are doing what they are doing in class each day. I’m always checking blogs and Pinterest posts to see how others are tracking data to see if this process can be refined or if there is something that could work better, so of course, I’d love to hear from you in the comments section! How do you track data in your classroom? Any new ideas to share? Let me hear them!
p.s. Want to start a teacher blog just like this one? My friend, Suzi, wrote an ebook that can help you get started!
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