Supporting Student Sub-Groups: Collaboration with Google Docs

Presented by Dr. Mark Wagner, California League of Middle Schools

Google Docs is an online office suite that allows you to create, edit, share, and publish documents, including spreadsheets and presentations. Because everything is stored and even modified on the web, Google Docs makes it easy to collaborate with colleagues -- and even to edit the same document from multiple computers simultaneously.

This session will focus on the use of Google Docs to support at risk students, including special education students, English Language Learners, and others that directly effect your API. Learn strategies for differentiating instruction, documenting student learning, providing scaffolding with templates, and implementing frequent formative assessments (with immediate feedback) -- plus much more. This one tool can revolutionize the way you support at risk students, and in this economic environment, the best news is that Google Docs is FRE

California League of Schools Professional Development Solutions

Recording 2010-03-10

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Recording 2009-11-04

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Interactivity Note: Frequently throughout the webinar I will ask you for a grin or frown (or brief sentence) in the text chat to let me know if you are ready to move on (and to check for understanding). This is also an opportunity to ask a question (though you may ask a question at any time too). Several of these requests are set into the agenda below in italics as reminders to me.

:) = A Grin ("I understand and am ready to move on.")
:( = A Frown ("I don't understand or am not ready to move on." Please follow this up with a question or request, so I know what you need help with.)

If you'd like to throw in other "emoticons " for fun, feel free... though I may not understand some of the more obscure ones. ;)

Begin Recording


Introduce yourself in the text chat. (A brief sentence... or two.)

Welcome Activity

Do you have a Google Account? (Grin or Frown?)
Have you used Google Docs before? (Grin or Frown?)
Could you explain Google Docs to a colleague? (Grin or Frown?)
What do you hope to get out of today's webinar? (A brief sentence... or two.)

If you'd like to participate in some of the interactive demonstrations, please share your Google account with me.

What is Google Docs?

Your best answer? (A brief sentence... or two.)

Google Docs Homepage
Google Docs for Educators

Are you ready to move on to a live interactive overview? (Grin or Frown?)

Interactive Overview (with Links to Help Pages):


Are you ready to move on to some uses for supporting student subgroups? (Grin or Frown?)

How can Features of Google Docs be used to support student subgroups?

Differentiated Learning
  • Sharing One-to-one with Teacher OR Collaborative Group Work
  • Creating Inquiry-Driven and/or Project-Based Assignments (See examples below... )
Document Student Learning (Process and Progress)
Frequent Formative Assessments

Are you ready to move on to some samples and Examples? (Grin or Frown?)

Sample Uses of Google Docs to Support Student Subgroups (From Student & Teacher Templates)

ELD Lesson Plan Template
Special Education Meeting Reflections
SST Follow Up Form
RtI assessment data e-portfolio template
RtI Log
Research Paper Template
Physics Lab Template
More from Todd Roth...
Search ALL Student and Teacher Templates...

Bonus: Scantron Template (For frequent assessment and feedback.)

More Specific Examples of Google Docs for Project-Based Learning (from Google Certified Teachers)

Examples from GCT Sallie Hill
Example from GCT Thomas Cooper
  • Vernal Ponds project uses Google Docs. Students collect data on the vernal
    ponds around their school over a period of time, and then use Google forms
    and spreadsheets to upload and share the data between student groups, and
    then docs to collaboratively create data charts and write reports.
Example from GCT Nic Finnelli
  • A first-year teacher at one of my elementary schools has just jumped on
    board with Google Docs and is trying this with her class. Students in
    specific reading groups are to read their chosen WWII historical fiction
    book (each group was given a different choice of books within their reading
    level), work together to make a presentation about the book. They are to
    include the following: book title and author, short summary of the text,at
    least one multimedia file (video, pictures, audio, etc.), what you
    learned about World War II when reading the text, whether or not you would
    recommend this book to others and why
    She just started this on Monday, but it is neat to see things in action and
    the process. This is definitely a work in progress.
    Her school site with directions and links to docs made by students
New Examples from GCT Angela O'Dowd

Are you ready to move on to more uses for Google Forms? (Grin or Frown?)

Using Google Forms for Peer-Assessment (For Frequent Assessment with Immediate Feedback)

Example from GCT Katie Morrow
  • Providing authentic assessment in project based classrooms is challenging. Google forms has allowed for the self and peer evaluation process to be much smoother, faster to tabulate, and has provided much more authentic feedback to all students involved in the learning projects. In addition I have found that when I use a google form for peer assessment, that the students' NEXT projects improve by leaps and bounds as opposed to just receiving feedback from me (it seems the kids listen better to their peers than their teacher!) Here are a couple of examples.
  • First the form is created with the assessment criteria
  • Then the link to the form is shared with students (I personally love how easy it is to embed within an iWeb site). Google Apps for Ed allows me to share with the entire domain at once, also.
  • Students submit their peer and/or self assessments and refresh their page before the next presentation
  • After the results are tabulated in the Google spreadsheet, I sort by student name and add an average formula if I need a numerical grade. The most valuable part, however, is sharing the honest, anonymous feedback with the students who created each project-- either digitally or just printed on paper and cut apart.

BONUS: Create a self-grading quiz! (For Frequent Assessment with Immediate Feedback)

Create a form with a small number of quiz questions.
Create an IF formula for each question to "grade" the question. (Each IF formula needs to be in a new column - to the right of the form data.)
Fill Down so that the IF formulas you've written can "grade" all the responses at once! (After responses have been submitted!)
Advanced: Create a SUM formula to total up the total score for each person that took the quiz. Then create another formula to calculate the percentage. Advanced: Finally, create a nested IF formula to convert the percentages to letter grades!

Are you ready to see some more resources you can explore at a later time? (Grin or Frown)

Additional Google Docs Resources

Google Docs at the Google Teacher Academy (from GCT Erica Hartman)
Googe Docs at the Google Teacher Academy (from GCT Lainie McGann)
Googe Docs at the Google Teacher Academy for Administrators (from GCT Sarah Rolle)
Google Docs at CUE's Google Workshop for Educators (from many GCTs, including Cory Pavicich)
Google Docs at CUE's Google Workshop for Administrators (from many GCTs, including Mark Wagner and Kyle Brumbaugh)

Reflection Activity

What is one thing you want to implement soon?
What is one thing you want to implement someday?

End Recording

Contact Information:

Mark Wagner, Ph.D.
California League of Schools Professional Development Solutions