Tuesday, February 18, 2014

Using Google Drawings for Group Work

I had my year 10 class for DVC today and we are onto thinking about where they can get the best information about the technology project they are doing. We are designing pop up books for young children and the students need to get information from a variety of sources. My original intention was to do this thinking activity in small groups using an online app called Padlet. After using this at the end of last year and having a few issues with it not showing up on the Google site page after it was embedded, I changed my mind today and went for using Google drawings for the group work. ( all the class have their own Google sites to embed al their work onto for the project, so I didn't want them to have embedding issues ).
The class got themselves into groups very smoothly today, without any nagging from me, which was a good start. There is plenty of areas in my room so each group got a space to work in. One person in the group had to start the drawing and share it with the rest of their group and me. If group members have a device with them, work on that, or work on one of the class computers, or sit next to someone and tell them what to type!!...They all got online.
To get them started, we had a class discussion / shout out of some ideas. Once they were underway on the drawing, they got into the flow and all started adding ideas.
The revision history of the drawing is a great way of making sure that everyone in the group has contributed in some way to the discussion in the session.

What we need to do now is analyse what each group member has added. One way of doing this, and adding value to what they have done as it makes sure they read and evaluate what the others have put into the same document as them, is to highlight what they think is the best suggestion on the page and use "insert a comment" command to explain why they have chosen that idea to move foreword with. There is room on the worksheet (link here), for them to add up to 3 information sources that the group chooses to pursue. One of the things that students have to do in the higher levels of SOLO taxonomy is to analyse and choose from a variety of sources of information,  and this also takes them into the higher levels of achievement with the Technology assessment scheme. I am hoping that by doing this as a group activity to start with, they will gain experience and confidence for when they have to do this on their own.

Popular choices for research that were evident by chatting at the end of the lesson, were the library, the kindergarten next door to the school and the new entrants class in the school up the road. I'm feeling a relationship between them here ( a trip out of the class perhaps!! ). In their defence, they are very good suggestions, as it is combining all the good points of looking at existing material out there, talking to experts ( the teachers ) and to their clients 
( the children ). 

Here is their work, which I have saved out of Google drawings as image files.

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

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