This is another post celebrating my presence in a part of the world that has unfettered access to Google and its online tools. I hope this continues.
For two out of my previous three units, I’ve started the final day of class before an exam with a document in Google Docs that is organised into two parts.
At the top is a list the standards and their descriptions for the unit. I might include an empty table for vocabulary, but no words.
At the bottom is a list of problems or online resources.
Before students get started with answering questions and getting help, I get the entire class working on sorting these questions into the related standards in this document. A flurry of cutting and pasting ensues:
The number of edits and simultaneous users is a pretty cool indication that this document, in less than a couple of minutes, ceases to be mine, and begins to be ours. Some students then upload solutions to problems as they complete them, or can pose questions below a problem that another student might answer.
It isn’t a perfect system at all, but feels a lot better than printing out a set of problems that show what I value in assessing the standards. That represents a line segment that starts at my computer and ends at the student’s notebook. This system at least approaches a more complex interaction of ideas and synthesis at the end of a unit of study that helps both the strong and the weak students make progress before an exam.