Final Project- Google Classroom

Physical schools have seen a recent move from the brick and mortar buildings to online education. With
the widespread precautions that were put into place because of COVID-19, schools have been adapting
their in-person classroom instruction to virtual classrooms. This project focuses on real-world learning,
in real world time, as educators quickly move instruction to the virtual setting to continue providing
students with a way to access instruction and grade-level curriculum.

I created a Google Classroom page that is to be used as a way for students to access their academic
assignments, review resources, and engage in discussions with their teacher and peers. The Google
Classroom page is to be used in conjunction with the continued “face-to-face” classroom meetings with
the classroom teacher through Google Meet. The Google Classroom page was created for a classroom of
7th and 8th grade students, who are currently receiving special education services at a private day
school. The students are in a self-contained classroom and they have 1 teacher, who teaches all of their
required classes. During the school closures, because of COVID-19, the students have been attending a
daily virtual class through Google Meet with their classroom teacher.

A few weeks after schools were closed our school found out that until funding came in we would not be
able to retain our staff. All of the classroom staff and all but 2 teachers and administration were
furloughed and I took over the 7th and 8th grade classroom. When I first took over the classroom I was
emailing out the daily assignments before class started and students were constantly asking how to turn
in the work they completed. I wanted to create a space where students could access the assignments at
any time and view resources that provided extra support. A few weeks into teaching the virtual
classroom, our school received a small business grant and all of our staff was able to return to work.
While I was no longer actively teaching the daily class, I continued to build up the Google Classroom
page and I observed and participated in the virtual lesson through Google Meet.

The project timeline has changed since I had originally proposed the project. This is due to me no longer
being a classroom teacher and resuming my role as an administrator. This is also due to me finding
myself overwhelmed with the day to day expectations of working through the COVID-19 pandemic. I
had originally wanted my Google Classroom page to be completely up and running by the time I sent out
the code to the students, however I realized it was more important to have the first week (or two
weeks) of materials uploaded and ready to access, rather than waiting for the entire page to be
completed. Looking over my project proposal, I compared my actual timeline to what my projected
timeline was. I had been wondering how I was going to choose between Google Classroom and
Edmodo, however my school made that decision for me by ordering a mass subscription to Google
Classroom. The classroom schedule that I wanted to create has been changed many times (we went
from 3 hours of required classroom time to 5 hours of required time). Some of the subjects taught are
separated by grade (math, history, and science) and some are whole group instruction (English and
Writing). Even though some of the material was uploaded later than I had originally planned I still was
able to upload audio clips of text being read aloud, supplemental videos, visual aids, and additional
resources.
For my Google Classroom page I broke down topics up by grade and subject, with the exception of
writing and English. The topics include Resources, Civics and Economics, World Geography, 7 th grade
math, 8th grade math, Life Science, Physical Science, Writing, and English. Assignments were uploaded as
both PDF and Word versions, so students could access the materials and type directly into the
documents. Providing students with Word documents to be able to type directly into also made it easier
for students to submit the work, rather than waiting until we returned to school.

The principles of TPACK should be considered important for this project. In order to upload appropriate
academic material and resources I needed to consider my audience and what I am teaching. While I am
no longer teaching the daily virtual classroom, I needed to have a strong understanding of the TPACK
content knowledge so I could upload appropriate assignments and supplemental material to add to the
lessons. This class contains 2 grades, 7th and 8th grade, so I needed to be award of the curriculum
standards for each grade and academic subject area.

Pedagogical knowledge is tied into both the Google Classroom page, as well as the live virtual classroom
lessons. I think that the daily, live virtual lessons require pedagogical knowledge because I need to have
an understanding of who the students are, how they learn best, and how their disability may affect their
ability to access the academic content in a virtual setting. The daily virtual lesson was run as a classroom
and I had to utilize classroom management skills to run an effect classroom. Pedagogical knowledge was
also seen in the Google Classroom, as I uploaded math aids, audio clips for read aloud of supplemental
text, and graphic organizers. All of these items are accommodations that I knew would help the
students to be successful if they were to access academic materials on their own.

Technology knowledge is an area that I continue to show learning and growth with. Creating the Google
Classroom page and teaching in the virtual classroom have given me an opportunity to explore new
technology and use my experiences to help the teachers who returned to the “classroom” after being
furloughed. I was able to pass down my new knowledge of sharing my screen through presentation
mode and using the chat bar for comments to reduce maladaptive behaviors in the virtual classroom.

This Google Classroom included many different components of Universal Designs for Learning (UDL) to
help promote success and meet all of the students’ needs. In the area of the representation, the UDL
guidelines for perception, language and symbols, and comprehension were used represented within this
project. Within the perception guideline, the size of the text was altered on some of the 7 th grade
documents. Enlarged text is an IEP accommodation for one of the students, but putting the assignments
with the enlarged text in with the other assignments allows any student to use the assignment with the
larger text if they chose to do so. Two different science vocabulary cards were uploaded to the page.
One set included the vocabulary word and the definition, while the other set of cards was picture
vocabulary cards. Another example of a UDL perception checkpoint is providing graphics and videos of
the material, in addition to text. I uploaded different Khan Academy videos that show step by step
instruction, with examples, on how to solve different math problems. I also uploaded a YouTube video
on the parts on an atom. As part of the language and symbols guideline I made sure to highlight
important information during the virtual lessons to make connections apparent. I also uploaded audio
clips that were recorded with the software platform Audacity of text being read aloud, with a recorded
accompanying human voice. Different visuals, such as a diagram of what an atom looked like broken
down and a diagram on the checks and balances of our government were included in the Google
Classroom page. Videos and audio clips were uploaded to illustrate ideas through different forms of
multiple media. As a part of the comprehension guideline I offered students graphic organizers to use
during the writing process to brainstorm and organize their ideas. During the virtual classes I would talk
about topics that would activate their prior knowledge before we started reading new material and I
would provide opportunities to make cross curriculum connections with the material.

I was able to incorporate different ideas of UDL in the area of action and expression from the guideline
expression and communication. The students and I used interactive web tools to complete the virtual
lessons. While I did not have any participation within the Google Classroom and that was not interactive
like I had hoped, the students were interactive during the daily lesson. Students were able to use
calculators, if needed, to solve their math problems. During the virtual lessons I used scaffolding to help
students use their own knowledge to obtain the correct answers. This promoted the students’ learning
and independence toward completing assignments on their own.

I incorporated the different ideas of the UDL principle engagement through recruiting interest,
sustaining effort and persistence, and self-regulation. These guidelines were not able to be implemented
within the Google Classroom; however, it was able to be implemented in the virtual classroom. During
the virtual lessons students were given the opportunity to participate in whole group instruction. The
chat bar was utilized to prevent all the students from talking over each other, but each student was
given an opportunity to express their ideas and knowledge. Feedback was given to students immediately
as they worked in the virtual classroom. When completing math problems, students were asked check
in questions throughout the entire problem. This provided me with an opportunity to offer immediate
feedback to any student who was confused on a math step. Students were provided with supplemental
material for Civics and Economics and Life Science that contained leveled text. Students were able to
choose the level of difficulty with the work that they accessed. As a school we frequently review coping
strategies with all of our students, as they frequently become frustrated or over whelmed. This has not
changed, even though we have been in a virtual classroom, and students were provided with real-life
simulations to help demonstrate those coping strategies.

I feel like it was harder to implement generalized learning strategies within the Google Classroom
platform and in a virtual classroom, since we are currently not teaching new material and students are
not completing assignments outside of the group work that is completed during the daily lesson.
However, there were a few generalized learning strategies that were able to be implemented in the day-
to-day lessons. I was able to implement learning by mapping and students were provided with graphic
organizers for brainstorming and organizing their ideas and information during the learning process.
Students also have the opportunity to use learning by self-explaining within the virtual classroom. When
I was teaching in the online sessions I would ask students to explain the next step, instead of just
shouting out a number answer.

This project was created with the intent that the students would be accessing the page to download
assignments, to review supplemental materials and different resources, and comment on different
resources that were uploaded. I was planning on evaluating the project based on the ease in which the
students were able to locate the information and use it to continue learning while we were out of
school; however at this time there have been no students to join the virtual classroom. I have sent out
the classroom code to each parent with directions on how to join in the classroom. Our school created
student email addresses for each student, for the sole purpose of being able to join in the Google
classroom. I have also emailed out the code to each student’s school email, but they have still not
joined. The classroom teacher has reached out as well, but we have not had any students accept the
invitation.

While creating this project I realized that uploaded documents should also be offered as Word
documents, in addition to the PDF files, to offer students different ways to access the material.
Providing documents in the Word format also allow students a way to type directly into the text, save
the assignments, and later turn in the work. While teaching in the virtual classroom I discovered that
the meeting host (the teacher) can mute students who are engaging in maladaptive behaviors such as
inappropriate verbalizations and verbal aggression. I began having students type into the chat bar
instead of trying to talk over each other. I also learned how to pull up a presentation screen and share
the assignments with the students. Once I was in presentation mode I was able to highlight text to help
students identify and understand key details. I was also able to show students how to solve
mathematical problems on a white board from my camera screen, while still presenting the assignment
on the presentation screen. Learning all of these tips gave me the opportunity to share those tips with
the original classroom teacher when she returned from furlough. She has continued to use these tips
and has commented that it has helped her run a more smooth virtual session. I used the software
platform Audacity to attach audio readings of The Wonderful World of Plants, a Science A-Z leveled text.
I had previously used Audacity for a technology proficiency assignment earlier in the semester. I noticed
that Audacity seemed easier to use each time I recorded and saved an audio clip.

At this time I will be evaluating the project on whether or not the Google Classroom page would have
been able to meet the student’s educational needs. The page includes academic material, at the
students’ instructional levels, in all subject areas. The page includes supplemental material that ties in
with the academic lessons. The Google Classroom page also includes different resources, math aids and
visual aids (graphic organizer, poster of an atom and fractions strips and circles), supplemental videos
and audio clips that provide the read aloud accommodation of several supplemental texts.

While I am disappointed that the Google Classroom has yet to be used, I am going to continue to send
out invites and the class code and I am going to continue sitting on the virtual classroom and discuss
joining the classroom. At this time no one knows how long we will be out of school and Google
Classroom and the virtual setting may become the new normal.