Forms, science, writing

Claim Evidence Reasoning with Google Forms

I have a slight obsession with Google Forms. I’ve already written two blog posts about things to do with Google Forms. The first, Using Google Forms for Walkthrough Observations, is specifically for creating a workflow for informal walkthrough observations. The second, Google Forms in my Classroom, is examples of how I use Forms regularly in my classroom and with my students.


This post shares an excellent strategy for scaffolding paragraph writing. Total transparency, I got this idea from the one and only Mark Rounds at the Copper Country Summit back in August! Thanks Mark!


In science, we are focusing on writing Claim-Evidence-Reasoning (CER) paragraphs based on labs and phenomena. Our students struggle with writing in general, and especially with CER. We provide many scaffolds, such as graphic organizers and sentence frames, which helps not only our students who are English Learners and/or RSP, but also those who struggle with writing, or are just having a bad day. This particular scaffold uses Google Forms + Autocrat (Sheets Add-on) to create color-coded paragraphs, and has worked well for all of my students.


Form Set-up
I set up the Form with a separate paragraph responses for Claim, Evidence, and Reasoning (extra Evidence + Reasoning for longer paragraphs). Then, I created a template Doc with <> that exactly match each question on the Form. Using the AutoCrat Add-on within Google Sheets, I set up the mail merge to turn the form responses into a paragraph.


Here is a Claim-Evidence-Reasoning example. Feel free to fill out this Form to see what the final product looks like! I also created an Autocrat how-to screencast.


Implementation
After designing my lesson, I sent the Form out to students via Google Classroom. Once they filled out the form, they were instructed to go to their shared with me on Google Drive (or Gmail) to view their Doc. They made changes and corrected spelling and grammar. I was able to click on links to their Docs from the Sheet, making grading easy.


I am amazed at the improvement in my students’ writing. When I looked through the most recent submissions, I was amazed at how much more my students wrote, and not only quantity, but also quality!


Examples
Example #1: This student is RSP, and is frequently lost during class. If I had asked her to write this without scaffolds or with simple written instructions, I would have felt lucky to get two sentences! Obviously, her spelling and grammar (and academic writing) are not perfect, but this is a giant leap.
Example #1

Example #2: This student is mild/mod special education, and is mainstreamed only for science. I am very impressed with how he supports his claims with evidence, and writes in complete sentences. He often gets overwhelmed with writing tasks, so breaking it up into tiny chunks allowed him to work independently.
Example #2


Example #3: This student is a Long-Term English Learner (LTEL). She is a hard worker and is conversationally proficient in English, but lacks strong academic English, reading, and writing skills.
Example #3


In my 8th grade AVID class, we have read, analyzed, and discuss multiple articles and sources relating to a single topic. For their writing, I included counterclaim and rebuttal components.


Example #4: This student is one of the top readers and writers in our school. While she did not necessarily need these scaffolds, she reported that this helped her organize her ideas as she was referring back to the articles and resources. She was thrilled with the color-coding too.
Example #4


Now what?
As I try to slowly remove writing scaffolds for students, this will remain a useful tool for students who either need extra support or opt to use it. It’s easy to have a generic Form handy, and even one they can use for other classes or in future school years.

When you try this with students, remember to share how it goes!

Forms

Google Forms in My Classroom

We’ve established that I have an obsession with Google Forms. It’s easy to connect & manage data from students, parents, etc. Last week, I posted on how to use Google Forms for teacher walkthrough observations–targeted at either administrator walkthroughs or peer walkthroughs. This week, I’m going to share how I use Google Forms in my classroom and school.

Daily Check-ins & Warm-up
This is by far the most impact I’ve had with a single Google Form. Every day, students come to my class and complete the check-in & warm-up on their iPad (make a copy). First, students answer the check-in questions on how they slept, how their breakfast/lunch was, and how their day is in general. Then, students proceed to answer the three content-based questions I have projected. The content questions are either review of what we learned the previous day(s) or prediction questions to think about prior knowledge on a topic. Sometimes I throw in fun hypothetical questions, such as “if you had one million dollars, what would you spend it on?” As a class, we discuss the content questions, but never the check-in questions.

We use the same form every day for the entire school year. I ask students to add the Form to their iPad homescreen for easy access. On my results spreadsheet, I hide the rows from the previous week to make scrolling easier.

As students come in, I am taking attendance and monitoring their check-in responses. If I use a conditional formatting gradient to turn 1’s red to 5’s green.

Screenshot of check-in questions with conditional formatting gradient applied. 


I am admittedly jealous of my elementary teacher friends who have 20-25 students in their class and can spend more targeted time with their students. We’re on a block schedule, which means I see my science students for 100 minutes on Monday & Wednesday, and 32 minutes on Friday. It’s always tough to get around to everyone to have personal conversations.

This daily Form has changed my teaching and my relationship with my students. Many have revealed personal stresses, family tragedies, or moments of joy that they may not have otherwise shared with me. With a few students with major life stressors outside of school, I strongly believe I have been able to prevent classroom behavior challenges simply by having a conversation with the student, and letting them know I’m on their side.

Formative Assessments
With our shift toward mastery/standards-based grading, formative assessment has become even more important for both myself and my students. I often use Forms as exit tickets (forms.google.com > templates > exit ticket) and formative assessments. Now that Forms has an embedded quiz feature, I can quickly make formative assessments that show students their score and include feedback.

As I get deeper into the school year, I plan to include quick tasks or review activities for students to complete for questions they answer incorrectly. Unfortunately, the quiz feature does not yet allow for grading of short and long answer questions. A potential workaround in the meantime is to have a short/long answer question, then add in an extra column in the response sheet for teacher feedback. As I review each response, I can give students targeted feedback. When I’m done, I can use Autocrat to share students’ feedback.

If you teach multiple classes and you’re worried about students sharing out a quiz before they reach your class, create a password protected Form. It’s simple! Add a new section at the beginning of the quiz with a single short answer text question. Use data validation (3 dots, bottom right of question editing box) to set “text” and “contains” and type in your password–make sure you also fill in “custom error text” so the question doesn’t give the correct answer as feedback! This password can be quickly changed between classes for added security. (Here’s a screencast!)

Peer Evaluation
I’ve done Genius Hour with my AVID students for the past two years. Last spring, I had students present their projects to the class. During the transition time between presenters, all other students filled out the peer evaluation (make a copy); not only was this a good way for students to receive feedback, but also it cut down on the distractions during the transition. Using the RowCall add-on, I created a Sheet tab for each student presenter with their feedback, then printed a copy for each student. (Note: I would have done this digitally, but it was the last week of school when iPads were being collected, and not every student would have chosen to access their email on their own.)

Course Evaluation
At least every semester, and sometimes in the middle too, I give students a chance to give me anonymous feedback on our class. After students have completed the course evaluation (make a copy), I take some undistracted time to review the results and plan for changes. At the end of each semester, I also send a similar Form to parents to ask for their feedback. My students know I take their feedback seriously, and are candid in their responses.

Sign-in Sheet
Last week we had our Open House (also called Back to School Night). Usually, we have parents sign in on paper, which is always difficult to make sure they get passed around. Instead, this year, I set out my six Chromebooks with a digital sign-in sheet (make a copy). It saved a lot of time and energy, and I didn’t need to worry about decoding handwriting.

Other Fun Things with Google Forms
Choose your Own Adventure: Use “go to section based on answer” to create choose your own adventure stories. (Make a copy)

Self-Correcting Study Guide: Use “go to section based on answer” within study guide questions. If students answer correctly, they are taken to the next question. If student answer incorrectly, they are taken to a section with review information, such as an image, text, or a video. Once they review, they are taken to the next question. (Make a copy


Forms, GAFE, leadership

Using Google Forms for Walkthrough Observations

As many of you know, I have a major obsession with Google Forms. Last school year in a Faculty Advisory Committee meeting, we were discussing our district’s walkthrough evaluation form, and how it did not adequately address our school’s focuses and goals. Once I realized I could customize a Google Form and use Autocrat to generate personalized walkthrough evaluations for teachers, I literally started bouncing in my chair. (One of my colleagues lovingly calls this “Tiggering” because I get bouncy when I’m excited!) I began a semester-long project creating the walkthrough Form, iterating on it, and troubleshooting technical problems.

I personally love it when my principal and assistant principals come through for walkthrough observations. These walkthroughs are informal, unannounced, are not put into our permanent records, and admin stays for about ten minutes to observe what is happening in my class. I can understand where there could be pushback from individuals about being observed. Building a culture around learning and framing observations as admin’s opportunity to learn from teachers can help introduce this to a reluctant teacher.

Often, our administrators sit down at an open student desk, interact with students, and ask students about what they are learning. In one very memorable walkthrough, my principal was sitting at a student desk, and I called on him to answer after a turn-and-talk (I call randomly using 2 sets of popsicle sticks–each seat has a group number and color, and I pull 1 color and 1 number stick.). He eagerly participated based on what he and his partner discussed!

Once admin leaves my classroom, I receive an email with their observations and suggestions. I always enjoy following up with them to discuss the lesson further or ask for specific support.

Here is the Google Form and the Autocrat template for the walkthrough. You’re welcome to make a copy of the Google Form (force copy) and Autocrat template (force copy), and customize for your own use! 


Here’s the basic workflow of the Form walkthrough setup and implementation process: 
1. Create a Google Form with the criteria you are observing. Create the Response Sheet. 
2. Create a Google Doc template for Autocrat, using <> tags for each section header from the Sheet. 
3. Go into the Sheet and run the Autocrat Add-on. Set it to email and/or share a copy of the doc or PDF to <> and <>
4. Take your walkthrough form into teachers’ classrooms and complete it as you are observing their lessons. 
5. Once you hit submit, you and the teacher will receive an email with the observation notes! 

Here’s a video on how to use Autocrat–repurposed from our Breakout EDU Digital how-to videos. Autocrat has since updated their interface, but there is little difference on the actually set-up process. Remember, if you make any changes to the Form, change the <> tags in your Autocrat doc template to make it easier to match up. 


If you end up using this or something similar with your teachers, I’d love to hear about it!