This book offers a chapter from Holly and Tanya's popular book on using Google apps and other online tools to allow students to show their thinking and demonstrate learning.

The Google Infused Classroom Microbook

Once you've read this microbook, you'll want to get the full book! Use the link below.

Man Reading Book illustration created by freepik.com

Foreword by Alice Keeler Pedagogy - looking at the learning theories that provide the basis for the ideas in the book. Explore using technology to make student thinking visible, give every student a voice, and allow them to share their work. Tools - What to consider when choosing apps, recommended tools. Demonstrations of learning - Exploring how to use these tools in your classroom.

When we use technology to upgrade our learning, it can have profound effects on students. Take sharing student work, for example: By incorporating visual thinking apps like <a href="https://padlet.com/">Padlet</a>, <a href="https://www.socrative.com/">Socrative</a>, and <a href="https://web.seesaw.me/">Seesaw</a> into this process, students can watch their peers’ responses come in, compare their answers, make adjustments to incorrect thinking, and maybe even learn something from the posted answers. It’s during this sharing process that students are plunged into a state of metacognition—when they are thinking about their thinking.

It is OK to make a mistake, you can just try again

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If you have any questions, don't keep them to yourself

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Beyond having the obvious problem of getting everyone’s active participation, the tools traditionally used to gather information about students’ learning, like fill-in-the-blank and multiple-choice questions, don’t give us a good opportunity to really understand our students as individuals, but, rather, as kids who complete tasks. Based on these answers, we learn very little about how students come to their conclusions or about what they really understand. Thanks to technology, though, we can now ask a question of and hear from every child in the room, even the ones who are too shy or too scared to answer out loud. We can do this in about two minutes, which is less time than it would take to gather answers from those with their hands up and even less time than it takes to write down an answer.

Click the link above for a quick-start guide on thinking routines

Bit.ly/GICThinking

For example, when we were kids, our teachers would have us respond to questions by writing the answers on a piece of paper, then tell us to place the paper with the answers upside-down, pass them forward, and sit quietly as they were collected. It was as if we were sharing top secret information only our teacher could read. Days would pass before we received feedback, and by the time the teacher knew if we understood the lesson, class was long over. Sadly, even the interval she spent collecting the papers resulted in lost learning time. Thankfully, today’s technology and tools have changed all that. If you aren’t hearing from every student in your class during crucial learning segments, it may be because you’re not using technology to its full abilities. The great news is you can! For example, using an app like <a href="https://www.socrative.com/">Socrative</a>, you can ask a “Quick Question” from the Launchpad. Students enter your virtual room and quickly respond to the prompt. As the responses populate on the screen, you can easily ascertain what the students have learned and where some understanding may still be lacking. With this information, you can adjust your lesson in real time—based on the individual needs of your students.

With Book Creator, students can:

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● Illustrate a book that is not already illustrated to demonstrate they comprehend the theme and story plot. These books can be shared with the class in the library.&nbsp; ● Take a picture of the book—bring that into Book Creator and record themselves reading that page to capture fluency.&nbsp; ● Bring in graphics like maps to show a location and geographic movements of a book—then use the record feature to explain why these are important to the plot of the book.&nbsp; ● Make picture dictionaries or vocabulary journals.&nbsp; ● Create acrostic poems of characters’ names and then use the record button to explain their thinking, com- menting on why they chose the words and ideas they did.&nbsp; ● Keep a character journal or diary and then record a video as that person explains their perspective at the end.&nbsp; ● Work collaboratively in a book to compare and contrast, predict, or reflect on a story. This way they can share their work with one another.&nbsp; ● Create a quote short story. They gather quotes during the reading of a book that, when pieced together and read, summarize the story effectively. Students use the record feature to explain their selections.&nbsp; ● Add explanations or videos that help them understand parts of the book that might be unfamiliar. For example, where is Tulsa on a map of the US, and what does the city look like? (Teachers can do this too!)

Book Creator is a Chrome-based app that you can find at <a href="https://app.bookcreator.com/">app.bookcreator.com</a>. This is an Infused Classroom Top Tool and should be used in every reading and writing classroom. All students and teachers need is a Google account to get started. This app allows students to create books—or in this case, to keep track of their reading by taking interact- ive notes and adding these to a learning journal of their reading unit.

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This is especially important because at the foundation of all good, cognitive learning is the idea that we must teach our students how to think about thinking (metacognition). Fortunately, our Gen Z students are characterized by their ability to learn, unlearn, and relearn ideas and concepts. Because our information landscape is rapidly changing, this ability is growing in importance and becoming even more essential to teach. To understand how students learn best, though, we must first learn how to make their thinking visible by using “thinking routines,” or methods for questioning the learning process. In their book, <a href="https://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X">Making Thinking Visible</a>, authors Ron Ritchhart, Mark Church, and Karin Morrison describe these thinking routines, many of which classrooms use to uncover the root of the thinking process. Take, for example, this key thinking routine from their book, which shows us how students’ thinking has changed: “I used to think ... but now I think…” The key here is making these processes part of the very fabric of our classrooms so that students intuitively activate them to make connections and deepen their reflections. This book will show you how to easily integrate technology tools in ways that will allow for deeper reflective learning and help students better understand their own thinking and learning processes.

"The Google Infused Classroom is a must-have resource for all classrooms ready to take digital learning to the next level. Holly and Tanya have created a unique book full of practical ideas and classroom examples that amplify student learning while beautifully combining good thinking with technology integration.

—Lisa Highfill, co-author of the HyperDoc Handbook

WHAT IS A MICROBOOK? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SAMPLE CHAPTER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Making Student Thinking Visible BONUS CHAPTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Publishing using Digital Books ABOUT THE AUTHORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WHAT YOU'LL FIND IN THE BOOK . . . . . . . . . . . . . . . . . . . . . Praise for The Google Infused Classroom

04 05 06 18 20 22

A MICROBOOK about MAKING THINKING VISIBLE and AMPLIFYING STUDENT VOICE

HOLLY CLARK is an education strategist from San Diego. She is a Google Certified Innovator, National Board Certified Teacher, and holds an MA in Technology in Education from Columbia University. She has been working with technology integration and 1:1 environments 2000. Presently she consults with schools internationally on building both the culture and strategy to support and inspire innovative teaching, including meaningful technology integration and design thinking protocols. Holly has taught in both independent and public schools and is the co-founder of #CaEdChat. She authors popular education blog: hollyclark.org and gives keynotes to audiences worldwide. TANYA AVRITH is a teacher and pedagogical consultant living in southern Florida. She is a Google Certified Innovator and an Apple Distinguished Educator, and holds an MA in Educational Technology. Tanya has taught at the elementary, middle, and high school levels and has consulted with schools to plan and execute large-scale deployments and professional-development plans for digital citizenship and iPad and Chromebook initiatives. She previously served as the lead educational and digital citizenship teacher at the Lester B. Pearson School Board in Montreal, and currently teaches Personal Branding and Digital Communication to high school students at North Broward Prep in Coconut Creek, Florida.

"Tanya and Holly speak my language! The Google Infused Classroom is the perfect marriage of sound pedagogy and digital tools. This book is a must-have for any Google—using educator. Inside you will find practical ideas to perfectly infuse your class with quality strategies and the power of G Suite!"

—Kasey Bell, digital learning consultant at ShakeUpLearning.com

"This is THE book for teachers using tech right now. Read it if you’re past the “here’s how this tech works” phase and want to implement it effectively. Read it if you’re just starting with Google in the classroom and you want to do it right. Basically, read it! This book is the happy combination of sound pedagogy and powerful classroom tech that we need right now."

—Matt Miller, author of Ditch That Textbook

"The Google Infused Classroom is filled with important insights into the ways technology and pedagogy should work together to empower classrooms. Packed with examples of useful tools and transformational teaching strategies, this book should become part of every school’s professional development library."

—Jason Markey, principal, East Leyden High School, IL

"This book is essential for teachers to utilize as both a guide and a resource. Effectively implementing sound pedagogy with the right tools are the catalysts for inspirational learning opportunities."

—Ken Shelton, Keynote Speaker

Giving every student a voice and sharing students' work.

● How can I make student thinking visible? ● How can I use the technology to hear from every student in the class? ● How can I allow students to actively share their work so that they can learn from one another? When students are allowed to use technology to write papers or take notes, it certainly making their lives easier, but replacing pen and paper with technology doesn’t equate to making real advances in the way we use technology in schools. Our goal (we hope yours, as well) is to ensure that we’re using technology in ways that will help students make bigger gains in their academic growth and also allow us to understand where they are in their learning process so we can quickly make changes in our instructional coaching and help them succeed. That means their thinking and learning must be visible.

Make Thinking (and Learning) Visible

Throughout this book, you’ll find three core ideas that we believe are essential to education: making thinking visible, giving every student a voice, and allowing students to share their work. Having worked in technology-infused classrooms for the past two decades, we’ve concluded that effective technology integration happens when educators ask themselves some questions.

In the past, it was difficult to help our students visualize their thinking because we didn’t have time to hear from each and every student. But thanks to today’s technology, getting inside our students’ heads—and finding out what they know and don’t know—is easier than ever. We can ask students to reveal their insights by offering the use of apps that allow them to articulate and record their learning experiences, ideas, and thinking.

Thinking routines remind us that learning is not a product, but a process of understanding. During that process, we should encourage our students to verbalize and explain what they’re learning, as well as what is and isn’t working, what struggles they’re facing, what comes easily, and whether they believe they’ve reached the learning target. At that point, they should offer demonstrations of their learning to show they’ve reached the goal. We also call these demonstrations of learning "assessments for learning", and students should do them throughout their learning process so they can gain insights into how they learn best.

Using Book Creator to develop Thinking Routines

In all likelihood, your classroom is filled with technology. The ideas and tools discussed in this book will help you use that technology to quickly and efficiently unveil your students’ thinking and understanding.

Think back to when you were a student. There were probably about four or five of your peers who always raised their hands first to answer any question. As a result, your teacher heard from these eager students frequently but had limited information about where the rest of the students in the class were in the learning process.

Looking for ways to use technology in the classroom to improve learning and make lessons come alive?&nbsp;

Watch Holly &amp; Tanya's introduction video

Microbooks pick up on the idea of microlearning, a concept that's <a href="https://www.hollyclark.org/2019/02/11/5-ways-microlearning-is-revolutionizing-education/">revolutionizing education</a> by offering short bursts of learning that can initiate exposure, interaction, knowledge construction and reflection for teachers. Elevate Books Edu and Book Creator have teamed up to bring you a series of microbooks that impact teaching and empower learning. These books will offer a glimpse into some of the most popular concepts and ideas in education today, with a link to buy the full book if you like what you see and want to continue the journey.

The Google Infused Classroom

THE GOOGLE INFUSED CLASSROOM was published in 2017 by EdTech experts Holly Clark and Tanya Avrith. They've provided a guidebook to help you use technology to engage your learners and amplify the learning experience in your classroom—with Google Apps and other online tools. This book will teach you how to allow students to show their thinking, demonstrate their learning, and share their work with authentic audiences - to use technology in meaningful ways that prepare them for the future!

PRAISE FOR THE CHROMEBOOK INFUSED CLASSROOM:

"When it comes to tech adoption I’ve always hesitated to lead with a tool, extension, or platform. When tech is seamlessly woven into what we do, when it’s student selected and teacher supported, we attain powerful results. Our learners are more engaged, their learning is more vivid, meaningful, and complex, and my assessment of their understanding is more precise and accurate. The Google Infused Classroom is the first book I’ve discovered that supports deepening my understanding of this balance. Whether it’s clarifying and sharpening my big ideas or narrowing my focus on how to maximize the potential of an extension, there’s something in this amazing resource for everyone. The Google Infused Classroom will change your thinking and practice for the better!"

"The Google Infused Classroom is a unique presentation of the marriage between good pedagogy and technology integration. It is beautifully laid out, with a design that makes it easy and fun to read. This guide can be used with any grade level and is great for teaching and learning in today’s world!"

—Sarah Thomas, educator and founder of EduMatch

—Trevor McKenzie, author of Dive into Inquiry

"What a phenomenally cool resource for teachers! Tanya and Holly do an amazing job of pushing thinking while prepping the reader to see paths for making all sorts of activities a reality for students. The apps and sites that teachers hear about are explained in the context of how to use them for specific learning outcomes along with information allowing the reader to choose among similar tools. I’ve been using technology for decades, and ideas in the book prompted new thoughts that excited me; this is a book for any teacher, regardless of accumulated experience, to make voice, choice, and audience vehicles for much better learning."

"The Google Infused Classroom is a valuable addition to any teacher’s personal library. Tanya and Holly have brought together their years of experience implementing effective, sound educational technology in their own classrooms and packaged them into The Google Infused Classroom. You will find a plethora of practical ideas that can be seamlessly integrated into your classroom immediately, regardless of grade level. I love the fact that The Google Infused Classroom not only educates about the various tools, but focuses on best pedagogy as well. This book WILL disrupt traditional teaching methods, all the while focusing on how technology can AND will improve learning in your classroom. Enjoy the book. It’s fantastic!"

—Craig Badura, technology coach

"Holly and Tanya don’t only talk about creative thinking in this book, the layout itself models innovation. Visually appealing and full of ideas, The Google Infused Classroom is a friend to any teacher hoping to power up digital tools in her classroom!"

—Rushton Hurley, founder/executive director of NextVista.org

—Jennie Magiera, author of Courageous Edventures

When technology becomes something more than a word processor or internet search—it amplifies the learning process.

with the class, the school, or even with the world online, they will begin taking the time to construct very critical, well-thought-out responses. Employing these three techniques—making thinking visible, using technology to hear from every student, and allowing students to share their work—affects student growth in a way that empowers them to understand how&nbsp;they learn. In effect, they learn about learning. When we combine these techniques with having students create demonstrations of learning to reflect on their learning process, such as explaining how they met the target, that’s when the magic really happens.

We realize traditional teaching methods often frown upon students seeing one another’s answers, but this is a learning fallacy, and it’s one that needs to change. Keeping student work private ignores the foundational theory of Constructivism, which states that people construct knowledge and meaning from their experiences. In short, students learn best from one another, and seeing another student’s answers can often result in important “light bulb” moments. Additionally, students want to put their best foot forward when they know their work will be seen by someone other than their teacher. You’ll notice that when your students know their work will be shared

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