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Goo-Goo Google
Classroom

The Instructor must be a power user of

Google Classroom, minimally a Google
Certified Educator – Level 2, and
preferably a Google Certified Trainer.

Introduction and Overview

The live instruction for Google Classroom is designed for a three-hour

session, with an additional one-hour webinar session to conclude the
overall instruction. At the start of the Google Classroom session, the
learners should have already completed four self-paced on-line one-hour
assignments. The self-directed lessons were basic introductions to Google,
Drive, Docs, Slides. The nomenclature of “Goo-Goo” Google was
determined by the fact that this 8-hour course of instruction is designed to
be extremely basic and delivered slowly.

The Instructor will introduce Google Classroom and the purpose of

Google Classroom, providing a personal perspective reporting their own or
a peer’s experience using the tool with their students prior to beginning the
lesson specifics, outlined in the Lesson Plans and illustrated on the Google
Slide Presentation, with notes for each slide.

This portion of the coursework is a combination of Cognitivism and

Constructivism. There will be demonstration/modeling/coaching, and hands
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on practice throughout the instruction you will provide. An ARCS (Keller, J.)
model was used to design the lessons.

As these learners represent a variety of grade levels and varied

technology experience, it is important to make them comfortable,
encouraging them that they can do this, and will leave will valuable
knowledge that can be used in their own classrooms immediately.

Materials and Resources

✓ Computer, Google Chrome installed, Google Account,

projector/display for whole group instruction, access to Google
Hangout/Skype/Zoom for delivery of web-based final lesson.
✓ Google Slide Presentation – Goo Goo Google
✓ Google Slide Presentation – Culminative Web Based activity
✓ Website with embedded resources

Establish Purpose
✓ The instructor will verbally poll the audience on their familiarity with
these types of tools, accepting input from the learners.
✓ The instructor will discuss the “why” and the “when” of using Google
Classroom and integrate any information gleaned from the learner
input.
Motivate Learners
✓ The instructor will show video of the use of Google Classroom in a
real classroom which includes teacher testimonials which establish
the features and benefits of using the tool in real life.
✓ The instructor will facilitate partner share collaboration activities
Provide an Overview
✓ The instructor will provide an overview of the Google Classroom, set
the expectations of the lesson and go over the steps of the lesson to
be delivered.
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Recall of Prior Knowledge

✓ The instructor will verbally ask the learners if they have any
familiarity with Google Drive, Google Docs, and Google Classroom. As
the learners should have completed the online self-directed content,
they should be able to respond.
Examples of Google Classroom
✓ The instructor will show an example of an existing Google Classroom,
preferably one of their own. If instructor doesn’t have one, it is
advised that they create a sample to use in the instruction. There are
screen shots in the presentation, but a live classroom is preferable.
✓ Instructor will invite learners to join a special Google Classroom set
up for the purposes of this instruction, if one was set up for the
instruction.
Gain and Direct Attention
✓ Instructor will engage learners by eliciting interest and having them
begin their first Google Classroom.
Employ Learning Strategy
✓ The instructor will move towards a propagative learning strategy with
the learning as they begin to create their own classroom.
Guided Practice
✓ The instructor will move through each slide, discussing the page,
modeling the actions, and asking the learner to perform the action.
Provide Feedback
✓ Instructor will walk around the room reviewing the learner’s
activities, answering questions, and providing suggestions for
improvement.
Transfer Learning
✓ Have the learner review their classroom and see if there is anything
else they want to add.
✓ Learner will be applying the skills and knowledge they receive from
instruction directly and applying it immediately to their own Google
Classroom.
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Motivate
✓ Instructor will close with a message about how wonderful it is that
the learner has taken the first steps towards using a phenomenal
time saving tool that will benefit them and their students. Positive
reinforcement as a form of behaviorism, is necessary.
✓ Instructor will go over the opportunities for the learner to add to their
knowledge of the tool and remind them of where those materials are
located.
Assessment
✓ An observation by the instructor using a Likert Scale (see Appendix)
✓ The final lesson will be a Google Form requiring 90% to pass
Notes
✓ This is meant to be an interactive and fun class. Peer interaction is
encouraged and desired. Sharing ideas is a fantastic way to keep the
learners engaged.
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Lesson #5 Google Classroom Introduction

Performance Objective: Learners will be able to find the Google Classroom app,
identify the main parts of the interface; the options available within the program; create
a working Google Classroom, add an assignment with attachments, articulate the
purposes of the student interactions within their self-created Google Classroom under
observation scoring 4 out of 5 on a Likert Scale. (Appendix)

Resources or Materials Needed: Google Account Access, Computer, note

taking materials, high speed internet access.

Time: 180 minutes

Step 1: Pre-Instructional Activities:

View video of Google Classroom in action at https://youtu.be/w6Q8K95NeRc

Share a sample Google Classroom of a teacher at https://youtu.be/6x4YBrHqMOA

Review the materials found on the Google Website at

https://support.google.com/edu/classroom/answer/6376881?hl=en&ref_topic=7175444

Using partner share, have the learners spend 2 minutes each discussing with each other
how they think Google Classroom will influence their teaching.

As an experienced Google Classroom user, the instructor will draw from personal
experience to:

Enlighten learners about the ability to easily infuse technology into their teaching

Illustrate how this tool saves valuable curriculum development time and streamlines
lesson planning

Step 2: Content Presentation:

Open the instructor Google Slide Presentation provided in the instructional materials.
The entire course is in the presentation including online videos.

There will be time allotted for breaks, and the use of a couple of “brain break” slides
with cartoons or funny videos will be shown (5 minutes). There are slide notes on the
pages, and is attached in the appendix of this guide. Each slide has speaker notes.
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Step 3: Learner Participation/Performance Task

Ask the learners to think about the times in their career where they have worked
collaboratively with colleagues or with students. Inform them that at the end of this
lesson they will be reflecting and setting a goal in writing, using a Google Doc.

Questions for the learner to consider and discuss in the paper.

Do you currently collaborate with colleagues in some manner?

Name two ways that professional collaboration has helped you grow and improve as a
teacher?

When you have had students working in collaborative groups, what made it a successful
learning experience? If it was not successful, name two reasons why.

How will the collaboration activities in your classroom prepare your students for the
future workplace?

Step 4: Hands on activities: Learners will construct a trial Google Classroom

and work through all the activities as provided by instructor per the content
presentation.

Step 5: Assessment: Live Observation by instructor with score of 4 out of 5 on

Likert Scale (Appendix)

Step 6: Follow-Through Activities:

Instructor will ask for 3-4 learners to show their Google Classroom to the other learners
and explain how they constructed the artifact.

The creation of a Google Doc with goal reflection will help with transfer of learning from
earlier lessons.

Provide the learners with a web meeting invitation for the final lesson (#6) which will
be delivered via Google Hangout, Skype, Zoom, or web meeting service determined by
Instructor. This lesson should be conducted one week after the delivery of Lesson #5.
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Lesson #6 – Google for Education and Resources

Performance Objective: Using the Google for Education website, learners will be
able to find additional online resources for learning more about Google Classroom,
videos, and options for Google Certification scoring at least 90% on a Google Form
exam. (Appendix C)

Resources or Materials Needed: Google Account, Computer, Internet Access,

Webcam, Google Hangout, Skype, or Zoom to conduct an online meeting. There is no
formal presentation for this content. Discretion of Instructor as long as objective is
reached.

Time: 60 minutes

Step 1: Pre-Instructional Activities: Discuss the levels of Google Certification

available online and discuss what those certifications could mean. Discuss the cohorts
of Google Innovators.

Show Symbaloo – Google Webmix.

Step 2: Content Presentation: Go to the Digital Citizenship section at

https://teachercenter.withgoogle.com/digital_citizenship/course ask the learners to
review this content with you. Discuss the importance this topic. Discuss Professional
Learning Networks (PLN). Ask the learners if they participate in one now.

Step 3: Learner Participation: Learners will engage in the activities listed in

the performance objective and tasks. They will have time to review the resources.
There will be time for questions and answers.

Step 4: Assessment: Learners will be provided with a Google Form exam and will
need to score at least 90%.

Step 5: Follow-Through Activities: Encourage the learners to use the site to

gain more knowledge and work through the activities. Tell them to sign up for You
Tube – EDU90 which is Google’s video updates, and the newsletter to keep them
apprised of changes.
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Appendix

Instructor Evaluation Likert Scale for Use in Observation

Using the following scale, please assign a numerical score after direct

observation of the performance tasks within the performance objective:

5- Outstanding

4- Good

3 – Fair

2 – Poor

1 – Extremely poor

The student has participated and worked through the materials

Number Answer:

The student has displayed knowledge and completed the requested tasks

Number Answer:

Average Score:
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Instructor Slides with Notes (PDF available at website)

Getting Started with Google Classroom

Instructor Guide for the Presentation

Using a combination of Cognitivism and Constructivism, you will deliver the lesson
with a lot of hands on demonstration, coaching, and modeling. Pacing is added to
each slide. The entire unit is 180 minutes of instruction.
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Google Slide Presentation without Notes

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