After an email from a fellow teacher asking for advice on giving feedback to students I thought that I would share some of the things I have used for various classes at different times.
Below are some screenshots from each of these and then the link to download the file.
Alongside these grids since lockdown I have been experimenting with using the Google Chrome Extension ‘Mote‘. I have found this another great time saving tool when leaving digital feedback. In a nutshell you can record yourself and leave your audio message within Google Classroom and most of the Google Apps such as Slides and Docs. I have found it really cuts down the time spent leaving feedback on students work and also students have told me they prefer to listen to feedback than read it.
GOOGLE COMMENTS:
While students have been working online in lockdown and using Google Classroom I have found that the comments function has been brilliant for being able to add quick WWW, EBIs or TO DO NEXT feedback to their work. Here is a link to the detailed step by step instructions of using this function
When you create an assignment in Google Classroom you can also create a rubric alongside the work set. I have used this in KS3 to speed up marking online work and in KS4 to provide feedback on what level they have achieved against the exam board mark scheme. A few great links that explain how to create and use rubrics are listed below.
I have been using Google Classroom for a while now as a one-stop-shop for students to access their resources, handouts, links, mark sheets and online portfolios. I wanted to share with you some ways that I use this app that have helped me to streamline mine and my students working practice.
USING TOPICS
Under the ‘+ Create’ button you will see the option to create topics. I have used this to help organize all of my uploads. This makes it easier for students to navigate Google Classroom and should save wasted time searching for their documents. The types of headings I have used are:
Handouts and Guidance sheets – This would contain items such as word banks, analysis sheets, annotation guides, Externally set task sheets etc
Cover work – Here I would upload any cover lessons and tasks that students are to complete in my absence
Homework – We now use ShowMyHomework but previous to this I would place the classes Homework task instructions here
Project titles – These are the topic headings that I have the most of. For example for my ‘The Basics’ project I would create a topic header of the same name.
Assignments
This is pretty straightforward, here I would add any lesson tasks that I want students to complete on Google Classroom. I will often add a blank Google Slides document for students to add their work to, making sure to set the document to ‘Make a copy for each student’. I use Google slides rather than Google Docs as I have found it to be more intuitive and user-friendly for students. I will also always add the lesson handouts/presentation so that students have access to these after the lesson should they wish to revisit their work or if they are absent they can see what has been worked on in class.
Material
So if I want to just share a resource for the lesson, such as a presentation, YouTube clip or link, I will upload it as Material rather than an Assignment. This means that it does not have a due date nor does it give the students the opportunity to upload/share any document with you.
Choosing the correct heading when adding items to Google Classroom means that students clearly see what they need to complete and hand in to you (an Assignment) and what is just for reference (Material). Material will not clutter up their ‘To Do’ list.
Online Sketchbook/ Portfolio
Utilising ‘Assignments’ I have created online sketchbooks for my GCSE Photography classes. This is especially helpful during Covid-19 as I do not have to worry about quarantining paper sketchbooks before I can touch/mark/view them and also I can see exactly what the students are doing real time without having to get close to them and breaking the 2m distance I am supposed to keep.
I set up the Slides document with the name of project and a space for the students name, then any homework lists/guidance and lastly I am planning on adding in their teacher marking tracker sheet too. Just remember to set the permission to ‘Make a copy for each student’.
Using comments to give feedback
Lastly one great feature of Google Classroom is that you can provide comments/feedback to students both in real time and/or after the student has completed the work. You can click on an item you want to provide a comment on or the whole sheet/page and then the speech bubble with plus sign in it. Students can then reply to your comment/feedback. A record of your comments/feedback and your students responses is kept, this can be seen by clicking the speech bubble with three lines in it at near the top right of the screen.
I hope you have found some of these tips helpful! Please do get in touch if you have further questions or want any more advice.
A little late but I have been tweaking this project and I’m now pretty happy with it. A photography project for GCSE students that I am delivering via Google Classroom. The students have a Google Slides presentation that they update each lesson.
The main theme within the project is recording their surroundings during the Covid 19 pandemic. Within this they are tasked with exploring social documentary, various photography techniques and artists/photographers.
Hope everyone is coping during these crazy times X
I hope you are all managing the added stresses and anxieties we are all having at the moment. My school has requested that we prepare for possible shut down by creating lessons that can be delivered via Google Classroom.
I made a start on my Year 10 GCSE photography lessons first and I have decided to not continue with our current project but rather pause that for the time being. So I will be asking students to work on a number of mini tasks and projects to extend their photographic understanding and skills.
Research the work of a photographer who has investigated street/city life in their work. You may use the websites below as a starting point for your investigation.
Once you have selected a photographer you are interested in complete the following on the attached document.
Name of the photographer
4 images of their work
A written analysis of one of their photos
Lesson 2 – Angles, edges and corners at home
Look around your home and see if you can find interesting angles, edges and corners to photograph. One idea is to look up! Look at the corners of the walls and ceiling in each room. Does the light change depending on what room you are in? Can you capture different tones on each wall? Take a range of photos and present them on the attached slideshow either using an App such as PicCollage which allows you to put your photographs in a grid or present them in an arrangement of your choosing.
Lesson 3 – Photographic Diary
Your lesson today is going to be spread throughout the day as your task is to create a photographic diary. You can use a phone, iPad or camera to do this, but please think carefully about how you will present this. This diary will have no words because, as the saying goes ‘A picture speaks a thousand words’. You might want to focus on the environment around you. (Buildings, interiors, landscapes) Or your photographic diary might be all about the people in your day. Be as creative as you like. Either use an App such as PicCollage which allows you to put your photographs in a grid or present them on a slide in an arrangement of your choosing.
Lesson 4 – Close Up Photography
Use your mobile phone,iPad or camera to take a selection of close-up photographs around your home or garden. Try getting very close to objects. Think about unusual angles and perspectives. What different viewpoints do you get if you crawl around the room? What great photographs could you take if you look inside objects, or lights or drawers? How can you make every-day objects look different or unusual by taking close-up photographs or cropping photographs? Take at least 30 photographs and then select your best 9. Either use an App such as PicCollage which allows you to put your photographs in a grid, or present them on a slide in an arrangement of your choosing.
Lesson 5 – Photographic Textures
Use your mobile phone, camera or an iPad to take a selection of photographs around your home or garden that have texture. Often when you get up close to wood, wicker, bark, carpet, clothing or other objects you can see the texture of their surface. Take at least 30 photographs and then select your 9 best photographs that have an amazing texture. Either use an App such as PicCollage which allows you to put your photographs in a grid, or or present them on a slide in an arrangement of your choosing.
Follow the link below and explore the many articles on the site. Choose an article that appeals to you and read it. On the document attached complete the following (write in your own words – NO COPY AND PASTING:
Add the name of the article
What key information have you learnt?
Find example photos to add to your notes which help demonstrate the key information you have read
Read the attached article on creating flat lay photography (https://expertphotography.com/flat-lay-photography/). Using items you can find around your house and/or garden create your own flat lay photo/s. Present your best photos on the attached slideshow presentation. Title (name), date and note down the method of recording for each image. For example:
Work space
March, 2020
Iphone 11
Lesson 8 – Paper Experiments
Using any paper you can find at home explore different ways of photographing it. You could try cutting it up, scrunching it, shining light through it, folding it etc. Try to zoom in close to your paper so that you do not get too much background detail, you want the focus to be the paper! Present your best photos in whatever style you like but they must be on the attached document.
Lesson 9 – Five steps photographs
With your chosen camera in hand take 5 steps in any direction then stop! Do not move any further, then looking around you try to capture something you can see. Present your best photos in whatever style you like but they must be on the attached document.
Lesson 10 – Explore the work of Ray Metzker
Many photographers have used light and shadow in their photographic work. Explore the work of the photographer Ray Metzker. Complete the following on the attached document.
Name of the photographer
4 images of their work
A written analysis of one of their photos
Lesson 11 – Light and Shadow
Looking around your garden and/or house find shadows and sources of light. Capture these using an ipad, phone or camera. Consider looking at close up details, an unusual angle, an interesting composition or a play on colour. Present your best photos in whatever style you like but they must be on the attached document.
Lesson 12 – Colour me red
Explore what is around you and seek out all the items that are the colour RED. Capture as many items as you can using an ipad, phone or camera. Present your best photos in whatever style you like but they must be on the attached document.
Here is another of the schemes of work that I have used with my year 10 photographers. I have run this project in the Spring term once students have a solid understanding of using the DSLR camera and the various photographic techniques that they will need in this project.
The project is written around visits to London city centre and Kingston upon Thames, but these could easily be swapped to suit your local area. The project culminates in students creating their own hand made coffee table style book.
Right click and click save as to to save the word doc file:Â Yr10 Welcome to SOW
I have just updated my GCSE Photography guides that I give to students to support their work. They now show more clearly the different levels of complexity within each task, so I expect ALL students to complete the green statements/questions, MOST students to complete the orange statements/questions and SOME students might attempt the blue statements/questions.
I hope that this will both support my lower level students and push my middling to higher students.
Each half term and end of term I set a school wide photography challenge, these usually consist of a set of 20 to 25 words that students have to capture in a photograph. I have found it has been a really great way to promote the subject across the school and get students thinking creativity during the break. Once the students return their images I have the head decide on a 1st, 2nd, 3rd and any highly commended images, these students (and sometimes staff) then receive certificates and prizes that are handed out in assembly.
Below I have added small selection of images that I have received from past competitions:
To help my students effectively plan their 10 hour ‘exam’ time I have drawn up a question sheet that hopefully helps them to consider what they need to do.
The images above are JPEG versions (if you want these just right click them and select Save as…)
I have just updated my GCSE Photography guides that I give to students to support their work. They now show more clearly the different levels of complexity within each task, so I expect ALL students to complete the green statements/questions, MOST students to complete the orange statements/questions and SOME students might attempt the blue statements/questions.
Each half term and end of term I set a school wide photography challenge, these usually consist of a set of 20 to 25 words that students have to capture in a photograph. I have found it has been a really great way to promote the subject across the school and get students thinking creativity during the break. Once the students return their images I have the head decide on a 1st, 2nd, 3rd and any highly commended images, these students (and sometimes staff) then receive certificates and prizes that are handed out in assembly.
Art Room Mess 