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Posts tagged googleforms
Fruity Forms
53 years ago
by tombarrett
in Google Docs
This week we used Google Forms to collect and share preference data about fruit. We spent Wednesday afternoon’s design and technology session learning about different fruit as a precursor to creating a healthy fruit smoothie.
The children had the opportunity to taste about 15 different types of fruit and record their thoughts and preferences. I used a Google Form to collect this data into a spreadsheet so that the children could use this information to help inform them of their peers’ preferences. That is why this was so useful, the form acted as a simple data entry point to contribute to a wider pool of data. This larger set provides the children an insight into the a wider range of preferences which we will use to help plan the ingredients for their smoothies.
We are working in Google Apps for Education and there are a number of ways to share both the form and the spreadsheet, in the screenshots below I explain some of them because there are a few different options.
I used this feature when I shared the fruit form with my class. They accessed it from their email and the form was included in the message. However be aware that when the children completed the form and clicked submit from the email message ironically the Google toolbar blocked the pop-up that opens as conformation. The form data is not submitted.
In order to sidestep this quickly during the lesson without having to ask the children to edit pop-up settings I asked them to access the form via the link that is included in the email. In the future I will just send the link to the kids and get them to access it outside of their email.
Remember that the form and the spreadsheet can be shared separately – once we have collated all of the data we need, I will be sharing the children into the document so they can access the results. I displayed the spreadsheet data on the IWB so the children could see what was happening I highlighted the live update of the data as forms were submitted.
This final option to share the form will allow children access to it from their documents home screen. We had great fun sharing the fruit preferences we had by using Google Forms and we will soon be all set to average out the data to help with our smoothie recipes.
With a week passing since we began using our docs accounts the kids have experienced the use of sharing and working on documents, forms and spreadsheets – on Friday the children worked in pairs on a piece of work in RE, shared with each other as the pair were co-owners and then handed into me by sharing too. I showed the children how I star the documents that I need to mark and how to filter their docs home view in different ways. It is still enjoyable to see children sharing Google Docs to hand work in, it is just so simple and effective.
Important to note the pop-up problem if you share the form embedded in an email – next time I will probably use option 3 rather than email.
Related posts:
Finding their Voice
83 years ago
Over the last few weeks we have been working with the poem The Highwayman by Alfred Noyes. We have been discussing and exploring it through lots of talk and drama. On Monday we talked as a class about the drama technique of hot-seating, I asked the children to work with a partner to prepare some questions they might ask the Highwayman if they had the chance. As they were working I wandered out of the class and immediately returned into the room, but this time I tiptoed in and asked one of the children, in a whispery voice, whether it was safe or not. They looked bemused and I crept through the rest of the class shiftily looking from side to side. I had become the Highwayman.
I have always enjoyed drama as a way into text and the children love it when their teacher goes out on a limb a little and pretends. I told the children that I didn’t have much time and that I had gotten their message about meeting them here. We had a series of questions about the plot, the character’s feelings about Bess and what it was like to be a criminal. All the time I was checking through the blinds and looking suspiciously at the kids. When my time was up I acted as if the paranoia had got to me and I accused the children of setting me up – that it was a trap and I with one more furtive glance I dashed off out the door again. When I returned we were all smiling. (The children went on to do hot-seating in smaller groups.)
In the following lesson we used a Voicethread to further explore the characters in the poem. (Each child had their own laptop in this session.) I asked the children to add voice and text (I always give them the choice) comments on the various character images I had uploaded. I prompted them to make these kinds of comments:
- Questions that they might like to ask the characters. Consolidating the previous drama work.
- Answer a question that they see from someone else. Take on the character’s role and answer a question posed by other people in the class.
- General reactions and thoughts on the different characters in the poem.
I have enjoyed using Voicethread in the classroom for a long time now and have always considered it to be a great tool to encourage quality speaking and listening. This was only the second session using the tool and I once again witnessed children recording, listening back and improving what they had done. The open and transparent nature of sharing their work seems to sharpen their attention to detail especially in voice recordings. I sat with a few boys who need considerable support with their literacy and they were just having a great time, big grins, listening and enjoying the comments from others in the class and recording their own. Finding their voice. When you work like this as a class there is a tangible sense of a community of use.
We were coming to the end of the session and with 10 minutes to go I wanted to review the lesson with the children but I decided to change the plan a little and explore a new method to do this. I asked them to log into their newly created Google Mail accounts and send me a short message explaining what they thought of that lesson. With my inbox displayed on the SMARTBoard the reviews of the lesson rolled in. Although the comments were simple in nature it proved a point, it tested the process more than anything. These 9 year olds were independently able to switch applications, sign into their accounts, think about their learning and respond by composing and sending an email in under 10 minutes and for some much less than that. The children each had an opportunity to express their feelings about the lesson, to add their voice to the lesson review. If I had just asked them as a whole class then I would have only been able to garner a handful of comments. Would these comments have been from the same groups of children? Probably – so the use email in this instance helped everyone to express their own indiviual remarks.
I am not sure that email is the ideal tool to respond with lesson comments, although replying to an email that you have sent to the children with key questions about the lesson would be more appropriate I think. Using Google Chat is another tool that would allow for instant messaging in review of a lesson, or I could have added a final image on the Voicethread for the children to add lesson review comments. (Another alternative is to take advantage of a Google Form for lesson review)
Whichever way you approach it I think that it gives every child the opportunity to make their voice heard.
Creating an Emotion Graph using Google Forms
183 years ago
This idea was one that popped into my head at about 3am. After George, my 2 year old son, woke us and I had settled him again, I began thinking about Google forms (as you do at 3am – what better time to be thinking about that subject!!) and the current work we are doing on film narrative and The Piano by Aidan Gibbons. Take a look at the film for yourselves.
An emotion graph is a simple line graph comparing a range of happiness to sadness against different points (time) in a story or film. This technique of graphing the emotional ups and down within a story really helps children to visualise the whole story in a different way. Once the graphs are complete they can be discussed in reference to the different peaks and troughs of emotion. “Why is the main protagonist so upset at this point on the graph, what has happened?”, “In which part of the story is he the happiest?”
The graph can reflect the events in any type of linear narrative, whether that be a book or film – it could even reflect the varying emotions within an event such as a football match. As you can see the whole plot in one graph it is useful to engage the children in conversations about the structure of the plot and the way that the emotions are tied into generic story elements such as problems, conflicts and resolutions.
The children in my class really enjoyed watching The Piano today as we began our film narrative unit. One of the children said that the main character was playing his emotions on the piano, they were the notes of his life. Such a lovely turn of phrase. The Piano is an excellent text to explore in terms of an emotional graph as each of his memories linger, bringing joy and sadness into his life again.
Once you have opened up your Google form, I have simply added a new question for each of the different events that I would like the children to gauge the emotions for. Because the film is only two and half minutes long I have chosen about ten or eleven events. I have then chosen “Choose from a list” question type and added the numbers 0 – 10. For each question I added a reminder about the emotional scale from sad (0) to joyous (10) as some additional text. I found it really easy to generate one question and then just duplicate it using the link, and just edit what the event is.
Your form is complete and now you just need to add the line graph itself to the linked spreadsheet. You will see in your spreadsheet that the header (top) row is filled in with the different events from left to right. Under each column heading add the average =AVERAGE(Range) formula for the cells below, say down to 100 cells below. This will average out the different responses from your form and return a single figure. Don’t worry the survey results should always be added below your average row. I like to add the “Rounded” formatting to these cells as well. Select these average figures and click the “Chart” tool and create a line graph from this data. (These average cells could also be hidden, select the row from the left and click hide row) Find some more detailed steps to making a chart here.
Place the chart to the right of your data or embed within a blog post somewhere, and enlarge it so that it is clearly visible. I will be emailing the emotion graphing form to all of our Year 5s and getting them to complete the form (from within the email) alongside watching the film again. We will then be reviewing, as I have mentioned above, the responses and how the emotions vary throughtout the text. I will be encouraging them to justify their responses and decisions with supporting evidence from the film.
Now it is your turn to complete the emotion graphing survey that I have referred to – watch the film again, if you haven’t already, and answer the survey. The code for embedding a form is available when you click “Edit/Resend Form” and then it is under the “Preview and Send” link.
You will see that I have published the graph which can be done from within the graph drop down menu.
Let me know what you make of this idea and whether it was worth a sleepless early morning!
- How can you use this idea in your own narrative or literacy unit?
- Have you used emotion graphs? (I know there is an option with Turning Point voting systems to do something similar which I have used in the past)
- How have you used them?
- How else have you used Google forms in the classroom?
