I have a bit of a dilemma: How do you handle classes that have partially learned how to use tools like Google Slides? Also, has anyone tried Google’s Applied Digital Skills with upper elementary students? How do you introduce it? I tried doing the Digital Thank You Card with 5th graders today, but they’ve already been introduced to Google Slides (in a non-tech class), so they didn’t want to follow the step-by-step videos. They acted like they were experts (not following the template, clashing color choices, stretched photos as backgrounds, etc.).
Explicit instruction is definitely a good approach. Break down each skill, then apply it in the final product. But why does it matter if they’re interested in the videos?
LisaMoore said:
Explicit instruction is definitely a good approach. Break down each skill, then apply it in the final product. But why does it matter if they’re interested in the videos?
The issue is that they thought they already knew everything about Google Slides, so they completely ignored the videos from Google Applied Digital Skills. The videos break down the skills step by step, but they skipped past them and didn’t actually learn anything new.
@WisdomQuester
In that case, if they skip the steps and don’t follow the instructions, they don’t get credit. Maybe reflect on whether your expectations are suitable for 5th graders in this context.
LisaMoore said:
Explicit instruction is definitely a good approach. Break down each skill, then apply it in the final product. But why does it matter if they’re interested in the videos?
Explicit instruction is important, but students’ interest is key to keeping them motivated. They need to feel that what they’re learning is meaningful. We’ve all had moments where forcing compliance leads to disinterest. Keeping students engaged, especially in tech-related fields, can shape whether they pursue careers in this area.
Why do some kids keep asking me if they can write their essays in Google Slides instead of Docs? They don’t mean creating a presentation, just using Slides as a word processor. I’m confused. How have they been using Slides for the last few years?
@sherlook
That’s interesting! Maybe they’re using slides to organize their ideas? Slides can look like an outline with sections for intro, body, and conclusion. It might be worth exploring how they’re thinking about it. Would you accept a well-done Slides presentation instead of a written essay?
@LucyPiper
I try to focus on what I’m assessing. If I’m looking at science content, I’m not going to mark down for spelling or format issues. I let students choose other formats like videos. But for Slides as a word processor, I can’t see the benefit. Still, I’ll look into why they’re thinking of it that way. Maybe there’s something I’m missing!
@sherlook
I haven’t had that request, but maybe they’re trying to avoid formatting requirements like headers in Docs? Interesting approach, though!
I’ve used Google’s Applied Digital Skills before. Here are some ideas:
- Use the videos as a reference, not the main instruction. It’s better to do live demos and engage students directly. Let them give input on what you’re creating to make it interactive.
- Have an exemplar project that shows what “good” looks like. Google provides rubrics, and showing real examples helps clarify expectations.
- Let students assess themselves using the rubrics, especially if they feel confident. It’s a good way to show them what they still need to learn.
- Provide challenges for students who think they’re “experts.” Have more advanced activities to keep them engaged.
- Make the project relevant to something they’re already learning. If they don’t usually create thank you notes, it might not feel meaningful. Try to connect it to real classroom activities.
@LucyPiper
Thanks for the advice! Since this is my first year using the curriculum, I really appreciate your feedback!
I made a Google Slides activity with tutorial videos linked to each slide. The students complete tasks, like changing fonts or adding transitions. You could do something similar with fun questions, like asking them about their Halloween plans! This way, they can see if they met the expectations for each slide, and they watch the tutorials only if needed.
@ProfessorPenny
That’s a great idea! I think part of the problem is that the task itself isn’t hard, but they’re making it harder by skipping steps. They’re creating from scratch without following instructions, which leads to issues like clashing designs or stretched images. Maybe I need to emphasize the importance of following the directions more.
@WisdomQuester
Yeah, skipping directions is a common issue. I had the same problem when teaching digital citizenship. It’s my first year teaching coding, and I’m learning that pacing and timing are key. Maybe presenting digital citizenship a bit later in the year, after they’ve settled in, could help.
@ProfessorPenny
I understand! I’m teaching a survey course, so I’m trying to touch on a bit of everything, from digital citizenship to programming. It’s tricky to fit everything in with the limited class time. I also miss the consistency of daily classes from when I taught LA and Social Studies. Good luck with coding!
Students don’t always understand that different tools are meant for different tasks. They might spend time on formatting, thinking it’s “cool,” rather than focusing on content. It takes time to help them mature in their approach to these tools.
@Alex
I was hoping Google’s Applied Digital Skills would help with that—showing them good design principles. But since they’ve already been introduced to Slides before, they think they already know what good design looks like, which makes them less willing to follow the instructions.
I’ve been a 5th-grade teacher for over 20 years, and this is a common issue. Some students believe they don’t need to follow directions until they see the results and realize they need to redo it. Maybe have them explain the steps to you before they start—if they can’t, then they need to watch the tutorial videos.
@Johnstone
Thank you! I had them again today, and after showing an example, I noticed some went back and changed their work to fit the template better. A rubric might help too, though my class isn’t graded. Still, this being my first year teaching it, I’m figuring out what expectations are realistic for an enrichment course versus a daily one.