Edtech Solutions
Network Summit
Edtech Advocacy &
Policy Summit

Electronic High-Yield Lessons With Google Forms

Times and dates are displayed based on your device's time zone setting.

Explore and create : Creation lab

Terry Chiles  
Matthew Patty  

Explore the adaptability of the Google Forms platform and see how it can be used in a blended learning framework for personalizing and differentiating instruction using technology as a means for independent work with embedded feedback and scaffolded instruction. Great for both online and in-person learning.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Google account
Topic: Assessment/evaluations/use of data
Grade level: 9-12
Subject area: Language arts, Social studies
ISTE Standards: For Educators:
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
For Students:
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Proposal summary

Purpose & objective

Session Goals:

Technology Goals -
➵ The participants will understand and apply the adaptability of the Google Forms application to their classrooms and campuses.

“Blended Learning” Framework Learning Goals-
➵ The participants will curate personalized ideas for ways to differentiate instruction using technology for independent work and collaboration with embedded feedback and scaffolded instruction.

Student Learning Goals -
➵ The participants will gain resources to help them implement higher levels of student self assessment, efficacy, and cooperative learning in the classroom.

Evidence of success would include participants creating at least one classroom-ready branching Google Form to share with home campus by the end of the session.


5 min - Introduction of session and presenters
10 min - Discussion of supporting pedagogy and research behind the lessons and tools being presented
15 min - Audience as student. Time given to experience the structure and interface of the content specific Google Form Analysis lessons, via Goggle Classroom.
10 min - Session audience digital Jigsaw using the American Civil Rights Movement
20 min - "How It's Made" (creating a branching Form) guided practice with audience participation (we-do style)
5 min - Ideas for Google Forms use in reassessment. Highlight student Reassessment Contract.
20 min - Collaboration and creation time with the expectation of having at least one classroom-ready Google Form to share with home campus by the end of the session.

Supporting research

The majority of this session is rooted in the work of John Hattie and his research outlined in his book "Visible Learning". Through the Visible Learning research, John Hattie has identified more than 250 factors that influence student achievement. He then set about calculating a score or “effect size” for each, according to its bearing on student achievement. The average effect size of these 250 factors was 0.4, a marker that can be shown to represents an (average) year’s growth per year of schooling for a student. Any factor that has an effect size above 0.4 has an even greater positive effect on student learning. Each strategy highlighted (and implemented via Google Forms) has an effect size of greater than 1 years worth of growth and ranges in scores from .64 - 1.33.

Visible Learning 1st Edition by John Hattie

In addition to John Hattie the session will also showcase the work of Weston Kieschnick, Catlin Tucker and the Lead4ward group:

Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works - Maximizing learning outcomes by combining technology and pedagogy:

Blended Learning in Action: A Practical Guide Toward Sustainable Change (Corwin Teaching Essentials) - Effective use of Station Rotation - Evidence of learning templates

More [+]


Terry Chiles, Northside ISD

Terry Chiles is an Academic Technology Coach with Northside ISD in San Antonio, TX. He is going on his 14th year in education and has taught both math and social studies at the secondary level. In his role as a district Academic Technology Coach, he works one on one with teachers to set specific goals aimed at implementing digital tools and resources as a means to facilitate high yield strategies and promote innovation in the 21st century classroom.

Matthew Patty, Northside ISD

People also viewed

Improving Critical Thinking Skills Through Virtual Problem-Based Learning
Intentional Coaching Through Purpose and Understanding
Knowing the Secret Past of Edtech Can Better Our Future