Using Google Docs in IB English

 

Subjects:  Language Arts, English IV IB

Grade:  12

Technology tools:  Computer(s), LCD Projector

Tools used:  Interactive website, Collaboration tool

Activity type:  Unit

After two years of study and practice, IB seniors take two two-hour exams that count as a combined 50% toward their IB certificate for the Language A1 -- IB English certificate.  One of the tests is based on four novels we read during the spring semester.  My objective for these activities is for students to assemble information from each of the four novels that will be helpful in their preparations for the final exam in May.  (In addition to helping the students for THIS exam, of course, these activities also teach students how to consolidate information from a course, study, and prepare for college exams.)

To prepare them for studying, I usually have the students individually create time-consuming, laborious packets of information (including summaries and lists of themes, motifs, symbols, meaningful quotes, etc) as study guides from themselves.  This year I used Google Docs to make repositories for all that information, and my seniors were assigned to contribute one to two good items for each category sheet.


For example, on the symbol sheet for the novel BELOVED, everyone jumped in and gave great examples of the symbols, documented sections of the novel where the symbol(s) appear, and interpretations for what the author Toni Morrison accomplishes with the symbol.  Now, through online collaboration, the students have created excellent study guides that they may print out and use during their study sessions for the exam!  They get wonderful, helpful tools without having to expend as much energy and time as before!  That is called working better... and smarter!

After each entry students make, they type their names so that I may see who contributes what.  I then evaluate the entries on completeness, correctness, and elaboration.

Students really enjoyed these Google Docs assignments!  For one thing, they have all created Work Packets for other novels before, and they expressed how much better collaboration is over individual packet assignments:  less work, all the benefits!  Students also had a great time reading what other colleagues found in the novels. Sometimes class discussions revolved around entries on Google Docs (which thrilled me because their excitement translates into deeper understanding and analytical skill).  Often, students raced to post early so that they could give examples of and explain the items they wanted to cover.  Students who procrastinated sometimes had to work harder because many of the more obvious or apparent ideas from the novel were already taken.

Chris Rice,  Hickory High