Skip to main content

Google Classroom and Emojis

I am taking an online course called Classy Graphics with Tony Vincent. This is the first time I have taken an online course for fun. I heard about the course by following Tony Vincent on Twitter. When he tweeted about the course I didn't allow myself to think about it and just jumped in.  It is a six week course and cost $100. I am only in my first week, as of this writing, but I have already learned so much and my hesitation over spending $100 of my own money is a thing of the past! The class is worth it...I am looking at it as in depth instruction on how to practically use the Google Drawings tool. Professionally it will help me with future questions and training ideas and personally it might help motivate me to start making pretty things to share with teachers.

Probably my biggest takeaway this week in the course is Tony's use of bullets in Google Classroom. I had read his post about it awhile ago but didn't really think anything of it until I saw it in action and now I am OBSESSED. It really does make assignments more fun. The screen shot below is me putting it in action in my sample class I use for training purposes.


It is super easy. Per Tony I used https://emojipedia.org to find the emojis I want and then I simple copy and paste it in the text of the assignment and topic. The emojis are limited so you do have to use your imagination, or at least different keywords, to find something you want.

Why use emojis? I think this graphic from Tony's website sums it up nicely.


I definitely want to try some of the other ideas mentioned in his blog post like using it in my Google Drive to identify folders. I also like the idea of emoji story generating. Definitely start with adding emojis into Google Classroom first. Once you see how easy it is it might motivate you to try adding emojis elsewhere.




Comments

Popular posts from this blog

Secret Messages - How To (Light and Color)

This was fun activity that I got from Roper Mountain Science Institute. They suggested red theater gel to reveal the message, which can get pricy. Another idea I heard was to ask movie theaters to donate left over 3D glasses, which also have a red filter. A guest speaker we had last year said red jello would work. Tried it this week and it worked like a charm. The students thought it was very cool. I found my "attention challenged" students had trouble focusing on making their own secret messages so I was very glad that I had made extra copies of the sheets from the GEMS Color Analyzer book that they could color and then check under the jello.

Picture of the Day - Activity

I attended a training class and a science coach shared an activity that he does with his students to help them differentiate between observations, inferences, and predictions. He puts a picture on the interactive white board as a warm up (he gets the pictures from a variety of sources but uses National Geographic's Picture of the Day a lot). The picture above is from the National Geographic site. He has the students make five observations. Then he makes the students make five inferences. Finally he has the students make five predictions. He does this every day and it really drives home the difference between those three key inquiry vocabulary terms. I've done this activity with both my sixth and fourth grade science classes and the students really got into it and became proficient at telling me the difference between those terms.

QR Project - Open House

Twitter Post Link -  https://bit.ly/3Umic7r I saw this adorable QR code project on Twitter and decided to try it out with a couple of third grade classes. We have several schools in our district who are "Leader in Me" schools and I asked a teacher if I could come in and make them for her open house (you don't need to be a "Leader in Me" school but I know they do a lot of goal setting and mission statements). She loved the idea! I decided to use Flip (formally Flipgrid) to do the recording. The web based program is free for educators and automatically generates the needed QR code. We started on a Thursday. I pulled students into the hall to get a picture of them holding a square piece of paper prior to an ELA block. The paper acted as a place holder for the QR code (which is square) and ensured I got the correct hand spacing so the students looked like they were holding the QR code. I found a spot that didn't have anything in the background. The background...