Skip to main content

Collaboration and Management in Google Apps

Original Photo Credit: star5112 via Compfight cc
Adapted by Tracy Watanabe
Two heads are better than one.  

October is Connected Educator's Month. Get connected, and move beyond connection to collaboration.

Collaboration is key for this day and age in both face-to-face and virtual environments. One of my favorite collaborative tools include Google Apps for Education.

The presentation below was created for a training I offered regarding collaborating in Google Apps and tips for management with those tools.

  • What are ways you use Google Apps to collaborate with others?
  • What management tips would you add to this?
  • What thoughts or questions do you have about collaboration and management in Google Apps?


  1. Thanks for sharing this awesome information! I am really interested in the quiz you used to differentiate your training. That sounds super interesting. How did you manage that? May I see a copy of the quiz (requested access but not sure if you get that message). Thanks again for sharing! Cheers!

    1. Hi Jeanne,

      Glad this was useful! I created the quiz with the fewest amount of questions possible, based on what my AJUSD teachers may have heard before. This way I'd be able to see where I should focus my time with them.

      Here's a copy of the survey. Please send a new request to share if it does not let you view. I do get those requests, and honor them when I haven't published it for others to view already.

      It was a one hour class, so we skipped several areas (eg maps, sites, email filters, etc. but I let them know about them).

      Kind regards,

  2. Tracy, I really appreciate the way you are working to personalize learning with the teachers in your district. WIth the Common Core State Standards, there is such a big learning curve for teachers and admin., whatever we can do to come alongside them in the process at Tech. Specialists is something I know they appreciate (well, a lot of the time). Trying to do much in an hour is a challenge, so I find myself working to coach and helping teachers set small goals for their tech. integration. Google Apps, obviously, is a powerful set of tools and we use them in our district, as well. By the way, the slides you created are very clean, easy to read, and I like your use of ovals/arrows. It's hard to find just the right tools at times to make them look neat. What tool(s) did you use? Anyhow, keep up the good work. You have a wonderful job - observing, coaching, PD, curriculum, etc.

    1. Hi Glenn,

      I agree, it is wonderful to serve others and to know that it'll impact students' learning. I never wanted to leave the classroom, which is perhaps why I'm so passionate about helping others in their classrooms and schools.

      I like your approach of setting small goals, it's key for them to have the quick-wins/success. It also helps them to take a step forward based on their readiness.

      Some of the slides were created with Google images. Other slides were created with Pages. And some were created with a combo of the two.

      I wend to your about page on your blog and noticed you work at a high school. Do your teachers ever look for other high schools to connect with for special projects, audiences, etc.? If so, please keep us in mind.

      Kind regards,


Post a Comment

Directions for posting:

1) Choose "Comment As" first. If you don't have a Google/Blogger account, you can choose Name/URL and type in your name, then place the web site that best describes you in the URL (i.e. Or, you can choose "Anonymous".

2) You may need to press "Post Comment" more than one time.

It is always wise to copy your comment before pressing "Post Comment" just in case something happens.

3) Type in the word verification.

4) If you did everything correctly, it will state, "Your comment has been saved and will be visible after blog owner approval." If you do not get that message, please try again.

Click here for a tutorial on how to comment.

Thank you!

Popular posts from this blog

Close Read Complex Text, and Annotate with Tech--Part 1

Students need to be taught how to read complex texts. One of the strategies for learning how is close reading. It slows the reader down to notice and ponder more. It also connects meaning and builds systems of thought.

Text complexity with close reading

Complex text requires a close reading. So what makes a text complex? There are three "ingredients" to text complexity:

It's important to understand text complexity to build students' literacy skills. As they become more skilled, they will read more complex text on their own.

Introduction to close reading

Here's an overview of close reading:

What does close reading look like in the classroom?

Here are some examples of close reading at different grade levels and content areas (or components of it such as annotation):
9th-10th grade -- Thinking Notes: A Strategy to Encourage Close Reading by the Teaching Channel 10th grade, Close Reading with nonfiction6th grade, Teaching Annotation4th grade, Close Reading3rd grade l…

Close Read Complex Text, and Annotate with Diigo--Part 3

Close reading is a strategy for reading complex text. In Part 1, the focus is how to do a close reading. The focus in Part 2 is how to annotate with iPads. The focal points of this post are the teacher steps in close reading; how to create text dependent questions for informational text in 6th-12th grades; annotating in Diigo; and creating writing activities to go with close reading.
Below are the teacher's steps for creating a close reading lesson. However, the student steps are in the poster shown on the right:

Teacher Step 1: Choose the text

Choose a short and difficult text to do a close reading on. It should be at the frustration reading level.

Some examples to choose from for informational text are short speeches (or excerpts from a speech); research; paragraphs or chapters from biographies, memoirs, or historical accounts to name a few.

Teacher Step 2: Planning

Plan and do what you expect your students to do.
Decide if they will annotate on a paper copy, with sticky notes, o…

Striving for Higher-Order Thinking and Depth of Knowledge

A little over a year ago, I read Higher-order thinking is the exception rather than the norm for most classrooms on Scott McLeod's blog, Dangerously Irrelevant, and have been mulling it over, wondering if our school district is any different.

Over the past year, our teachers periodically collect data with their teams on the types of questions/tasks they ask students. One teacher records teacher questions and the other records student responses on a shared Google Doc; then teams sort through their own data, plotting teacher questions by Bloom's Revised Taxonomy, and student responses to those questions/tasks with Webb's Depth of Knowledge (DOK). The 2012-2013 data showed we were not very different from other districts; therefore, our teamsset their own goals for higher-order thinking and depth of knowledge.

The data so far for the 2013-2014 school year shows questions asked of students are up and down the Bloom's ladder, equally distributed (with a little less in the c…