Questions

You want your students to watch a long video you produced in YouTube, and then discuss specific sections in the following lesson. What is the most efficient way you can make it easier for students to find specific sections within the video, without leaving YouTube?

• Edit the video into smaller individual sections with relevant names.
• List the key sections, timestamps, and links to specific times in the video in the Comments section of the video.
• Provide a Doc or Sheet listing key sections and their timestamps.
• Provide a table of contents at the start of the video with links to each section.

 

Explanation:

All of the options you mentioned can be effective, but some may be more efficient than others depending on the context. Here’s a brief analysis of each:

Editing the video into smaller individual sections with relevant names: This could be very effective as it allows students to directly access the sections they are interested in. However, it might be time-consuming to edit the video and upload multiple sections.

Listing the key sections, timestamps, and links to specific times in the video in the Comments section: This is a quick and easy solution. Students can easily click on the timestamps to jump to the relevant sections. However, comments can sometimes be overlooked.

Providing a Doc or Sheet listing key sections and their timestamps: This is also a good option, but it requires students to switch between the document and the video, which might not be ideal.

Providing a table of contents at the start of the video with links to each section: This is probably the most efficient way within YouTube. It allows students to see the structure of the video at a glance and directly jump to the sections they are interested in.

In conclusion, if you want to keep everything within YouTube and make it as easy as possible for the students, the fourth option might be the best. However, it’s always a good idea to consider the specific needs and preferences of your students. You could also use a combination of these methods to ensure all students can easily navigate the video.

 

Multiple Choice Question  – Please select 2

You are explaining to your colleagues how easy it is to install add-ons, including adding a Thesaurus. What should you explain to your colleagues?

• Add-ons can be found in the Google Play Store and installed like any other Chrome app.
• Add-ons enhance the functionality of core Google Workspace apps.
• Add-ons for a Google App can be found and installed from within a Google Doc, Slide, Sheet or Form.
• Add-ons can be found in the Chrome web store and installed like any other extension.

 

Explanation:

The two options that accurately describe how to install add-ons in Google Workspace are:

Add-ons enhance the functionality of core Google Workspace apps. They allow you to do more with Docs, Sheets, and Slides.

Add-ons for a Google App can be found and installed from within a Google Doc, Slide, Sheet or Form. You can open a document, sheet, or slide, click on “Get add-ons”, and then install the desired add-on.

 

Multiple Choice Question  – Please select 2

You can quickly find what you’re looking for on the Internet with Chrome’s search features, including searching within a webpage. What functions can you perform?

• Using the right click menu, you find the etymology of the word you highlight.
• Highlight and right click a word or phrase on a webpage to find more information.
• Using the Find feature, you can find a specific word or phrase on a web page on your computer.
• Using the Look Up feature, you can find the definition, etymology, translation, and pronunciation of the word you highlight.

 

Explanation:

The two options that align with Chrome’s search features are:

• Highlight and right click a word or phrase on a webpage to find more information. This is a standard feature in most browsers, including Chrome, that allows you to search for more information about a highlighted term.
• Using the Find feature, you can find a specific word or phrase on a web page on your computer. This is a common feature in browsers where you can use Ctrl+F (or Command+F on a Mac) to open a search box that lets you find words or phrases on the current page.

 

Multiple Choice Question  – Please select 2

You have a class of mixed-ability students, and want to use video to teach all students at the correct pace. How can you use video instruction to achieve this goal?

• A. Give students with a slower learning pace access to fun YouTube videos to watch when the class discussion gets too complex
• B. Use YouTube analytics to track which students have watched which videos, and how often they paused and rewound the video
• C. Give students instructional videos to watch in their own time, at their own pace, so they can ask questions about it during class
• D. Give faster students fun videos to watch while they wait for slower students to catch up
• E. Use video instruction to cover the lesson material so you can spend more time with individual students that need help

 

Explanation:

The two correct answers are:

Use video instruction to cover the lesson material so he can spend more time with individual students that need help: This approach allows the teacher to provide personalized attention to students who need it, while ensuring that all students have access to the same instructional content.

Give students instructional videos to watch in their own time, at their own pace, so they can ask questions about it during class: This method, often referred to as the “flipped classroom” model, empowers students to learn at their own pace and use class time for interactive discussion and clarification of doubts. It caters to both fast and slow learners as they can control the pace of their learning.

 

Multiple Choice Question  – Please select 2

When a school has a faculty with varying levels of technology adoption and knowledge, what can they do within the school to help support others with using online classroom tools?

• Run workshops led by teachers to increase the level of technology proficiency for less-skilled teachers

• Remove less-skilled teachers from teaching roles until they have achieved a desired level of technology proficiency

• Enforce an in-school teacher training curriculum with an exam to ensure all teaching staff have reached a desired level of technology proficiency

• Send less-skilled teachers to basic computer training sessions provided by the local education authority
• Identify coaches and mentors to work with those less comfortable with online technology

 

Explanation:

The two options that seem most supportive and constructive are:

Run workshops led by teachers to increase the level of technology proficiency for less-skilled teachers. This approach promotes peer learning and allows teachers to learn from each other’s experiences.

Identify coaches and mentors to work with those less comfortable with online technology. This provides personalized support and guidance, which can be very effective in helping individuals improve their skills.

These strategies encourage a supportive and collaborative environment, which is beneficial for the overall growth and development of the faculty.

 

Multiple Choice Question  – Please select 2

Colleagues with edit or comment rights can leave you comments in Google Sheets. To navigate comments, you can:

• Conduct a name or Google Workspace account search for your colleague’s comments.
• Set up a Google Chat notification for when you receive comments in a Google Sheet.
• Apply filters to find the most relevant comments for getting your work done when a document is highly collaborative.
• Review comments and conversation threads in a sidebar.

 

Explanation:

These features allow you to efficiently manage and navigate through comments in a collaborative document. Please note that while Google Sheets does not currently support comment filters or Google Chat notifications for comments, these could be useful features for future updates.