Online Staff Development

Savannah Robinson
FRIT 7739

Goals and Content Outline

Instructional Goal: Integrate Google Jamboard into teaching and learning and
student activities in Math and Literacy.

Workshop Goals:
 Explore Jamboard and its tools
 Learn how to use Jamboard effectively to improve engagement and learning
outcomes
 Create Jamboards to enhance learning

Workshop Outline:
Activity Purpose Expected Time Needed
Outcomes
Teacher will use To show teachers Teachers will begin 30 minutes
basic tools to how to use basic using basic tools in
create Jams. tools within Jamboard.
Jamboard.
Teacher will use To show teachers Teachers will begin 30 minutes
Jamboard for Math how to integrate using Jamboard
lesson. the technology in during mini lesson
their mini lessons. in math.
Teacher will use To show teachers Teachers will begin 30 minutes
Jamboard for how to integrate using Jamboard
Literacy lesson. the technology in during mini lesson
their mini lessons. in reading.
Teacher will use To show teachers Teachers will begin 30 minutes
Jamboard for small how to integrate using Jamboard for
groups. the technology small groups.
during small
groups.
 Online Learning Module
HOME
In this module, you will learn how to integrate Google Jamboard into teaching and
learning.

INTRODUCTION
What is Google Jamboard? A digital space where you, students, and colleagues can
gather and organize ideas individually or collaboratively.

Jamboard Overview

Audio
<div id="buzzsprout-player-8209654"></div>
<script src="https://www.buzzsprout.com/1736259/8209654-jamboard-
overview.js?container_id=buzzsprout-player-8209654&player=small"
type="text/javascript" charset="utf-8"></script>

Google Jamboard is usually described as an interactive whiteboard, but it can do so

much more! With Google Jamboard, you can:
 Whole Group- everyone in the class can collaborate
 Independent Practice – assign each student an individual Jamboard that
allows for typing, drawing, highlighting, and annotating
 assessment – formative assessment either individual Jamboard or whole
class through a parking lot or ticket out the door with sticky notes
 Small groups – differentiate

Create a Jam

Screencast
https://www.youtube.com/watch?v=3-96Bqid1pY

Access and Set Up a Jamboard

 Share through Google Classroom
o Click on your class folder
o Click New > more > Google Jamboard
 Share through Google Drive
o Click New > more > Google Jamboard
 Click the blue Share button and add specific people and give editor access or
select “get link” and change the restriction access to “anyone with a link”
and select “viewer” or “editor”

Ways to Use Jamboard

 Synchronous
o Instruction - writing/drawing
o Whole Group – collaborate on Jamboard frame
 o Small Groups – collaborate separate frames
 Asynchronous
o Create and share Jamboard lessons or templates through Google
Classroom or Seesaw

EXPLORE
Explore Jamboard
https://www.youtube.com/watch?v=BusNOjKc2-I

To start exploring Jamboard, just click here and use the plus button to start a new
Jam. https://jamboard.google.com/

LEARN
Learn how to integrate Jamboards into your classroom.

Using a Template
https://www.youtube.com/watch?v=U90hS8K9bSM
Example Activity - Which one doesn’t belong?
 Choose four different numbers, shapes, equations, graphs, or pictures and
ask students which one doesn’t belong and why.
 Go to website and choose template you want to use.
 Click “Get template”
 Click “Make a Copy”
o Now you will have a copy in your Google drive
o If you think you will want to use the template in the future, make
another copy before you start editing it.
 Go to “More Actions”
 Click “Make a Copy”
 Insert numbers, shapes, equations, graphs, or pictures.
o Numbers – pen, sticky notes, or text tool
o Shapes – shape tool
o Graphs – change background
o Images – upload directly from device, Google image search, or insert
from Google Drive
 Click and drag the corner to resize pictures
 Click and drag to move pictures around the frame
 Edit text
o Click on the text box to edit it.
 Edit X
o Click on the three dots in the upper right hand corner of the X
o Click “order”
o Click “bring to front”

How to Share Jams

https://www.youtube.com/watch?v=Rdcazt6F2UQ
 Go to the address bar of your Jamboard.
 Delete everything at the back end until you get to a backslash.
 Type the word “copy”
 Click enter
 Copy the link and share with students
o Students can edit their own copy.

Math
Instruction
https://jamboard.google.com/d/1gd-ezNvn8wUPO-VRHCrA7H0uBU6jrzu0LkXegH-
Use Jamboard as a digital whiteboard! Share your whiteboard with students to view
later and bring it back up to add to it. You can also use it as a teaching whiteboard during
virtual meetings with students.

Whole Group
https://jamboard.google.com/d/1gd-ezNvn8wUPO-VRHCrA7H0uBU6jrzu0LkXegH-
6K2w/edit?usp=sharing
Everyone gets a frame in this jam. The first thing students do is write their name at the
top of their jam. Then, they answer a question or respond to a prompt you give them.
When they're done writing, adding images, drawing, etc., they can go look at each others'
responses. The best prompts for this are those where there isn't a single correct answer.

Independent
Students create a Jamboard to explain their thinking. They can do screen recordings
of their jams with a tool like Screencastify. During the recording, they describe how
they solved the problem and justify their reasoning.

Literacy
Reading
Annotate
1. Take a picture of some text (screenshot or camera)
2. Add it to a blank Jamboard.
3. Mark it up – Use the highlighter or drag frames around important sentences, add
text boxes or sticky notes, pull in related pictures as illustrations (or create
illustrations to drop in), snap pictures of themselves to drop in and add little
speech bubbles next to themselves for their comments, etc.
4. Use multiple frames for multiple passages if needed.

Writing
Brainstorming
1. Gather ideas and write them on sticky notes
2. Sort them by color
3. Organize them on different frames
4. Move them together
 5. Draw lines to connect important ideas

Storytelling
1. Students find images and tell a story.
2. You can add images and have students tell stories about them.
3. You can “add and pass” the jam. Have each student add a slide with an image
and some text to the story.

Phonics
Color Coding Syllables
1. Create a Jamboard.
2. Use sticky notes to create notecards by selecting the no color option.
3. Add words for your students to color code.
4. Color each syllable a different color.
5. Use sticky notes to write the number of syllables.
6. Sort the words based on the number of syllables.

Grammar
Sentence Maker
1. Create a Jamboard.
2. Duplicate the slide for each of your groups.
3. Put students in groups and give each group the link to one of the boards.
4. Have them create sentences using the words given.
5. Project the Jamboards and compare results.

Spelling
What’s the word?
Building the word piece by piece.
1. Select some words you want to review.
2. Create anagrams or scatter the letters around.
3. Have students find the word.
4. Use one word per slide
5. If you share the link, your students will be able to move the sticky notes using
the arrow.

CREATE
Create a Jamboard to use in your classroom.
*submit your work

How do you plan to use Jamboard with your class? Share your ideas!

EVALUATE
Thank you for participating! Please fill out the following evaluation.

Click here fore more resources!

RESOURCES
 Pinterest board – curated content
https://www.pinterest.com/savy_robinson/google-jamboard/
 Google Jamboard https://edu.google.com/teacher-
center/products/jamboard/?modal_active=none
 An Overview of Jamboard with Tom Mullaney
https://www.youtube.com/watch?v=TlUgZ0kxyxk
 Jamboard: Add a Background from Canva
https://alicekeeler.com/2021/02/11/jamboard-add-a-background-from-
canva/amp/?__twitter_impression=true
 Interactive Jamboard Ideas and Activities
https://www.weareteachers.com/jamboard-ideas/
 How to Use Jamboard for Engaging Visual Learning
https://docs.google.com/presentation/d/1SSpZiRo-
QtVmDwzmsKkHoZrf5zZq_p9_W35N0FOBI9A/edit#slide=id.p
 6 Google Jamboard activities your students will love!
https://teflzoneracheltsateri.wordpress.com/2020/07/27/6-google-
jamboard-activities-your-students-willl-love/
 Creative Uses for Jamboard with Matt Miller
http://www.nowsparkcreativity.com/2020/11/111-creative-uses-for-
jamboard-with.html
 Collaboration with Google Jamboard App
https://tommullaney.com/2018/01/05/bring-collaboration-to-the-next-
level-with-the-google-jamboard-app/
 Using the Digital Whiteboard in a Hybrid Classroom
https://www.edutopia.org/article/6-ways-jam-jamboard-using-digital-
whiteboard-hybrid-classroom
 Jamboard Templates
https://tommullaney.com/2018/01/05/bring-collaboration-to-the-next-
level-with-the-google-jamboard-app/
https://ditchthattextbook.com/jamboard/
 Jamboard Templates for Distance Learning
https://ditchthattextbook.com/jamboard-templates/

Example Lesson Using Jamboard

 Fractions– Comparing fractional parts
½, 1/3, and ¼

Standards:
CCSS.MATH.CONTENT.1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares
using the words halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of. Describe the whole as two of, or four of the shares. Understand for
these examples that decomposing into more equal shares creates smaller shares.

Learning Target: I can compare fractional parts to find greatest/least.

Vocabulary: whole, halves, thirds, fourths, fraction, total, parts, decompose, equal,
greater, less

Connect: Show shapes, have students identify fractional part.

 ½
o How many halves make one whole? 2
 1/3
o How many thirds make one whole? 3
 ¼
o How many fourths make one whole? 4

Teach:
Comparing Fractional Parts of a Whole
Which do you think would be the most – one half of this candy bar, one third, or one
fourth?
 Show one candy bar.
 Cut candy bar in half.
 Cut other candy bars into thirds and fourths.
 Show piece from each candy bar.
o Which piece is the largest? one-half piece
o Which piece is the smallest? one fourth piece

Teaching Point – The bottom number of a fraction (denominator) shows the number
of parts we have. The fewer parts you divide something into, the greater each part
is. Model using > or < to compare fractions. Decomposing into more equal shares
creates smaller shares.

 Point to 2 in ½.
o When we divide in half, we have two parts.
o Have students find ½ of circle.
 Point to 3 in 1/3.
o When we divide into thirds, how many parts do we have? 3
 o Have students find 1/3 of a circle.
 Point to 4 in ¼.
o When we divide into fourths, how many parts do we have?
4
o Have students find ¼ of a circle.
 Arrange ½, 1/3, ¼ in size order from least to greatest on a number
line.

Comparing Fractional Parts of Groups

o Divide group of 12 animals in half.
 How many animals are in each group? 6
*Write 6 next to ½ on board.
o Place animals back into one group.
o Divide them into thirds.
 How many animals are in each group? 4
*Write 4 next to 1/3 on board.
o Place animals back into one group.
o Divide them into fourths.
 How many animals are in each group? 3
*Write 3 next to ¼ on board.
 Which number is the greatest: 6, 3, or 4? 6
 Which fraction showed the greatest number of animals? ½
 Which fraction showed the least number of animals? ¼

Show ½ of 6
Show 1/3 of 6
Which is greater? ½

Show ¼ of 8.
Show ½ of 8.
Which is greater? ½

Show 1/3 of 12.

Show ¼ of 12.
Which is greater? 1/3

Assessment:
1. Write the fractions.
a. pictures of pies
½ and ¼
1/3 and ¼
2. Which fraction is the greater part of the whole?
½>¼
1/3 > ¼
 3. Circle the denominator – the number that shows the total parts in the
fraction.
½ 1/3 1/4
4. Put ½, 1/3, 1/3 in order from least to greatest.
¼ 1/3 ½
least between greatest
5. Choose the correct sign. Use the greater than and less than signs to make the
statement true.
½ _____ ¼ ¼ _____ 1/3 1/3 _____ ½
> < <

Guided Math
Teaching point: The larger the denominator, the smaller the part.
o Model drawing shapes and shading the fractional part.
o Model using > or < to compare fractions.

Choose one half, one third, or one fourth of the pizza.

 Which piece did you choose and why?
 Which is the biggest piece of pizza? ½
 Which is the smallest piece of pizza? ¼

1/3 _____ ½
Draw the following shapes and shade the fractional part.
Which fraction shows a greater part of the whole?
Use > or < to compare the fractions.

Word Problem
Tina brought twelve cookies to school. She gave half of the cookies to Susan. She
gave one third of the remaining cookies to Tracy. How many cookies did Tina have
left? 4
 Draw 12 circles to represent cookies.
 Divide cookies into halves.
 Divide 6 (one half) cookies into thirds.

Strategies
Concrete
 Place 8 stuffed toys into one group.
o Separate the group into halves.
 How many is half of 8? 4
o Separate the group into fourths.
 How many is one fourth of 8? 2

 Place 6 stuffed toys on table.

o Separate group into halves.
 How many is one half of 6? 3
 o Separate the group into thirds.
 How many is one third of 6? 2

Representational
 Draw 6 circles.
 Circle 1/3 of the circles.
o 1/3 of 6 = 2

 Draw 8 smiles.
 Circle ½ of smiles.
o ½ of 8 = 4

 Draw twelve stars.

 Circle ¼ of stars.
o ¼ of 12 = 3

Abstract
Divide group into ½, 1/3, ¼.
 ½ of 10
 ¼ of 4
 1/3 of 12

Review
Doubles – Addition
 Frogs – ½ of 4 = 2
o How many frogs? 4
o What is the double in the 4 family? 2 + 2
o What is one half of four? 2
o Color ½ of the frogs.
o ½ of 4 is 2.

 Ducks - ½ of 6 = 3
o How many ducks? 6
o What is the double in the 6 family? 3 + 3
o What is one half of six? 3
o Color ½ of the ducks.
o ½ of 6 is 3.

 Butterflies - ½ of 12 = 6
o How many butterflies? 12
o What is the double in the 12 family? 6 + 6
o What is one half of twelve? 6
o Color ½ of the butterflies.
o ½ of 12 is 6.
Doubles – Addition and Subtraction
 What is ½ of 2?
o 1 +1 = 2
o 2–1=1
 What is ½ of 4?
o 2+2=4
o 4–2=2
 What is ½ of 6?
o 3+3=6
o 6–3=3
 What is ½ of 8?
o 4+4=8
o 8–4=
 What is ½ of 10?
o 5 + 5 = 10
o 10 – 5 =
 What is ½ of 12?
o 6 + 6 = 12
o 12 – 6 =
 What is ½ of 14?
o 7 + 7 = 14
o 14 – 7 =
 What is ½ of 16?
o 8 + 8 = 16
o 16 – 8 =
 What is ½ of 18?
o 9 + 9 = 18
o 18 – 9 =