GOOGLE CERTIFIED TRAINER CURRICULUM

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GOOGLE CERTIFIED TRAINER CURRICULUM by Mind Map: GOOGLE CERTIFIED TRAINER CURRICULUM

1. HELP EDUCATORS USE TRANSFORMATIVE GOOGLE TECHNOLOGIES

1.1. UNIT 7: Deepen your Knowledge of Google for Education

1.1.1. Introduction

1.1.1.1. Successful trainers do more than just deliver training - should answer questions too

1.1.1.2. Unit Goals: Learn how to get schools started on G Suite for Education, how to answer questions and learn in-depth information about the products

1.1.1.3. Lessons will link out to content on the Google Help Centers

1.1.2. Get Started with G Suite for Education

1.1.2.1. G Suite for Education free to nonprofit K–12 & Higher Edu.

1.1.2.2. Reference Page https://support.google.com/a/answer/2856827

1.1.2.3. Request G Suite for EDN signup https://www.google.com/a/signup/?enterprise_product=GOOGLE.EDU#0

1.1.2.3.1. Verify that your domain belongs to you.

1.1.2.4. Qualifications for G Suite for Education

1.1.2.4.1. Reference https://support.google.com/a/answer/134628

1.1.2.5. Google for Education IT Guide - In depth info on deployment https://edu.google.com/it/

1.1.2.6. Set up a G Suite Domain

1.1.3. Understand Privacy and Trust with Google https://edu.google.com/trust/

1.1.3.1. Trust is earned through protecting teacher and student privacy and providing airtight security measures

1.1.3.2. Review FAQ so you feel comfortable talking about Google's commitments to Privacy and Security.

1.1.3.3. Google Safety Center https://www.google.com/intl/en/safetycenter/families/start/?_ga=1.80148567.1514119684.1492242760

1.1.3.4. Getting Consent https://support.google.com/a/answer/6356509?ref_topic=6047382

1.1.3.4.1. Recognize that you may need to get parental consent for some students before they can use certain Google tools.

1.1.4. Be Prepared for Common Questions

1.1.4.1. Participants in training session will be curious about a variety of topics.

1.1.4.2. Common Questions https://support.google.com/a/answer/139019?ref_topic=6047382.

1.1.4.3. Core vs Additional Services https://support.google.com/a/answer/6356441?ref_topic=6047382

1.1.5. Discover More Information on Google for Education Products

1.1.5.1. Need deep understanding of how these tools work to access new uses and ideas in your own trainings

1.1.5.2. Help Specific

1.1.5.2.1. Gmail https://support.google.com/mail/#topic=7065107

1.1.5.2.2. Hangouts https://support.google.com/hangouts/#topic=6386410

1.1.5.2.3. G Groups https://support.google.com/groups/#topic=9216

1.1.5.2.4. Drive https://support.google.com/drive/#topic=14940

1.1.5.2.5. Docs https://support.google.com/docs/#topic=1382883

1.1.5.2.6. Calendar https://support.google.com/calendar/#topic=3417969

1.1.5.2.7. Classroom https://support.google.com/edu/classroom/#topic=6020277

1.1.5.2.8. Chrome https://support.google.com/chrome/?hl=en#topic=3227046

1.1.5.2.9. Chromebooks https://support.google.com/chromebook/?hl=en#topic=3399709

1.1.5.3. Google for Education Blog https://blog.google/topics/education/

1.1.5.4. Help Center https://support.google.com/

1.1.5.5. Product Forums https://productforums.google.com/forum/#!home

1.2. UNIT 6: Integrate Google Tools in the Classroom

1.2.1. Google Certified Educator Level 1: Fundamentals Course

1.2.1.1. Mindmap for GCE L1 https://drive.google.com/file/d/0B4kKJACWAs-zeW0wX3liYm5BSUE/view?usp=sharing

1.2.2. Google Certified Educator Level 2: Advanced Course

1.2.2.1. Mindmap for GCE L2 https://drive.google.com/file/d/0B4kKJACWAs-zOVNXcWZWSU5iSDQ/view?usp=sharing

2. CREATE AND DELIVER INSPIRING & EFFECTIVE TRAINING PLANS

2.1. UNIT 1: Influence Organizational Change

2.1.1. Becoming a Leader

2.1.1.1. Important Traits

2.1.1.1.1. Reflective about practice

2.1.1.1.2. Evolving understanding of teaching & learning

2.1.1.1.3. Continuous learner

2.1.1.2. Leadership Qualities

2.1.1.2.1. Listen to your audience - take the time

2.1.1.2.2. Treat educators as professionals - encourage independent thought

2.1.1.2.3. Vision setting - show what's possible & paint picture of how to get there

2.1.1.2.4. Build relationships & trust first - to allow safety for natural experimentation later

2.1.1.3. Actions & Examples

2.1.1.3.1. Share other's successes - on Twitter or in Email to Staff ...

2.1.1.3.2. Record videos of teachers leading small groups of students & upload to YouTube

2.1.1.4. Adult Learners

2.1.1.4.1. Motivated when presented with personally relevant and replicable content

2.1.1.4.2. Encourage them to integrate expertise and previous experiences into their learning

2.1.1.4.3. Credibility flows from honesty about what each party brings to the learning experience

2.1.1.4.4. Helping to Set Goals

2.1.1.4.5. 1-1 conversations to push beyond comfort zones

2.1.1.5. Goal Setting

2.1.1.5.1. SMART

2.1.1.5.2. Know your Audience

2.1.1.5.3. Example

2.1.2. Support a Shared Vision Within a School & Change Management

2.1.2.1. ISTE lays out a framework for building a shared vision in your community

2.1.2.1.1. (ISTE) International Society for Technology in Education http://www.iste.org/standards/tools-resources/essential-conditions

2.1.2.1.2. Research-backed framework to guide implementation of the ISTE Standards, Tech Planning & Systemwide Change

2.1.2.2. Begin by collecting the voices of teachers, parents, students, administrators, board members & community members to form a plan

2.1.2.2.1. Minutes from meetings in same shared doc to keep organised

2.1.2.2.2. Shared folder for keeping track of Resources

2.1.2.3. Communication is Integral to this process

2.1.2.3.1. Broadcast initiatives to get buy-in from a wide audience

2.1.2.3.2. Successful relationships based on effective Communication & Understanding

2.1.2.4. Supporting lasting Change in your School

2.1.2.4.1. Look to others in Change Management for support too

2.1.2.4.2. Need School Leadership to help support the Change you proposing

2.1.2.4.3. A plan in place for those resistant to Change

2.1.2.4.4. Communication to all parties involved should be as clear & transparent as possible

2.1.2.4.5. Evaluate how the change has been adopted & measure the impact it had

2.1.2.5. Scenarios

2.1.2.5.1. Your organization has decided to increase mobile devices by 200% - support needed

2.1.2.5.2. I want to get into more classrooms to model tech integration for teachers

2.1.2.5.3. School leaders feel they don’t know enough about Tech that is being used

2.1.2.5.4. The school is struggling to measure the success of their technology roll-out

2.2. UNIT 2: Design Professional Learning

2.2.1. Crucial to conduct conversations with leadership & teachers to align your training vision with the organizational vision

2.2.1.1. Discuss

2.2.1.1.1. Previous Professional Development

2.2.1.1.2. Experience & Skill Set of Training Participants

2.2.1.1.3. Which G Suite features are available

2.2.1.1.4. Employing Communication Strategies

2.2.2. Aligning Effective PD to the Shared Vision

2.2.3. Gathering Data about Audience

2.2.3.1. Important step to ensure designing relevant training

2.2.3.2. Also serve as a guide as you support Teachers defining their Learning Goals

2.2.4. Scenario

2.2.4.1. Determine the course of PD for a 3-year tech integration plan using G Suite for Education

2.2.4.1.1. Research on Learners

2.2.4.1.2. Communicate with Leadership to understand desired outcomes for Org.

2.2.4.1.3. Based on info choose most appropriate format for PD

2.2.5. Determine Optimal Method to Deliver Training

2.2.5.1. Consider the types of PD that would benefit the teachers you support

2.2.5.1.1. Passive Listening

2.2.5.1.2. Self Directed with Little Structure

2.2.5.2. In-Person Training

2.2.5.2.1. Training teachers in person you are there to guide learning in real time

2.2.5.3. Online Learning

2.2.5.3.1. When training online you are available synchronously via Google Hangout or asynchronously on YouTube

2.2.5.4. Blended Learning

2.2.5.4.1. Blended learning allows you to curate a repository of resources housed online while also having face-to-face meetings

2.2.5.5. Analyze Professional Development Options

2.2.5.5.1. How you deliver your training is just as important as the content of your training

2.2.5.5.2. Large Group Training

2.2.5.5.3. Small Group Training

2.2.5.5.4. Modeling Lessons in the Classroom

2.2.5.5.5. Coaching Individual Teachers - very effective

2.2.5.5.6. Blended Learning

2.2.5.5.7. Synchronous and Asynchronous Online Learning (Let teachers learn wherever they are)

2.2.5.6. Selection

2.2.5.6.1. Aim to suit the variety of learners while still delivering your training within the time frame you have available

2.2.5.6.2. Since one-time sessions rarely provide lasting transformation in the classroom, consider your audience’s need for on-going PD

2.2.5.6.3. Options

2.2.5.7. Scenarios

2.2.5.7.1. You have been selected to train teachers on using Google Forms beyond data collection surveys. How could you design a training session that would encourage teachers to use Google Forms?

2.2.5.7.2. A new set of devices has arrived for students to use! You must train all teachers on the latest features and ways to implement the devices into the existing curriculum in the next week. As you consider the teachers’ schedules, how might you quickly meet this short-notice need?

2.2.6. Develop a Training Plan

2.2.6.1. Designing professional development is like solving a puzzle— many pieces need to be placed together to create a unified larger picture

2.2.6.1.1. Which technology framework works best with your audience and the established vision of leadership

2.2.6.1.2. Understand and meet the allotted timing of the training

2.2.6.1.3. Set milestones for successful learning as well as reflection on the training

2.2.6.1.4. Determine how the audience will be supported during and after the training

2.2.7. Construct a framework for approaching training and setting goals

2.2.7.1. 3 Stages

2.2.7.1.1. Getting Teachers Inspired - Basics

2.2.7.1.2. Getting teachers to try new Projects

2.2.7.1.3. Lead,Create & Share outside school

2.2.7.2. Personalise Learning for PD

2.2.7.2.1. Coaching is helpful

2.2.7.2.2. Google Hangouts quick talks & Coaches Website for booking time & interaction

2.2.7.2.3. Google Sites for Resource Collection

2.2.7.3. Essential Elements

2.2.7.3.1. Technology Framework

2.2.7.3.2. Set Success Benchmarks

2.2.7.3.3. Continuously Learn & Communicate

2.2.8. Inspiration as a Trainer http://www.iste.org/standards/standards/standards-for-coaches

2.3. UNIT 3: Implement Best Coaching Practices

2.3.1. Build Rapport and Trust with Adult Learners

2.3.1.1. Extraordinary trainers quickly engage their adult learners, build connections, and earn trust. Their passion is contagious

2.3.1.2. Teachers who are learning look for information that can easily and quickly translate into their grade level and content areas

2.3.1.3. Research tells us that adults prefer to focus on relevant problems and solutions

2.3.1.4. Did you consider the importance of connecting to your trainees on a personal level too? Knowing how adults learn & are motivated can help you more effectively demonstrate a lesson or strategy

2.3.2. Understanding Adult Learners

2.3.2.1. Each participant comes to a session with a variety of skills and experiences that trainers need to be aware of in order to personalize the learning

2.3.2.1.1. Trainers can meet the training needs and personalize the learning for their teachers

2.3.2.2. Assisting teachers as they set personal and professional goals is an important part of working with adults

2.3.2.2.1. The more you design natural opportunities for learners to reflect about their values, the more likely they will be motivated to see those goals through.

2.3.2.3. 4 Google tools that are useful in connecting with adults, building context for the learning, and determining the relevance of the content for each participant.

2.3.2.3.1. Slides

2.3.2.3.2. YouTube

2.3.2.3.3. Google + ,

2.3.2.3.4. Classroom

2.3.3. Model the Integration of Technology

2.3.3.1. Trainers are expected to stay engaged with best practices while also modeling risk-taking and flexibility in their work

2.3.3.2. Classroom demonstration lessons set up teachers as learners

2.3.3.2.1. Are you setting up and following the lesson with a debrief?

2.3.3.2.2. What does communication during the lesson look like?

2.3.3.2.3. Prepare for and design demo lessons for your organization.

2.3.3.3. Analyzing Data to Build Next Steps

2.3.3.3.1. Download Kahoot Results to better track student responses

2.3.3.3.2. Learn how to act on live student responses with the Go Formative Community

2.3.3.3.3. Keep your eye on progress over time with Plickers Scoresheet

2.3.3.4. Build Your Demonstration Lesson Plan

2.3.3.4.1. Scenarios

2.3.4. Provide Effective Feedback

2.3.4.1. Giving thoughtful and clear feedback can make your coaching sessions more impactful and sustainable

2.3.4.1.1. In leveraging the ISTE Standards for Coachess, you will start to shape a collection of best practices for feedback and understand your role in the process

2.3.4.2. Most beneficial when given in a timely fashion and by someone who can identify observed or measured facts rather than opinions.

2.3.4.2.1. Some adult learners are more open to the feedback process, while others may feel like that are being “judged” or “evaluated.”

2.3.4.2.2. It’s helpful to think about feedback as “information about how we are doing in our efforts to reach a goal

2.3.4.2.3. Grant Wiggins’ article, Seven Keys to Effective Feedback http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

2.3.4.2.4. You can use feedback to target successes and growth points for your teachers which helps them grow as professionals and lifelong learners

2.3.4.3. Start the feedback loop by designing sessions that have clear goals

2.3.4.3.1. Once goals are set, it’s simpler to tie all the work back to the objectives and help the learners see their progress toward these goals.

2.3.4.4. How might you use technology tools to better communicate with your teachers and streamline discussions, observations, and demonstration lessons?

2.3.4.4.1. Track and manage agenda items with all your team members

2.3.4.4.2. Ensure that the feedback is relevant to the classroom and students

2.3.4.5. Designing a High-Quality Communication Plan

2.3.4.5.1. When setting up a training session, it’s important to design a timely communication plan that loops you and your teachers into a conversation

2.3.4.5.2. Developing an action plan to clarify goals, assess effectiveness, and determine next steps within the organization is an essential step in this communication process.

2.3.4.5.3. Scenario

2.4. UNIT 4: Planning for Engaging Training Sessions

2.4.1. Design an Agenda that Meets Learner Goals

2.4.1.1. General

2.4.1.1.1. Ultimately, it is important to remember that one-size-fits-all training never fits all.

2.4.1.1.2. As a trainer, it’s easy to be overly ambitious and add too much to your agenda.

2.4.1.1.3. As educators we know how important it is to practice and have reinforcement

2.4.1.1.4. Flexibility important

2.4.1.2. By using pre-session surveys you can design your agenda to meet the needs of teachers who will be attending your professional development.

2.4.1.2.1. This will provide you with information about how you can differentiate the training to meet the different ranges of abilities that exist among teachers.

2.4.1.2.2. Google Forms

2.4.1.2.3. You can choose to create a pre-session survey using Google Forms, an interactive Google Doc agenda, or a Google Slide template

2.4.1.3. Multiple Ability Levels

2.4.1.3.1. Good Technique is the choose your own adventure Slide layout for each skill you teaching

2.4.1.4. When I develop a training I start the same way I do with any learners, by identifying and activating prior knowledge.

2.4.1.4.1. From the information I gather I create an interactive training agenda that is rich in resources and links using a Google Doc.

2.4.1.4.2. I share that agenda with the participants, and just like magic, it comes to life

2.4.1.5. Criteria for Agenda Design

2.4.1.5.1. The first is differentiation

2.4.1.5.2. Questions to consider

2.4.1.5.3. Guideline for GDoc Agenda

2.4.1.5.4. Guideline for GSlides Agenda

2.4.2. Pre-session Survey using Google Forms

2.4.2.1. Since adult learners are goal-oriented, it is crucial to gather information about your audience in order to plan and design a training session that best meets their needs and interests.

2.4.2.2. When using Google Forms to design surveys, be sure to include both open and closed-ended questions

2.4.2.3. What device and Google tools does your audience and their students have access to? How confident is your audience with specific skills that may be covered? What goals does your audience have?

2.4.2.4. Tips & Resources

2.4.2.4.1. Use of a linear scale is helpful to determine the level of comfort with skills.

2.4.2.4.2. Use of “paragraph responses” helps trainers understand teacher goals.

2.4.2.4.3. G Suite Learning Center for Google Forms https://gsuite.google.com/learning-center/products/forms/get-started/

2.4.2.4.4. Example Pre-session form https://docs.google.com/forms/d/11tjX3zN0vP6dIPo3ZaobUZ7w8TBfKGSccX4-7KoDsu0/edit?usp=sharing

2.4.3. Get your Entire Audience Engaged

2.4.3.1. Time to consider the differing personalities and learning styles of those attending your session

2.4.3.1.1. Sometimes, they want to expand their existing knowledge

2.4.3.1.2. Other times the training is mandated by their school or organization’s leaders

2.4.3.1.3. Turning Resistant Teachers into Resilient Teachers, there are four types of resistant teachers:

2.4.3.1.4. How do you face the challenge of reaching both types of learners in your training session?

2.4.4. Evaluate your training

2.4.4.1. How do you know if your training was successful?

2.4.4.1.1. Gathering formative feedback enables you to set new training goals and iterate on your training plans.

2.4.4.2. You can gather feedback both during and after your training session using the following methods:

2.4.4.2.1. Observational Feedback

2.4.4.2.2. Verbal Feedback

2.4.4.2.3. Digital Feedback

2.4.4.2.4. Google Educator Certifications

2.4.4.3. Importance of Feedback

2.4.4.3.1. Receiving feedback allows you to monitor whether your training is meeting your organization’s goals, teachers’ goals, and your personal goals as a trainer.

2.4.4.3.2. With this information, you can make adjustments to your training goals and provide insights into your community’s progress toward their transformation.

2.4.4.3.3. Tools for Feedback

2.4.4.4. Receiving Feedback

2.4.4.4.1. You can turn feedback into action and use it to help reflect and revise a training plan. This is what makes feedback valuable

2.4.4.4.2. Scenario

2.5. UNIT 5: Facilitate with Professionalism

2.5.1. Create Beautiful Learning Materials

2.5.1.1. Adhering to Google for Education brand guidelines

2.5.1.1.1. Trainers are given access to a library of acceptable logos and icons for use in creating training materials.

2.5.1.2. Tools

2.5.1.2.1. Google Slides

2.5.1.2.2. GDocs

2.5.1.2.3. GDrawings

2.5.1.2.4. Youtube/Screencasting

2.5.1.3. Captivate Your Audience

2.5.1.3.1. Decide on a consistent color scheme that you will use throughout the resource you create. Stick to two or three dominant colors.

2.5.1.3.2. Use contrasting colors (dark text on a light background or light text on a dark background)

2.5.1.3.3. If applicable, credit resources referenced and give attribution to others’ creative works (e.g. images, etc.)

2.5.1.3.4. Let your audience know if your work is copyright protected. Consider using a Creative Commons license for your work.

2.5.1.3.5. Include your contact information.

2.5.1.3.6. Examples https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/markfidelman/2014/08/15/20-world-class-presentation-experts-share-their-top-tips/&refURL=https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/markfidelman/2014/08/15/20-world-class-presentation-experts-share-their-top-tips/&refURL=&referrer=&referrer=https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/markfidelman/2014/08/15/20-world-class-presentation-experts-share-their-top-tips/&refURL=&referrer=#

2.5.1.4. You’ll learn how to prepare and present the materials that will support your agenda and make your session engaging and memorable.

2.5.1.4.1. you’ll explore ways to create aesthetically pleasing learning materials and high-quality training videos aligned with Google for Education branding guidelines.

2.5.2. Deliver Content with Poise, Clarity & Presence

2.5.2.1. The message conveyed can determine whether or not your audience will listen and retain what you share during your training session

2.5.2.2. Knowing how to deliver the information with poise and clarity will be essential to your success as a trainer.

2.5.2.3. What skills do professional public speakers possess?”

2.5.2.4. Example from Apps show https://www.youtube.com/watch?v=EooLYqDefd4&feature=youtu.be&list=PLU8ezI8GYqs7tAIAv9qFoYM7F02L251Ai

2.5.2.4.1. Making eye contact with the viewers by facing the audience

2.5.2.4.2. Exuding positive energy and animation.

2.5.2.4.3. Smiling at the audience.

2.5.2.4.4. Speaking with varying cadences and good pacing

2.5.2.4.5. Projecting their voices for good volume.

2.5.2.4.6. Standing with straight postures and using hand gestures.

2.5.2.5. Enhancing Delivery in Your Training - Tips

2.5.2.5.1. Make Sure your Audience really listens

2.5.2.5.2. Be an active listener.

2.5.2.5.3. When covering many ideas and skills in a single workshop, it’s easy for the audience to forget what they learned earlier in the day

2.5.2.5.4. Another effective way for the audience to capture their learning experience is by having them crowdsource the information on a Google Doc.

2.5.3. Engage your Audience with Interactive Activities

2.5.3.1. You can create a fun and engaging learning environment for your attendees.

2.5.3.1.1. some ideas on how to cultivate collaboration and encourage active learning during training.

2.5.3.2. General

2.5.3.2.1. It’s a widely-accepted belief that people retain more of what they learn when they are actively involved in the learning process

2.5.3.3. Engagement Strategies

2.5.3.3.1. Google Drawings

2.5.3.3.2. YouTube Audio Library

2.5.3.3.3. Google Classroom

2.5.3.3.4. Google Slides

2.5.3.4. Scenarios

2.5.3.4.1. The training is about to start, and the attendees are sitting mostly by themselves, scattered throughout the room. No one is talking to each other. What Google tool could you use to break the ice?

2.5.3.4.2. During the session, the learners start chatting among themselves. They have ideas they want to share and questions they want to ask. As a result, they are having side conversations during the training. What could help get them back on track?