Skip to main content

A Social Responsibility experiment with google drive (part 2)


In a previous post I wrote about a technique I was going to use to help the students understand and reflect on their own social responsibility.  The students watched a video of themselves playing a game of Lacrosse that I uploaded to google drive, and then filled in a form to rate their own and others social responsibility during the game.

The boys had a week to do the homework and I had a high success rate, only 1 boy didn't manage to complete the work - this meant we had a fair view of the attitudes of students in the class.  The next theory lesson after the homework was a reflection session.  With google forms it allows you to look at the submitted data in a group of graphs.  I put the results up on the whiteboard and we discussed them as a class.

Each graph ignited quite a bit of excitement and discussion in the class, a pattern was developing with positive behaviour and negative behaviour.  We all talked about ways we could help others demonstrate social responsibility, and how we could use self management to make sure we were acting in a socially responsible way.  The responses were anonymous which really helped in the boys being honest about who was good and who wasn't!

We also used a modified version of Hellison's social responsibility model to check what level the boys were working at.  The boys who were rated by others to be 'socially responsible' felt really good about themselves, and have taken more of a leadership role since - as their confidence has increased.  The boys who were deemed to be socially irresponsible had a bit of chat with me after the lesson......!  Since that they have been more aware of the way that they are behaving and the impact it has on the other students.

Overall this was a really successful activity.  Not only did it meet the requirements of the NCEA standard by allowing the boys to reflect on their own social responsibility, but it was also a reality check for some of the students in the class.  I am planning on trying this with some of my junior classes later in the year when the 'honeymoon' period is over!


Popular posts from this blog

How to collaborate with ChatGPT in the research process and actually learn something

If you have used chatGPT before, it can sometimes feel like talking with someone who has done too much of their 'research on Facebook', filling in gaps with random facts marginally related to the topic just so they can respond and keep the conversation going. However, if applied or 'prompted' correctly, with the user utterly aware of the limitations and ethical considerations, chatGPT can be a helpful research assistant. There is already a wide range of tools available that are built on chatGPT that can support many of the things described below; however, I am still a bit hesitant to rush in with most of them being 'freemium' or asking you to upload your own research and other details or data into their database, I'm happy to stick with the open version of chatGPT as it is what our students have access to. Image created with AI The following guide highlights some prompts, some follow-up questions and most importantly, what you need to do next to follow up a

Motivation and homework follow up...

Last week I wrote about setting a homework challenge to learn muscles of the body as an online game - the students then had to post screen grabs on google+ to show they had done it and to be in contention for the hallowed prize of 'King of the Muscles' and a cafe voucher. I wasn't quite sure how it was going to go, but by Thursday the buzz in all my senior classes was about ' poke-a-muscle '.  The boys were so excited about it they'd post a score, and then find out that someone had beaten them, and then rush out of the class at interval to get to a computer and beat the top score.  I even had an email on Saturday (two days after the due date) from two boys who had been practicing and spent the afternoon working together to try and beat the original high scores they had submitted with the homework!!!

Assessment beyond 2020

Where is external assessment going, and who are we thinking of when we are deciding the future of assessment beyond 2020.   This picture is the actual view I was confronted with, walking into our local community college gym, aged 16.  A place where we had played volleyball, netball and cricket was now being used to measure how much we knew about the things we had spent our school lives practically doing inside this hall, to see if I could pass GCSE PE.  It is now clearly ironic the amount of time that we spent actively exerting ourselves and demonstrating competency in the ‘doing’ of the skill was now going to be measured by writing down everything we knew about it in 2hrs to double check we knew what we were supposed to know.  The previous 24hrs before this vista had seen me cramming the information written on tiny ‘flash cards’ into my short term memory, even up to the walk down the corridor to find my seat I was memorising the diagrams I had drawn about things I don’t reme