Below you will find a list of ideas on how to use Gaggle.net
in an instructional setting.
- Teachers can send everyday lessons/assignments via e-mail.
can use the “write new e-mail” screen just
for the “say it” tool to help students assess their own
- Students writing e-mails, blog entries and message board posts
every day supports good writing skills.
- Allow students to write as many
e-mails in a day as they would like with the stipulation that it MUST
follow a formal or friendly letter format every time which includes
proper salutations, capitalization, usage and punctuation.
- Once a day
or week, the teacher checks one random e-mail from a student to assess
and score via a rubric.
- Gaggle reinforces keyboarding skills every time
- A teacher can send different writing prompts to differently
leveled groups of students to keep anonymity among lower and higher
- Completed writing assignments and journal entries can be turned
in via e-mail, thus reducing paper waste.
- Set up peer editing between ‘writing partners’ via
e-mail. Those partners can be in the same class, same school or at
some other school in the district.
- Use the “Track Changes” tool in Microsoft Word for
editing students’ writing and attach and send the writing via
- Writing projects and samples can be e-mailed to parents so
that they can stay abreast of their child’s progress.
- Use e-mail
to deliver the Daily Oral Language to students.
- Some students are more
motivated to do their homework if they have Gaggle tools to do it with.
can write a story together via e-mail where one writes the first three
sentences and sends it to the partner who continues with three more,
and then back and forth until the project is finished.
- Partner writing
via Gaggle can teach cause and effect, sequencing and a focus on collaborative
- Progressive story, writing where the last sentence is
written first and shared back and forth between partners until the
beginning is finally written and the story completed, teaches a high
level of sequencing skills while using Gaggle.
- Teachers can deliver
content at different levels such as a scaffolded article that must
be listened to using the “say it” tool
and summarized by students.
- Story problems can be delivered and collaboratively
solved by students as they send step-by-step solutions back and forth
to each other until the problem is solved.
- Students can send out a set
of directionsto classmates via e-mail, their blog or a message board
to their classmates about how to build a three dimensional object.
and teachers can access primary sources such as “experts” in
a field via e-mail or invite these experts to join a discussion on
their class message board.
- Students can store assignments and works-in-progress in their digital
- Students can access work stored in their digital lockers from
- Students can collaborate with classmates by making certain files
downloadable for a project partner.
- Students can use their blog as their writing journal.
- Teachers can
enter student blogs and delete or re-write students’ entries.
can use their blogs to write about current events.
- Multiple subject
area teachers can have their students use their blogs for each of their
class assignments, as long as the entries are separated by project
- Students can use their blogs as a question and response venue
for literature they are reading.
- Weblinks to student-discovered resources
can be inserted into a blog or message board for their teachers and
classmates to access.
- Students can check their blog entries with the “say
it” tool before they post them.
- To stay informed about their student’s writing skills, parents
can have “read only” or “write” access to
their student’s blog or the class’ message board.
- Teachers can lead “Global Discussions” among
just their classes, the whole school or or with any other classes around
- Teachers of younger grades can create a question and answer
message board on a certain topic that is shared between their 2nd grade “novices” and
5th grade “experts”.
- Teachers and students can use message
boards to facilitate surveys of other students for research purposes.
students are possibly more likely to participate in a discussion held
on a message board than they are to raise their hand to participate
in an oral discussion.
- Posting on message boards gives students time
to think about and digest the material presented earlier in class.
student’s read each other’s posts they learn from
each other and are more motivated to continue to share.
- Teachers can
use message boards to post assignments, year-book deadlines, etc.
boards can be used for homework help so students post questions, read
each other’s questions, and the teacher can facilitate
- Teachers can make “student moderators” by asking more
highly skilled students to answer other student’s questions
on the message board.
- Have a higher grade-level class moderate a message
board for a lower grade level class.
- Teachers can take on a character
via a message board and answer questions about that person in first
person, as if they were “Ben
Franklin”, for example.
- Students can each have their own message
board for a “first
person” project and while in character as a historical figure,
answer other students’ questions.
- Book clubs and reading groups
can have their own message boards and have the teacher moderate to
facilitate literary knowledge.
- ELL students can have their own message
board where they can have discussions at their language level perhaps
discussing favorite colors, foods and activities.