For the professor/teacher tweeps--I’ve received questions from several people about using Google docs to help facilitate breakout rooms (for synchronous classes), so I thought I’d post a thread with more information. /1

I use the Google docs during breakout rooms for two reasons: (1) to give the students specific directions about what they should be doing in the breakout rooms and (2) so that I can follow along in the Google documents to see how the discussion is going. /2

As far as the logistics are concerned: My breakout rooms are usually 3-4 students. I create one main Google doc that provides a link to a Google doc for each breakout room. /3

That way, I only have to put one link in the chat (or our course website) and the students click that link and then the link to their breakout room. /4

For that main document, you should set the sharing to allow folks with the link to view the Google doc. That way, you don’t have to worry about someone unintentionally changing the links. /5

I have the breakout room documents linked by breakout room number, but I also preset the breakout rooms with the same student teams every time. So, in my main document, I list the students’ names along & the breakout room numbers to make it a bit easier to find the right link. /6

Once the students in each group click the link, they’ll see the instructions for their breakout room. I usually have every breakout room working on the same thing, but you could also give different assignments to different breakout rooms. /7

The students’ instruction documents should be set to allow anyone with the link to edit (not just view), assuming that you want them to be able to type in the document during the breakout session. /8

Editing privileges are important so that students can take notes (and go back to them after class, if they want) but also if you, as the professor, want to be able to monitor their progress. /9

To make the instruction documents, create one document and then go to File--Make a Copy. I name each instruction document with the section letter and team number (e.g. Section F Team 2). Repeat as needed, including adjusting the sharing settings. /10

I always include this info in the instruction documents: a reminder to choose a notetaker and to work collaboratively, and a heads up that we’ll be discussing their answers after the breakout. I also tell them how long they will have and that I’ll be stopping by to check in. /11

I also include instructions on how to call me into the breakout room if they have a question or any issues. (This helps when, for example, I forget to change the sharing settings for the document.) /12

The instructions themselves vary depending on the purpose of the breakout rooms, but I’ve used them for research exercises, brainstorming ideas for communicating with clients, creating synthesis charts, and citation exercises. /13

In general, the more specific you can be about the task, how to complete it, and what you expect at the end, the better. /14

While the students are in the breakout rooms, I either monitor the Google docs, drop in on the breakout rooms to see if there are questions, or both. When I’m monitoring the Google docs, I occasionally make comments in the document to the students. /15

I also keep an eye out for common things to discuss after the breakout session. Sometimes, monitoring the Google doc tells me I should drop in on a breakout room--to make sure they’re making progress, on the right track, etc. /16

I’ve started giving students at least a few minutes to get started before I drop in on breakout rooms, and that seems to help make it less awkward. (It’s still a little awkward, but I think we’ve all gotten used to it.) /17

When I enter the breakout room, I say hello in the chat to make sure they know I’m there. If they don’t have any questions for me, I’ll usually spend a few minutes listening and then move on to the next breakout room. /18

I think it’s still worth dropping in to get a sense of how the discussion is going and to help me figure out if they need more or less time than I anticipated. /19

If I decide to adjust the time they'll be spending in the breakout rooms, I broadcast that information to all of the rooms so they know how much time they have left. I also give them a warning a few minutes before we wrap up. /20

I think that’s it! Curious to hear how others do this. Happy class planning! /fin