Google Classroom functions as the main hub where the course structure lives. If a unit is treated as a season of inquiry, Classroom becomes the locker room, notice board, and fixtures list at the same time. Topics can be organised around big âI canâ statements or around the major phases of the season, such as background inquiry, case study work, and culminating events. Each assignment can be linked directly to a specific outcome and to the corresponding proficiency scale, which speaks to Lang and Townsleyâs (2021) emphasis on communicating where students are in relation to standards rather than just giving them points.
Because Classroom keeps assignments, rubrics, comments, and returned work in one place, it helps with the kind of transparency James, Griffin, and France (2005) identify as important for studentsâ perceptions of fairness in assessment. Students can see what is due, which criteria are being used, and what feedback they have already received. This supports competence by making expectations and progress visible and reduces some of the anxiety that comes from unclear grading systems (FernĂĄndez, 2011; James et al., 2005). It also supports relatedness by providing a shared space where the whole class can see announcements, resources, and celebrations connected to the season, similar to how Sport Education uses common record boards and festivals to build group identity (Siedentop, 2002; Wallhead & OâSullivan, 2005).
For social studies specifically, Classroom can be used to post inquiry prompts, case study folders, and discussion questions, all tagged to particular âI canâ statements. Extension tasks can be posted as separate assignments that appear once students have demonstrated proficiency on the baseline outcomes. That reinforces the idea of extension as deeper engagement with the same standard rather than as random extra credit.