The SHEG model of interpreting sources is a method I found to be very valuable. It helps us as educators get to the heart of how we want our students to think about history, providing levels of complexity to a subject that is often over simplified for students. I used a hard copy version of this form to give to my class this week, as we are learning about Latin America and the conquistadors, and it worked splendidly. We were able to have a really interesting conversation about the reliability of different sources. I had success in differentiating this historical thinking lesson for my students who struggle with reading. I did this by giving them a visual that communicated some of the same ideas as this document, and then they answered the same type of higher order thinking questions about sourcing.
As far as the process of creating the lesson, I found myself really enjoying the utility of Google Forms. I can see using this a lot in my own classroom, should I end up in a school where there is more universal access to technology. As I mentioned above, the SHEG model guided me toward asking the kinds of questions that would lead my students toward the type of knowledge I wanted them to gain. I appreciated the opportunity to run through the lesson with colleagues and get their feedback on the improvements that could be made to the lesson, as well as its successes. The aspect of that collaboration that I found most formative was having my colleagues actually complete my Google form, so I could see what potential responses would be and if they matched my expectations for appropriate student responses. Those responses helped me calibrate my questions and gave me a more informed expectation of student performance.