Teaching for EVERYBODY.

Term in Review

Over the course of the term, I’ve been developing an idea behind what an online course would look like if I were the instructor. Upon analyzing my altruistic views associated with education, I developed several major conclusions as a result of my original goals:

  • Use free tools.
  • Create a prototype that is accessible all the time and by as many people as possible.
  • Communicate/interact with others and allow individuals to interact with each other in a variety of facets.
  • Stay true to or attempt to replicate my assets as an educator in a traditional classroom.

Self-assessing, I addressed my goals for the term and these conclusions were met in my course, but what about feedback from my peers?

Responding to course feedback

How did my course look and feel on the outside looking in?

Upon receiving feedback from my peers, I learned some of the strengths/shortfalls to my program (as well as some things that I may not know – value of Flipgrid, for example). I could’ve made some things more clear in terms of adaptations for a diverse amount of learners – yet thought I addressed this in my course profile, and as one individual wrote, is this something that would reveal itself over several modules and as the class develops.

The course itself perhaps could have been more clear in terms of the course outline, addressing . While Socrative was used mostly as a formative assessment for students, I should be more clear that it may be used for summative assessment as well – specifically outlining how assessment as a whole would look in the course. That being said, where is the line to establish when creating an open module for everyone while making something that is specifically linked to a high school course. I think my intentions were to create a resource that could be used at any time by anyone, but wouldn’t be the sole foundation of the course (blended with the regular classroom) – whoever presented that notion, however, definitely got me considering the depth at which I want my course to go.

How will I meet the needs of EAL learners beyond telling them to pause the video or use subtitles? Is there anything more you can provide in this format? Resources to help develop science vocabulary?

Can you really provide support to individuals without WiFi when it is a digital course? Do I lend devices to students in need? I could potentially send copies of the course via email, but without internet, what can be done?

Without further ado, here is my summary of learning for this course – highlighting my journey through the creation of an online course prototype. Lyrics are posted below, and I really find it walks through my progression with the creation of the course prototype! Thanks for an awesome term ECI 834 and hopefully you will see more of me teaching online in the future!

Part 1 – The Weeknd – Starboy (1:17)
In a Traditional classroom-ah

Never would use any edtech-ah
I’mma switch to blended classroom-ah
All online to flipped classroom-ah
Assessment toys they free too-ah
socrative, mentimeter, kahoot-yeah
Synchronous face to face class-ah
Asynchronous no time/place-ah
Want to teach kids digital-leeee
Want to make something cool like John Greeeen
Watchin crash course historyyyy
Thinking how will I ever get this made
I need some help so I look to bates
how do I teach in a digital age?
I am dreamin of Youtube fame
buy a domain, show off my name
eight, eight, eight, eight eight
thir thir thirty four
E C and I.
I’mma takin learnin online.
Alec, Alec, Alec, Alec, Alec, Alec
And Katia
I am takin learnin online.
Part 2 – Twenty One Pilots – Ride (2:20)
On vacation in the sun and what did I find
I said I’d teach online.
Struggled in the mode of delivery grind
Is it hard to teach online?
Yeah, how to interact behind a screen n’ such
Public or private online?
Will random enemies troll the kids that I love
I facilitate online?

Oh, no.
How do I make course with universal design?
Oh, I’m planning how will it look when I go online
(still) Learnin in E, C, and I

An online room
That’s easy to make
There’s a list of systems that I could make
LMS for me
VLE for you
CMS using the google classroom
Nothing is open when the course is through
None open when course is through
Technically I hope I can
share everything but what do I choose
They could email you
That be hard to do
I can’t hear them say
Unless on I’m zoom
But rather than write
I’ll use flipgrid  tonight
Yes people at home could be talking to you
Could they ignore them still
All these questions they’re forming like
Is this authentic?
Or Meaningful?
And are interactions real?

Oh, no.
How do I make course content for reader types?
Oh, I’m broke but OpenStax got free texts online
(still) Learnin in E, C, and I

I’ve been blogging too muc
Not been tweetin enough
Google plussing enough?
Still not tweetin enough.
Sorry

Have I been blogging too much (I’ve been blogging too much)
Not been tweetin enough (sorry)
Have I been blogging too much (Actually like blogging a bunch)
But still not tweetin enough (sorry)
Sorry….

Littlest Hobo (1:00)
Audacity to do audio editing
with Screencast, like Khan Academy.
Use prompts on forums, to make learners friends,
they better discuss, not cause a fuss or I’ll block them

Maybe tomorrow, I’ll try Canvas out,
Until tomorrow, I’ll just keep WordPress on.

And if I want to input an image file,
Just google that, use Compfight, free usage style.

Maybe tomorrow, I’ll figure Moodle out,
Until tomorrow, I’ll just keep Zoomin on.
Ed Sheeran – Shape of You (1:30)

WordPress is my place to make a module
It’s open and here I go
Activities mixed with lecture lots
Evolution facts like a Youtube show
Movie maker record Zoom starring just me
Assessing w/ socrative answers now
Got a plan, stop, put the plan on the webpage
I finally start a class, and now hoping that

Do you feel like learning some?
Something about science-biology?
Learnin now, with a VLE
Don’t be lazy, chat frequently
Say, boy, you better talk enough
Comment, blog and flipgrid video me
Come on now, I’m modelling
Come, come on now, follow my lead

We got us some learning to do
It’s online and you can choose
When you want to give vids a view
You can learn worldwide.
And last night you learned in your room
And last week at a hotel with zoom
Every day can learn something brand new
When ya learn online.
Online Online Online Online
You can learn worldwide
Worldwide Worldwide Worldwide Worldwide
Assuming you got WiFi-e
Wi-Fi Wi-Fi Wi-Fi Wi-Fi
I’ll teach for every body.
Every day can teach someone that is brand new
I’ll teach for even you.


(W)rapping Up!: Summary of Learning Project

Why did I make a rap?

I usually give students the option to present their learning in any form: poster, painting, sculpture, children’s book, play, script, PowerPoint, Prezi, PowToon, Animoto, iMovie, song etc… In ECI 831, I made a video for my summary of learning using iMovie.

This year, I decided to do something that my students could use on any device, PowToon. It was a time-consuming process that reminded me to give students enough time to complete projects in a polished manner, as that is what I expect. It was also a good reminder to use the technology that I present as options for my students first, as it will make it easier for me to answer their questions.

I also used Garageband to make a beat track and record my “rap.” I have used Garageband before and it was awesome to sit down and use it efficiently this time. Practice is definitely an important part of incorporating technology into a classroom on a regular basis, and in meaningful ways.

Check out my video to see the other lessons that stood out to me this semester!


Summary of Learning

giphy.com

All Done!

Everything has come to an end and projects are done. I have learnt so much in ECI834. In this course I learnt how to create my own blended course. I was introduced to many new tools. I was able to make connections and learn from others.

I have seen myself grow throughout the course. I have been able to try new things. I loved the experiences I have gained throughout the course. I am looking forward to continue using these tools. I can’t wait to be back into the classroom and start applying the new things I learnt.

Without further ado, I present my learning summary. It was created on goanimate. I hope you enjoy it!

 

 

 

Course Prototype – Final Thoughts

I think I have to start by saying congrats to everyone on a job well done with your prototypes. The people I reviewed did an excellent job and I found that by exploring yours I learned a lot about what our group could change in order to make our course even better than it is now.

This semester I was lucky enough to work with Andrew and Nancy again – they are such a great team to work with in class and at work. Andrew was kind enough to jump on board with Nancy and I to help develop this course even though he most likely won’t teach it. There are parts that he can easily use within the courses he teaches but Nancy and I will be the ones using it most. We decided to take the Digital Citizenship Continuum and develop a blended course around that which can be used in our computer classes that we teach. If you want to find out more about how we got started I recommend reading my post about the beginning of our project. We decided to explore Canvas and use that for our LMS – you can read more about that here. We tried to integrate some different learning opportunities for the students along with different platforms to use for students to connect with one another. 

After reviewing other courses and getting feedback we realized that we forgot a very important aspect of the course profile – demographics and accessibility concerns. We really only stated that the course was intended for high school students in a technology course. We went back and made some changes to our profile and have updated it in this google document.

Since we work together we decided to get together over the lunch hour to screencast our thoughts on our feedback.

I’m hoping that by the start of next year we have all of the modules developed in order to implement it in our classes. In the future I’d like to work with a middle years and primary teacher to develop content that would be appropriate for those age groups because I think this is an important topic for students to learn at an early age. For the primary grades we may have to develop something using a site that is more user friendly than Canvas as I don’t think young students would be able to navigate it.

I will be using Canvas to develop my math courses in the future as well. I currently use Edmodo to manage my courses but I think Canvas is better suited to my needs.

If you want to check out what we have done so far go to Canvas and login with the information below.
Login Information:
Username: ashleypmurray+canvas@gmail.com
Password: reviewer123


Final Thoughts About My Google Classroom Course Prototype

Hello classmates and blog followers, I figured I would present you the final product, My online course that my group developed for this class. Oh yeah and this is also the world’s longest blog post!!I wanted to walk you through information about our prototype, our rationale, curricular links, assessment, and common concerns. I will also provide you links to previous blogs that contain information about how our group decided to go with the LMS Google Classroom and also other elements that influenced our design. Our group came together and rectify a few changes that needed to be done and also a composed a response to feedback. I will end the blog post by providing you the link so you can check out the course if you are interested.

http://www.edulastic.com

About our Prototype

This blended course is suited for grade 3 elementary students of all backgrounds. It is a mix of synchronous and asynchronous learning. For a learning management system (LMS) we choose to use Google Classroom, as well as various content creation tools. Students and teachers will communicate using Google Docs and Google Classroom, through the creation of questions and announcements. The assessments will contain a specific rubrics for each assignment that are aligned with outcomes in grade 3 social studies, arts education, science and English language arts.

Curriculum Connection

Image result for office e of treaty commissioner
http://www.otc.ca/

We are using the new Office of the Treaty Commissioner (OTC) treaty education documents to create this course. We are addressing the inquiry question: how have the lifestyles of First Nations people changed prior to and after the signing of treaties? The outcomes and indicators covered in this course are as follows:

Treaty Education:
TR3.1: Examine the relationships between First Nation peoples and the land, before and after the signing of treaties.
Indicator: Describe the lifestyle changes of First Nations, prior to and
after placement on reserves.

Arts Education:
CH3.1 Compare how arts expressions from various groups and communities may be a reflection of their unique environment (e.g., North and South Saskatchewan, urban
and rural)
b. Share information about an artist working in own community through
individual research or collaborative inquiry.
a. d. Describe how an arts expression tells something about the community
and culture in which it was created (e.g., heritage harvest dances).
e. Describe ways that people of various cultures in own and surrounding
communities participate in the arts and discuss why they do so.

Science:
PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.
n. Research lifestyles (e.g., farming, fishing, and logging) and jobs (e.g.,
florist, crop scientist, landscaper, gardener, fruit grower, ecologist,
logger, and nursery worker) that depend on understanding and working
with plants and plant-related products.

Social Studies:
RW3.1 Appraise the ways communities meet their members’ needs and wants.
a.Speculate upon various challenges faced by communities in meeting
needs and wants, with evidence gathered from examining pictures,
viewing media, and interpreting stories using a variety of fiction and
non-fiction texts.
b. Identify how individuals and communities meet needs and wants.
c. Describe ways in which communities help ensure basic human needs
are met (e.g., food and water, shelter, clothing, education, safety).

Assessment

Photo Credit: Cayusa Flickr via Compfight cc

Our assessment strategies include using the Saskatchewan Curriculum Project Chrome extension to create rubrics specific. Formative assessment would be done using EdPuzzle. informal assessment of Google Classroom posts in a forum style is assessed on participation in the area of interactions with other students and the teacher.

Common Concerns

Photo Credit: Hurca! Flickr via Compfight cc

We have considerations for common concerns. Low bandwidth is a common challenge for any educator using technology in the classroom. Typically, each student will open up a lesson from their own device, but in the end that could be as many as 30 videos simultaneously streaming on a network that might only be able to handle a few. We have no real solution for a school that has similar bandwidth as the average home, even though obviously there are so many more times people at school as there are at home. Students can have access to devices such as school ipads, personal devices and computer labs during school hours. Since it is online students who are absent can access Google Classroom from home. 1:1 devices would not be required to complete the artifact creation. Flipped classrooms can be used so assignments are done in the school where students have access to programs, and videos can be watched at home or during breaks. We account for differentiation through various levels of assignments in Adobe Spark, as well as audio versions of stories.

Photo Credit: jpappsdl Flickr via Compfight ccRationaleRational

Rationale

Why did we choose our LMS? Google Classroom is used in Regina Public Schools, as well as many other divisions. It is free and is easy to use. It is an LMS that students in grade 3 are able to use with lessons. Google Classroom allows students and teachers to interact. Assignments can be posted and completed on Google Classroom. Student progress can be tracked and teachers can assess on Google Classroom.

Why did we pick our topic? Treaty education is meant to be integrated into numerous subject areas, and is a topic that everyone teaches (or should be teaching). With the creation of new and updated treaty education lessons from the OTC, we decided to work with one grade area to become familiar with the updated format. We developed this course to reflect recommendation #10 from the Truth and Reconciliation Commission:10. We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:
iii. Developing culturally appropriate curricula.

Details about my Module

Photo Credit: wuestenigel Flickr via Compfight cc

In creating content for this module a variety of tools were used, the tools are appropriate and easy to navigate for young learners. For each step of the lesson I have tried to be thorough in explaining how students should complete tasks with tutorials for each new medium. For the introduction to the lesson students create a collaborative Google Drawing. I added a brief Screencastify as a tutorial for Google Drawing. I also chose to have students create Google Docs so that they could submit their assignments to me, again I created a Screencastify to familiarize students on how to create a new Doc. I created a Voice Over PowerPoint for students to respond to using an Adobe Spark page. I also made a Screencastify to help students in creating their Adobe Spark Page with instructions about adding open commons pictures. For the extension activity I created a Screencastify to teach the students how to use Story Jumper to create a Digital Storybook. I feel that this variety of content creation tools will enhance the student’s learning outcomes for this unit on Treaty Relationships. After completing module one students will be able to recognize the land provided everything the First Nations people needed to survive.

The Creative PROCESS: Links to my Previous blog post that outline the phases

RESPONSE to Feedback

Overall our feedback was quite positive. Our fellow teachers enjoyed the topic we choose. They commented on the variety of content creation tools we used to bring our module to life. They thought our organization was great and everything flowed together. Our reviewers thought our prototype was a great starting point for them explore treaty relationships.  Our reviewers mentioned they could take the components of our modules and would be able to incorporate this resource in their own classrooms.

However, we did find some themes that  we need to change such as difficulty level, LMS issues, assessment, adaptations and interaction.

Difficulty Level: One of the concerns addressed in our feedback was around the reading difficulty. Some reviewers were concerned with the amount of text for Grade 3 students.  This course is a synchronous blended course that would allow for teacher to facilitate the course face to face and guide students through modules perhaps in a center type rotation. Students will already know how to use google classroom and tools being used such as procedures for the computer.

LMS issues: Another concern that was addressed was the choice of LMS (Google Classroom) that may have not been the most easy to use with Grade 3s. Google Classroom is being used as the central hub for a variety of tasks.  Students complete very few assignments on Google Classroom, so in terms of visual appeal, it is meant to be less distracting.

Assessment: The amount of rubrics provided to the teachers for lessons within the modules was also mentioned by our reviewers. Students will receive both formative and summative feedback, and the rubrics are part of this feedback.  As this is a blended course, students will have many opportunities for feedback from the teacher.

Adaptations: Some adaptations were not addressed (EAL, attendance issues). Additional screencasts could provide verbal an explanation of the assignment for low readers, perhaps working in pairs would support low readers, also simplified versions of assignments for EAL students. Module 3 involves reading a text, and this allows for differentiation for diverse learners.  This differentiation is built into the assignment as is with the books that are listed. Students with attendance concerns could complete assignments at home if needed.

Photo Credit: marneejill Flickr via Compfight cc

Interactions: Lastly, some reviewers remarked about ways students would interact with others. Teacher-student and student-student interactions can be done on google classroom. With the age of the students, we needed to address also the abilities that they have and the forums that would allow young students to share with an audience. Interactions needed to be controlled and monitored to ensure there were no violations in privacy and terms and conditions.

We did receive positive feedback asking us to expand on our course prototype. We think finishing the whole prototype would be awesome. As we focused on just one of the grade 3 key questions provided in the OTC document, the course would contain more themes if the other three questions were included.  If we were to expand on this course, the remaining inquiry questions for grade 3 are:

    • How were the historical worldviews of the British Crown and the First Nations different regarding land ownership?
    • How do First Nations and Saskatchewan people benefit from Treaties 2, 4, 5, 6, 8, and 10?
    • How did the use of different languages in treaty making present challenges and how does that continue to impact people today?
Photo Credit: cogdogblog Flickr via Compfight ccCourse LinkCourse Link

Thank you to those who reviewed and critiqued our prototype and provided us with helpful feedback!  If you would like to check out our course, our Google Classroom code is: 9yhj6c


Treaty Education Prototype, How did it turn out?

Our course prototype is complete. Creating a course is not a walk in the park. It requires a lot of time and decision making. A person must consider many different things like the LMS, interactions, tools used etc. to create a course. Here is what happened from start to finish.

Course Overview of the Creation Process

We were faced with the challenge of creating a course prototype that was either blended or online. The first step was to decide what we were going to do. We have choose to do our topic on treaty education for grade 3 students. Our prototype is a blended course. It has both face to face time and online experiences incorporated in it. Due to the age of the students we felt face to face interactions were an important part of our course. After our main idea was figured out I needed to make decisions on my module. How was I going to present my information? What type of assignment were the students going to do? How could I make it engaging? To read more about our first ideas and what I was thinking you can read my blog post about the first stage of our prototype.


Our LMS (Learning Management system) was tricky to decide. We wanted something effective. It needed to be easy to use. We needed something that could easily accessed, kept everything in one place and was user friendly. We choose to use Google Classroom. I had the opportunity to explore google classroom before we created our course prototype. For my information about what I found feel free to read my blog post.

Interactions are an important part of a course. This is not something I had originally thought of at the beginning of my thought process. Students needed to have interactions of some type. But how could we make it age appropriate? I posted about my thought process and actually did most of it.

Our prototype was coming to an end. Things had changed a lot since the beginning. Different tools were used and different information was presented. Things were added and things were taken out. I did blog about all of the changes. Things change!

After a lot of work, experimentation and meeting our group had finished our prototype. We are done!

Want to know more about our Treaty Education Course Prototype? Here is our course profile so you can find out more!

About our Prototype

This blended course is suited for grade 3 elementary students of all backgrounds. It is a mix of synchronous and asynchronous learning.  For a learning management system (LMS) we choose to use Google Classroom, as well as various content creation tools.  Students and teachers will communicate using Google Docs and Google Classroom, through the creation of questions and announcements. The assessments will contain a specific rubrics for each assignment  are aligned with outcomes in grade 3 social studies, arts education, science and English language arts.

The new Office of the Treaty Commissioner (OTC) treaty education documents were used to create this course.  We are addressing the inquiry question: how have the lifestyles of First Nations people changed prior to and after the signing of treaties?  The outcomes and indicators covered in this course are as follows:

Treaty Education:
TR3.1: Examine the relationships between First Nation peoples and the land, before and after the signing of treaties.
Indicator: Describe the lifestyle changes of First Nations, prior to and
after placement on reserves.

Arts Education:
CH3.1 Compare how arts expressions from various groups and communities may be a reflection of their unique environment (e.g., North and South Saskatchewan, urban
and rural)
Share information about an artist working in own community through individual research or collaborative inquiry.
Describe how an arts expression tells something about the community and culture in which it was created (e.g., heritage harvest dances).
Describe ways that people of various cultures in own and surrounding communities participate in the arts and discuss why they do so.

Science:
PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.
Research lifestyles (e.g., farming, fishing, and logging) and jobs (e.g.,florist, crop scientist, landscaper, gardener, fruit grower, ecologist,
logger, and nursery worker) that depend on understanding and working
with plants and plant-related products.

Social Studies:
RW3.1 Appraise the ways communities meet their members’ needs and wants.
a.Speculate upon various challenges faced by communities in meeting
needs and wants, with evidence gathered from examining pictures,
viewing media, and interpreting stories using a variety of fiction and non-fiction texts.
Identify how individuals and communities meet needs and wants.
Describe ways in which communities help ensure basic human needs
are met (e.g., food and water, shelter, clothing, education, safety).

Our assessment strategies include using the Saskatchewan Curriculum Project Chrome extension to create rubrics specific. Formative assessment would be done using EdPuzzle.  informal assessment of Google Classroom posts in a forum style is assessed on participation in the area of interactions with other students and the teacher.

We have considerations for common concerns. Low bandwidth is a common challenge for any educator using technology in the classroom. Typically, each student will open up a lesson from their own device, but in the end that could be as many as 30 videos simultaneously streaming on a network that might only be able to handle a few. We have no real solution for a school that has similar bandwidth as the average home, even though obviously there are so many more times people at school as there are at home.  Students can have access to devices such as school ipads, personal devices and  computer labs during school hours. Since it is online students who are absent can access Google Classroom  from home. 1:1 devices would not be required to complete the artifact creation. Flipped classrooms can be used so assignments are done in the school where students have access to programs, and videos can be watched at home or during breaks.  We account for differentiation through various levels of assignments in Adobe Spark, as well as audio versions of stories.

Rationale

Why did we choose our LMS? Google Classroom is used in Regina Public Schools, as well as many other divisions.  It is free and is easy to use. It is an LMS that students in grade 3 are able to use with lessons. Google Classroom allows students and teachers to interact. Assignments can be posted and completed on Google Classroom. Student progress can be tracked and teachers can assess on Google Classroom.


Why did we pick our topic? Treaty education is meant to be integrated into numerous subject areas, and is a topic that everyone teaches (or should be teaching).  With the creation of new and updated treaty education lessons from the OTC, we decided to work with one grade area to become familiar with the updated format.  We developed this course to reflect recommendation #10 from the Truth and Reconciliation Commission:

  1. We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:

iii. Developing culturally appropriate curricula.

Module One – Chalyn Smith

In creating content for this module a variety of tools were used, the tools are appropriate and easy to navigate for young learners.  For each step of the lesson I have tried to be thorough in explaining how students should complete tasks with tutorials for each new medium. For the introduction to the lesson students create a collaborative Google Drawing.  I added a brief Screencastify as a tutorial for Google Drawing. I also chose to have students create Google Docs so that they could submit their assignments to me, again I created a Screencastify to familiarize students on how to create a new Doc. I created a  Voice Over PowerPoint for students to respond to using an Adobe Spark page.  I also made a Screencastify to help students in creating their Adobe Spark Page with instructions about adding open commons pictures. For the extension activity I created a Screencastify to teach the students how to use Story Jumper to create a Digital Storybook.  I feel that this variety of content creation tools will enhance the student’s learning outcomes for this unit on Treaty relationships. After completing module one students will be able to recognize the land provided everything the First Nations people needed to survive.

Module Two – Rochelle Rugg

Module Two takes students back through the past and the way First Nations people used plants, trees and roots to create medicines and for food. It also focussed on the importance of the Buffalo, not just as a food source, but also as a means of shelter, clothing and tools. In order for students to learn about these important factors, I used many tools to help explain their importance. First, I used EDPuzzle on two YouTube videos about Medicine Walks that happened in and around Regina. The EDPuzzles allow for breaks in the videos for students to reflect, respond or discuss aspects of what we are learning on the two medicine walks. I also used EDPuzzle on a short video about the importance of the Buffalo. Watching the videos in class will be done over some time. I created 2 reviews about plants used in Traditional Medicines and the Importance of the buffalo. I used Adobe Spark Page for the importance of the buffalo and an Adobe Spark Video for the plants used in Traditional Medicines.

Once students have gone through the reviews, they will choose which path they would like to further investigate: Medicines or Buffalo. In order to see which student wishes to pursue which topic, I create a simple google form for them to fill out. Once they have made their choice, they move on to the final project. I have chosen 3 pictures books for each topic. I used Movie Maker to create 2 book talk videos that describe thee 3 books in each topic. Students will watch the book talk for the topic they have chosen and choose a book to read. I used an app called ALON Dictaphone by ALON Software (free) to record myself reading each of the books and bought the in-app ability to share to Google Drive ($2.50). By recording the stories, students who have difficulties in reading can have the option to listen to the story and follow along in the books.

The final step is that students will log in to Bookopolis using a username and password that the teacher has already set up. They will write an online book review following a prescribed set of instructions on their book chosen. The entire class will be able to see the reviews written and outside of our class, other Bookopolis members will see their anonymous review. This is a sort of limited forum. I used the Chrome Extension: Saskatchewan Curriculum Project to create the rubric to assess the student’s book reviews.

Module Three – Aimee Sipple

In this module, I used several tools to create content and foster responses from students.  First, I had students follow a link and then respond to questions directly on the Google Classroom stream.  I wanted students to have access to each other’s responses, as well as having all responses in one place for assessment purposes.  I used Adobe Spark to create a video of an excerpt from “The Disappearance and Resurgence of the Buffalo” by Jo Cooper (1995.)  As this Office of the Treaty Commissioner recommended text is of a challenging level, I decided to create a video where the text is read to students.  Then, I used EdPuzzle to integrate response questions throughout.  I chose this tool as it streamlines responses and does not require separate programs to view and respond.  I then used Screencastify to create tutorials on how to use Adobe Spark to create a post, page, or video.  This allows for student choice in their mode of response after reading a paper copy of a book.  For assessment, I used the Saskatchewan Curriculum Project Chrome extension to create rubrics that exactly match with Saskatchewan curricular outcomes.  After completing this module, students will have gained an understanding of the effect of the loss of the buffalo for the people of the Plains.

Module Four- Justine Wheeler

In this module many tools were used to make an age appropriate and engaging lesson. I used IMovie to create a lecture. I choose IMovie because I like the program and it creates great videos.  This is to be used in a flipped learning style. Students will watch the video. I used edpuzzle to answer questions. I choose this program because it is connected right to google classroom, students can easily respond to questions and they are tired directly to the video. This is also a program that some group members are using so it is familiar to the students. Another tool used is screencastify. I choose this program because it is free and is easy to use. It allows students to see directly how to do the assignment. In the assignment students are using paint. I choose paint because it is a program all of the computers at the school have. They are also using it to create a digital art piece. Paint provides tools to do just that. I used Saskatchewan Curriculum Project to create a rubric. This was chosen because it is directly connected to the Saskatchewan curriculum and is easy to use. All tools chosen were because they are easy to use, engaging and accessible.

 

Response to our feedback

Overall our feedback was quite positive. Our fellow teachers enjoyed the topic we choose. They commented on the variety of content creation tools we used to bring our module to life. They thought our organization was great and everything flowed together. Our reviewers thought our prototype was a great starting point for them explore treaty relationships.  Our reviewers mentioned they could take the components of our modules and would be able to incorporate this resource in their own classrooms.

However, we did find some themes that  we need to change such as difficulty level, LMS issues, assessment, adaptations and interaction.

Difficulty Level:

One of the concerns addressed in our feedback was around the reading difficulty. Some reviewers were concerned with the amount of text for Grade 3 students.  This course is a synchronous blended course that would allow for teacher to facilitate the course face to face and guide students through modules perhaps in a center type rotation. Students will already know how to use google classroom and tools being used such as procedures for the computer.

LMS issues:

Another concern that was addressed was the choice of LMS (Google Classroom) that may have not been the most easy to use with Grade 3s. Google Classroom is being used as the central hub for a variety of tasks.  Students complete very few assignments on Google Classroom, so in terms of visual appeal, it is meant to be less distracting.

Assessment:

The amount of rubrics provided to the teachers for lessons within the modules was also mentioned by our reviewers. Students will receive both formative and summative feedback, and the rubrics are part of this feedback.  As this is a blended course, students will have many opportunities for feedback from the teacher.

Adaptations:

Some adaptations were not addressed (EAL, attendance issues).  Additional screencasts could provide verbal an explanation of the assignment for low readers, perhaps working in pairs would support low readers, also simplified versions of assignments for EAL students. Module 3 involves reading a text, and this allows for differentiation for diverse learners.  This differentiation is built into the assignment as is with the books that are listed. Students with attendance concerns could complete assignments at home if needed.

Interactions:

Lastly, some reviewers remarked about ways students would interact with others.

Teacher-student and student-student interactions can be done on google classroom. With the age of the students, we needed to address also the abilities that they have and the forums that would allow young students to share with an audience. Interactions needed to be controlled and monitored to ensure there were no violations in privacy and terms and conditions.

 

We did receive positive feedback asking us to expand on our course prototype. We think finishing the whole prototype would be awesome. As we focused on just one of the grade 3 key questions provided in the OTC document, the course would contain more themes if the other three questions were included.  If we were to expand on this course, the remaining inquiry questions for grade 3 are:

    • How were the historical worldviews of the British Crown and the First Nations different regarding land ownership?
    • How do First Nations and Saskatchewan people benefit from Treaties 2, 4, 5, 6, 8, and 10?
    • How did the use of different languages in treaty making present challenges and how does that continue to impact people today?

Thank you to those who reviewed and critiqued our prototype and provided us with helpful feedback!  If you would like to check out our course, our Google Classroom code is: 9yhj6c

Thank you for reading!

That’s it. That’s all. My summary of learning for EC&I 834.

For my summary of learning I decided to test out some tools that I have said I wanted to test out for a while now; Powtoon, Piktochart and My Simpleshow. I divided my summary into three different parts covering three different ideas using the tools I mentioned above.

I was introduced to Powtoon in the fall semester of 2016 and never tried it out for myself. I had attempted to use it a few times but thought it seemed to overwhelming. I was happy that I tried it again and was able to make a finished product. It took some time to figure out how to make it work and how to edit things, but after some trial and error I was able to figure out and it was pretty easy to use.  Enjoy part one of my summary where I talk about the advantages and disadvantages of face to face, blended and online learning.

Simply stated, I love Piktochart! It is as user-friendly as it gets and the end product looks so professional. This would be an awesome tool to use with students as a way to present information to them as well as a way for them to create information. It is text based only and allows images to be used too, but there is no audio or video involved. Even though there is only text involved it is a great tool and I will be making use of it in the future.

Made with Piktochart.com

I decided to use My Simpleshow as it was highly recommended by Nancy. The only unfortunate part is that the free trial no longer allows you to record a voice over the video. I was going to make an audio recording over the video as it played using Screencastomatic, but I thought I would leave it with the “Mr.Roboto” voice over because if we use it with our students, that’s most likely the way they would have to do it so I wanted to show you what it actually sounds like. These are my final thoughts from this semester.

Thanks to Alec and Katia for another great semester. Another thanks to all of my classmates and colleagues who have made the semester so meaningful. The collaboration and sharing is greatly appreciated! I hope to continue connecting and sharing through Twitter as the years go on. I’m happy to say that upon completing this course that I am done my masters degree! Woooo hooooo!


Things Change

Throughout the creation of the prototype things have changed. We decided to do Treaty Education. I had choose to cover the topic about reservations. I worked on George Gordon First Nation before my maternity leave and felt that this is an area I would like to do. I blogged about my great ideas. I was going to go out the reservation and interview people about what it is like living there. But I had come to realize that time was not on my side. My days were filled with trying to entertain a baby and my weekends were filled with company. As this was happening our due date was coming closer. My plans needed to change.

I still wanted to create a video and wanted to do the same idea. I turned to youtube to help me. I found 2 clips about reservation life. One was filled with children’s points of views about living at Leech Lake in the USA. The other was local and included pictures of Pelican Narrows in Saskatchewan. I felt this was an okay substitute. Not exactly what I wanted but still good.

Things continued to change throughout the creation of this prototype. Our group had a face to face meeting. We met at Rochelle’s house where she had set out a bunch of treats and was ready for us to work. Here we shared our ideas and started to work on our portfolio together. I had heard about new tools my group members were using and wanted to use them as well. Aimee talked about ed puzzle and the Saskatchewan curriculum project. These tools were cool and I had to try them. This changed my plans as well. Instead of just having students post responses to questions on Google Classroom I was going to use edpuzzle to put questions right in the video. SO COOL!!

We used Google Docs for our profile and teacher notes. At our meeting we could open up the document and we were all able to work on it at the same time. We were able to discuss and add our notes at the same time. We got a lot accomplished. After our meeting we were on the right track and had a lot finished. I think this project would have been difficult if we did not meet in person or used google docs.

 

   New Tools

In this project I got to use many new tools.

  • Google Docs: I have never created or edited a Google Doc before. We used this for our profile, teacher notes and was the foundation for creating our prototype. It was something we could post our ideas on. We were able to edit our work and we could all work on it at the same time. I am so happy we used Google Docs. This is something I will use all the time.
  • Edpuzzle: Edpuzzle was a game changer for me. I had not originally planned on using this. I created my video on IMovie and then used Edpuzzle to add questions right into my video. The video stops and students answer the question. I can then access the students answers. Edpuzzle is connected to a Gmail account and is directly linked to google classroom. It is a great tool and I will be using it again. It made my video more interactive.
  • Saskatchewan Curriculum Project: I used this to create a rubric. This program is connected right to the Saskatchewan Curriculum. It allows teachers to make lessons and rubrics. When creating a rubric it puts outcomes and indicators right in the rubric. It is very easy to use and I will be using this again. This was also a change. Originally I was just going to look at rubrics and compile them to create my own. I am glad this was introduced to me as it made a nice rubric.
  • Google Classroom: This was our LMS. Google Classroom is one thing that never changed for me. I have never used Google Classroom before. I really enjoy how easy it is to use. You just post your assignments and then students can access them. One thing we had to keep in mind was our order. When posting on Google Classroom the first thing posted goes to the bottom. We wanted module 1 on the top and then in order to number 4. This means number 4 had to post first and number 1 posted last. Our group did this really well and our LMS has a nice flow.
  • Screen castify: I have never used this before. I thought it would be a nice idea to show the students how to use the program. This was also a change added as the prototype developed. I loved how I could click a button and record how I created an art piece on my computer. I will definitely be using this program again.
  • Zoom: We used zoom to communicate. It is difficult to have a group conversation over text or facebook. We would use zoom to meet and discuss what we going to do and how we were going to do it. It was a great tool to use to encourage communication and make sure we were on the right page.

We are done

I am very happy with how our prototype came together. It looks great and has nice flow. On our about page we included lots of information like teacher notes, our profile, the OTC treaty document, and our rubrics. Our lessons flow nicely into each other and is like own unit instead of a bunch of choppy lessons. I would actually use this prototype with a group of students. Our group worked well together. Thank you Aimee, Rochelle and Chalyn!