Month: August 2018

Final Phase: Reflection (Activity 2 LRNT 527)

 

To frame my final reflection, I am using the Seidel and Blythe (1996) model, “the Compass.”

 

Inward: refers to the manner in which you felt about a particular situation.
I appreciated the design process in this course. It was condensed and quick, but I value the explicitness of the stages to flush out what I was thinking and why I was thinking it. The stages created a space for intentionality. Typically, because of my many hats and busy life, I at times will have a more hurried pace when I approach a project or problem. Inevitably, the task or project will not be as complete or thorough as I may want it to be. The design stages in this project made me stop and think. As I was going through the stages, I appreciated them as a teacher and felt how valuable the formative stages were in this process – all working toward the final productive. I had an “ah” moment that connected me very quickly with my students, as I ensure the work through the formative process, stage-by-stage writing. My worlds collided and the importance of my formative work was key.

Backward: might refer to a number of things related to your thoughts about a particular event, including its impact on higher-level questions, such as the impact on your identity, sense of sense, and values.
Receiving feedback is valuable and important part of the process. The feedback from Jordanne and my peers were varied in their approach to my project and created many opportunities to think and to move to the next steps. Jordanne provided specific feedback that brought me back to thinking about my purpose and how clear am I in what I have intended for my outcomes. Jordanne asked a lot of “How” questions, pushing my thinking and clarity in expectations. My peer feedback was specific and spoke to the experience had in the test phase.
When I completed this project, I am hopeful for it to be something that I can use in my setting, and having others walk through it is tremendously helpful. The feedback from Jordanne, “How will blended learning of this resource work” and “How will this DLR build trust and support” – will help me design my next steps to ensure clarity and that I can meet my overall goal of consistency of knowledge in my setting. I need to reexamine my learning goals for the purpose of my project and the learning goals of the students.

I am looking forward to the next steps.

Outward: refers to the manner in which society and culture can help shape how we see others.
Often, I can be caught up in my head and unable to see the ‘forest through the trees’. Having the perspective of others is valuable to keep me grounded in my purpose and keep me striving for the learning targets. The effectiveness of the DLR depends on how it is received in its environment. Using the design thinking process helped to see the situation from someone else’s perspective. The empathy stage created a space for me to stop and think of others needs and to double-check my plan – is it meeting the needs of the users of my DLR? It helped dissolve some assumptions that I have created about my users or environment, and made me rethink perspectives. I will continue to use the design thinking process in the future for problem solving and projects. As I have stated earlier, having the stages laid out to walk through, and although it may seem intuitive, it keeps me true to my path and doesn’t allow me to take shortcuts.

Forward: refers to the outcome of your reflective process. What are you going to do differently next time?
Next time … or continuing with this time… when I look at the thoughtful feedback by Jordanne and peers, it is evident to me that I need to ensure that I can articulate my “how.” I have to be able to speak t my DLR well, and if promoting my DLR, I have to have the “Hows” thought through and ready to be answered.

My next steps are to think of the foundational thinking that Jordanne has mentioned. Then, as my peer has identified, to tighten the navigation system by enhancing interaction with colour coding links. As well as ensure that all my videos have text that is accessible. I also have visions of the blended learning with this DLR. However, I need to flush this out and be clear on how it will look and be presented.

Thank you Jordanne, team, and peers for a great experience and the collaborative work!

Seidel, S., & Blythe, T. (1996). Reflective practice in the classroom. Unpublished article. Project Zero Massachusetts Schools Network.

Activity 3 Design Phase

(Better late than never…)

Description:

The purpose of this resource is to help students gain a better understanding and consistent messaging of the school’s plagiarism and academic integrity policy.

Learning Goals:

The learning goal of this digital resource is the students will:

  • Understand what is plagiarism.
  • Gain knowledge of how to paraphrase, and cite properly.
  • Apply skills of paraphrasing and citations for purposeful evidence in writing.
  • Build consistent messaging and learning regarding academic integrity at the school.

Intended Audience:

The intended audience is high school students, grade 9-12. For this particular resources, it is aimed at grade 11 as a pilot project. Creating a resource for grade 9 -12 will require different levels of information and examples that for this assignment, are beyond the scope of what is needed. The users, of grade 11 students targeted as they are entering the International Baccalaureate (IB) and Advanced Placement (AP) courses, as well as the students’ parents.

Rationale:

The digital learning resource will meet the needs of students because it will provide a consistent learning experience to guide the understanding of plagiarism and what is the academic policy at the school. The students have varying degrees of understanding of plagiarism and academic honesty, yet I am striving to create an expectation of a standard level of understanding. Our student population is transient the digital resource will fill the gaps if those students with less knowledge of the academic policy and plagiarism and it will create a common understanding. The digital resource will provide the knowledge to meet the expectations of the school.

 

Tools:

The tools that I will be using to develop the digital resource is a mixed bag of tricks. The resource itself will be housed in Google Sites. Our school is a Google school and a 1:1 laptop program in the high school. Google Suite is a typical digital application for our community, and as students will use the resource that is facilitated by teachers, and also acknowledged by parents, the users require easy access with a familiar tool. Google classroom will record the documentation of learning, where students and parents acknowledgment their understanding and partnership of the school program.

From here, I will be using a series of tools to help compile the resource. Some of the tools I plan to include are:

  • Videos (Snagit and Camtasia…I hope, still playing with it)
  • Graphics (Canva, images, screenshots)
  • Learner response (Google Form, Kahoot)

Assessment Plan:

To ensure the students have achieved the intended learning goal, the students will be completing a quiz from their learning of academic integrity whereby the students must identify from examples and create their examples of adequately using evidence within their academic work. The students will require to submit evidence via Google and in Google Classroom. The students will have to succeed fully, be able to discern proper use of evidence and parents acknowledgment, to earn their micro-credential of academic integrity (or plagiarism — haven’t decided).

The parents will also have to acknowledge the academic integrity policy and show understanding, with a submission from a Google form (I think … haven’t decided the best method here yet).

Learning Theories & Instructional Design Principles Used:

Behaviorism – The need for the student to master the skill is essential, forming habits of integrity within students’ academic life.  Students will have clear learning outcomes and expectations. To ensure that they understand the mechanics of using evidence in writing, there will be assessments that check the students’ achievement level and feedback and review of their work to improve.

Constructivist – Students will be involved in a good facilitated online learning experience blended with the classroom. They will have opportunities to construct their knowledge by using prior knowledge and building new knowledge. Although the initial lesson will be the given to all members of the class, the students can navigate their learning to grow in their knowledge and understanding. The ultimate goal is to share their knowledge with peers and parents, and able to transfer the skills and integrity across all disciplines.

Instructions for Use:

For most students, these instructions will apply. The only students these instructions will not work for are those students whom are enrolling in our school late and may have missed this lesson.

In class:

  1. Enter the Google Site
  2. Read the Honor Code and Academic Policy. Students may ask clarifying questions.
  3. Students will complete a quiz on the Honor Code and policy.
  4. Students complete a lesson on how to use evidence in writing correctly.
  5. Students will practice using and identifying evidence properly used and cited.
  6. Students will construct own meaning and provide an example.
  7. The classroom teacher will ensure the students are using the correct skills.
  8. Students will complete an assessment for their learning of proper use of evidence.

Outside of class:

  1. Students and parents will read through and understand the Honor Code. Both student and parent will sign to acknowledge.

Plan for Use:

Initially, the digital learning resource will be shared within a controlled group, grade 11 class. This class is where I will monitor results and collect the data. It will also be provided for all students to view and use as a resource on the school website.