Innovative Inquirers
  • Home
  • Blogs
    • My Professional Blog
    • My COETAIL Journey
    • My MALDT Progress
  • Publications
  • Videos
  • Curations
  • Coaching Stories
  • Connect

My MALDT Progress

Master of Arts in Learning, Design, and Technology
​with Central Michigan University

Media Literacy in K-5 Classrooms

4/26/2022

0 Comments

 
Picture
Do you know the difference between media literacy and digital literacy? In this online, self-paced course you will immerse yourself in media literacy skills and learn how to prepare students to think critically about the media they see every day. Enroll now to incorporate media literacy in your K-5 classes and learn with (and from) teachers around the world.

Click here to take the course. I would love your feedback!


This course was created as a capstone project for the Master of Arts in Learning, Design, and Technology (MALDT) program at Central Michigan University.
0 Comments

Is Your Online PYP Classroom Really Transdisciplinary?

5/29/2021

1 Comment

 
Picture
 This piece was written for EDU653 at Central Michigan University as Project 2. It is written through the lens of a teacher with 11 years PYP teaching experience working at a fully accredited IB school. The stance in this post is my personal opinion based on experiences with both in-person and online teaching because of Covid-19. It is aimed to be written particularly towards other PYP teachers, but could be valued by other readers as well.

Let's Imagine...

Think about your classroom in 2019 (or earlier). ​
I imagine my Primary Years Program (PYP) classroom with students collaborating, writing, speaking, editing, researching, thinking, and solving problems all at the same time. I can see the large display of our weekly plans - full of specialists, inquiry groups, and daily "must" time where students can work on their goals at their own pace
Now think about your classroom when you switched to online learning. 100% home-based. What did your student's days look like?
What I now imagine is a structured document with 4 specific learning outcomes for lessons on reading, writing, math, and Unit of Inquiry all separate. Little room for integrating reading, writing, or math into our UOI intentionally (though we do sometimes make it work).
Picture
Studio 4 learning at school
Picture
Studio 4 home-based learning
Maybe your plans looked something like this too, or maybe they didn't. When this happened, I could not help but feel my heart break knowing that the transdisciplinarity of what we were doing was being taken away. The essence of the PYP, gone. The reason? (So we were told), parents want standards. Parents want division of subjects. Parents want uniformity. 

Of course, these statements are over generalizing parent desires as well. In the beginning (before things were too formalized) I actually had one parent email me with the realization of how the PYP works now - it is all connected!!! Yes!!! Why could I not harness that energy? That realization? That lightbulb moment from a parent new to the PYP framework? Why would I not take this opportunity to show more parents what we are all about? Instead, I was told to separate the subjects and plan for the parents that wanted it the way they recognized. Single subjects. Single outcomes. Stand-alone lessons.

My Position

To be clear, what I want is for students to learn in the best way that works for them... not their parents. Tansdisciplinary learning is at the heart of what we do in the pyp, with an inquiry-based approach. What I want is to have that same approach to learning when our schools make the necessary shift to home-based/online learning. Why would we change who we are just because of the format our lessons have to take place?

The Framework: What is Transdisciplinary Learning?

Before I continue, I would like to share this video from Charlotte Dayus about Transdisciplinary learning in the PYP. She does a great job explaining all of the essential elements and the way our students learn while we are at school (in the building).
So, to summarize Dayus:
  • Learning is not separated into a rigid structure
  • New knowledge is understood with visible connections across all subjects
  • Development of skills (thinking, research, self-management, social, and communication) are developed in every learner across all learning
  • Transdisciplinary themes (Who We Are, Where We Are in Place and Time, How the World Works, How We Organize Ourselves, How We Express Ourselves, and Sharing the Planet) are meaningful, relevant, and constructive
  • Teachers design opportunities for learners to develop their skills in many different disciplines
  • Through each inquiry, skills are covered in a broad and interconnected way
  • In the PYP, engagement with learning should be an open and explorative process, which crosses subject boundaries

So my big question is, why can't this happen while we are online?

Strategies and Implementation  for Transdisciplinary Learning Online

The concept of this is both easy and difficult for me. It is easy because it seems like common sense. This is how we teach in a PYP school, so this should be how a PYP school teaches online. It is difficult because I think a lot of schools and teachers do want to easily outline learning in a way that parents understand.

Basically, the strategy I would suggest is to keep everything as consistent and transdisciplinary as possible. Get rid of the columns of learning outcomes and show parents (and students) that most of the unit is connected to each other.

Below is a screenshot of a document that the IB sent out in June 2020 in response to school closures from Covid-19. In it, they outline the importance of a transdisciplinary unit of inquiry. This concept does not just disappear because we are now online.
Picture
https://www.ibo.org/globalassets/programme-information/03-pyp-requirement-flexibility-plan-en.pdf
When our online learning first began, we did many of these things. We took a unit (Where We Are in Place and Time) that we thought could fit online learning a little easier and moved it from the end of the year to start NEXT WEEK. Being new to teaching online courses, this was a good decision.

The unit was focused on learning about history with a strong literacy link. This helped increase the student's comprehension skills by making different types of connections to historical fiction texts. You can read more about it here, where I posted about it for a COETAIL project. We wanted to keep it as transdisciplinary as possible. Math was a stand alone subject at this time.

However, this was not simple because of the way we needed to show outcomes to parents. Our natural instinct as experienced PYP teachers was to merge the columns of reading, writing, and UOI together. This would be transdisciplinary, right? But we couldn't. So we worked around it by using the multiple columns and trying to state which activities they needed to do first. For example, complete the UOI lesson before you do the writing or reading lesson, etc. 

It was hard. It was complicated. But it was transdisciplinary.
​
We are still teaching this unit this year, again online, much the way we taught it last year. If we did not have to show learning outcomes in specific columns I do believe that it would be a much simpler process for students to follow.

Assessment

Assessment in the PYP should look like the following image from the IBO.
Picture
Source: From Principles Into Practice - ibo.org - PYP Resources (need password).
While we are learning online, a lot of this can be done through Seesaw, Toddle, or other eportfolio platforms. Sticking to a transdisciplinary unit of inquiry should not affect the ability to assess for skills (or content knowledge) in any subject area. I do believe that the "documenting learning" would probably be a little larger when we are learning online, but I think it merges in with the "monitoring learning," making it easier for teachers to access and provide feedback (and in turn, measure and report).

Perspectives and Solutions

Student Perspective
Picture
image by dDara
  • PYP students are used to learning in a transdisciplinary environment. Sure, they know that they do reading, writing, math, etc. but in most schools they are used to doing these things integrated into their UOI. Keeping this consistent online is important.
    • We can address this by: Showcasing the transdisciplinary of our units to students and parents in the home based learning documents. Not everything in the world is separated into rigid boxes.
  • Transdisciplinary units in PYP schools have a focus on Approaches to Learning (ATL) skills, and this should be no different when they are learning from home. Most schools plan to focus on at least one of these areas in a unit. Thinking skills, research skills, social skills, communication skills, and/or self-management skills.​
    • We can address this by: Creating reflection activities for students to identify and expand on the ATL skills they are using (and developing) while learning from home. Goal setting could also be a big piece of this. Edward Lawless expands on this for all IB programs. Resilience is an ATL skill that students today are experiencing and continue to grow in.
  • ​Social presence in any online unit is important. Keeping in mind that the PYP transdisciplinary units are building global citizens should be considered. The skills students are using online to collaborate are important for their futures. 
    • We can address this by: Ensuring students are having positive social interaction while learning online. Garcia-Oneill states that  teachers should "encourage learners to incorporate their feelings, experiences, examples, and ideas in works completion" and also to "provide messages that are respectful, positive, encouraging, timely, and frequent." These experiences show the person behind the computer that is interacting with the class. These can be spotlighted by emphasizing ATL skills throughout the transdisciplinary units.
Parent Perspective
Picture
image by Freepik
  • Some parents are bringing a different set of education beliefs to the table. 
    • We can address this by: using the opportunity to inform them of your school's beliefs. Stand up for the foundation on which your school was built, and turn this stressful time into a learning opportunity. Hold parent information nights virtually or create short pedagogical videos so the parents understand that while it is different to what they grew up with, we know that it is a great way for their children to learn. If nights like this were already held in person at the beginning of the year, hold them again virtually. They may be stressed and need confirmation that the school is doing the right thing.
  • Some parents already have a decent understanding of the nature of the PYP
    • ​​We can address this by: Use these parents to your advantage. Ask them to create a short video that you use in marketing, ask them for quotes about their current understanding. Use their voice to help you say what you need to say.
Teacher Perspective
Picture
image by monkik
  • Among other things, the designer strand in ISTE's Standards for Educators states that we should be "exploring and applying instructional design principles to create innovative digital learning environments that support learning" (5c). ​
    • We can address this by: rethinking how we are approaching lessons with our students. "Supporting learning" should not look fundamentally different to what we are doing in the classroom.
  • The IBO's website states that "transdisciplinary learning in the PYP conveys learning that has relevance between, across, and beyond subjects and transcends borders connecting what is real in the world."
    • ​​​​We can address this by: ensuring that our teachers are setting units of work that are still connecting what is real in the world. Set learning intentions for the week that are connected, real, and inspiring for the students. Showcase their abilities to think critically when given challenges that are relevant and cross subject areas.

Call to Action

Does your school have great examples of sticking true to the transdisciplinary nature of the PYP while teaching online? I would love to see it! Comment with a link below, or contact me on Twitter at @innovative_inq

Resources from EDU 653

"Outside" Resources

  1. ISTE Standards for Educators 
  2. Social Presence In Online Learning: 7 Things Instructional Designers Can Do To Improve It by Edgar Garcia-Oneill 
  3. The Power of Social Presence for Learning by Aimee Whiteside, Amy Dikkers, and Somer Lewis



















  1. Video: Making the PYP Happen: Transdisciplinary Learning by Charlotte Dayus 
  2. Learning and Teaching in the PYP by International Baccalaureate Organization
  3. PYP & Transdisciplinary Learning by P. Ketko
  4. PYPResources.com by P. Ketko
  5. PYP: Meeting requirements in challenging circumstances - June 2020 by IBO.
  6. Course 1 Week 5: From Theory to Practice by Cindy Kaardal
  7. Implementing IB Approaches to Teaching and Learning in a Virtual Environment by Edward Lawless
Sources added after original posting - worth the look!
  1. Covid-19, Inequity and 5 ways Project-Based Learning Can Close the Gap by Kyle Wagner
  2. PBL Case Study #11: 'Planet Podcast' Early Years Project (online) by Kyle Wagner
​
​
1 Comment

EDU 642: Week 6 - Preparing for Creating

4/16/2021

0 Comments

 
Picture

Part 1: Reflection & Planning

I have a few different topics and lessons in my head right now that this week's activities could focus on:
  • Studio 4 students publishing story writing in a variety of ways (not just books/documents)
  • A mini stop-motion course for Studio 4 students to publish myths
  • A course for K-5 teachers to study for the Google Certified Educator Level 1 Exam

This week, after thinking and reading about AR, VR, computational thinking, and QR codes, these are the things I am thinking about creating:
  • A coding lesson for Studio 4 students to publish a story of their own writing, probably in Scratch
  • An AR lesson for Studio 4 students to publish a story of their own writing, probably in Keynote and ARmakr
  • A QR code lesson for K-5 teachers to practice some of the skills needed to become a Google Certified Educator Level 1
  • A unit plan and visual presentation for Studio 4 students to create a stop motion video of a myth they wrote themselves
Coding Lesson
Picture
For the purposes of this blog post, I will focus on my idea about the coding lesson, since I will be applying for ISTE Certification and it was noted that this might be the best option to use as an artifact when applying.
Content Area: I would like to focus on publishing pieces of writing in different ways, in this case through a coding lens. My expectations are just that they are exposed to this way of publishing, for them to use as an option in the future for publishing their own writing. This would be an introduction to using Scratch for the purposes of publishing.
​

ISHCMC Writing standards I hope to address:
  • W6 a. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing
  • LS4 a. Tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
​
IBPYP ATL skills I hope to address:
  • Communication Skills - ICT
    • Informed Choices - I can select the most effective way to communicate depending on the audience
    • Informed Choices - I can adjust and vary my communication method to suit different audiences

Audience: Studio 4 students

Computational Thinking: I would expect students to learn how to add backgrounds, choose characters, make characters move, and make characters "speak" using text on screen in Scratch/Scratch Jr.


Influence on Success: For most students this will likely be their first time using Scratch. Some of their own written stories may be quite long or complex. The combination of these two factors could affect their ability to produce a quality publication of their own writing.

Considerations: I think that teaching students how to use the tutorial videos for extra support will be important. I also think that for their first time, I will just get them to create a very short summary of their writing. They have practiced using the Somebody, Somewhere, Wanted, But, So, Then method of summarizing. I think I will get them to write a summary of a story they have written (or maybe even of a story we read), and then code that shortened version of it. If some students are really struggling to process this, Scratch Jr could be used as another option for them.

Picture

Part 2: Ask

This week I would like feedback on whether you think the artifacts are acceptable for ISTE Certification purposes under different standards. 

Picture

Part 3: Provide

Thank you for creating assignments that are so flexible with our current situations. I am loving that they are immediately available for me to use, and it is inspiring me to create new courses for both students and teachers at my school. This will prepare me for my upcoming coaching role, and is making me even more excited about the change. 

0 Comments

EDU642: Week 4 - Preparing for Video Creation

3/31/2021

0 Comments

 

Part 1: Reflection & Planning

Thinking about my video creations and reflections for next week, I want to dip into multiple subject areas. I can see links to many thinks I am doing right now with my class, so am having some ideas. ​
Picture
Possible Choice 1 - Video Creating
Last year I made a lot of instructional math videos using Clips and I really enjoyed it. These were more about how to complete a math problem/new concept in math. Because of the result/creation aspect that is outlined in some of these readings, I am wondering more about a video that leads students through a math activity rather than the new concept.
Content Area: Math
Standards: Something from our Fractions, Decimals, and Percents unit.
Audience: Studio 4 (grade 4)
Result: I am thinking of a pixel art/"quilt" optional activity that we have coming up. I could make a video tutorial on how to complete that activity on their iPad, including the fractions and percents aspects.
Supporting Creativity: Students will create their own "quilt" design and be able to show fractions and percents of colors used. Students can do this on their iPad or on grid paper.

Picture
Possible Choice 2 - Video Creating
I am unsure about the second video I want to create yet. I really do enjoy making math instructional videos, so part of me is leaning towards that... or I could make an example video for our current writing task (as below)... or I could change my audience to teachers and create something for a Google Educator Bootcamp type thing I am planning to offer teachers at my current school. Undecided, so far!
Content Area: Math? Writing? Technology use? 
Standards: Fractions, Decimals, Percents, or How-to writing, or something aligned with the Google Educator Certificate level 1 test prep.
Audience: Studio 4 (grade 4) or elementary school teachers
Result: Either students know how to solve a math problem, have an example for their writing publishing (explained more in choice 3), or teachers know how to complete a skill for the Google Educator Certificate level 1 test.
Supporting Creativity: I think this is another reason I am unsure. Besides providing quality creative examples of publishing/producing, the tasks are not open-ended. I could possibly argue that the Google Educator one allows for teacher growth and creativity.

Picture
Possible Choice 3 - Video Evaluation
One of our main concepts in our unit right now is process. We have used Teaching Without Frills' writing playlist to help us through the steps of our writing, and I would like to use one of these videos as an evaluation piece.
​Content Area: Writing
Standards: How-to/procedural writing
Audience: Studio 4 (grade 4)
Result: Students will have a well thought out writing about how to do some the whing after following the writing playlist.
Supporting Creativity: I am pushing them to be a little more creative with their publishing this time. Instead of just typing it in slides and making it a "book" I want them to use the visual skills we have worked hard on this year. A lot of them are choosing to make a video or stop-motion animation, and some may choose to make more of a visual step-by-step poster instead.

Picture
Possible Choice 4 - Podcast Evaluation
I am also interested in adding some math podcasts to our Studio 4 multi-modal learning slides. This is something else that I would be interested in evaluating to see if it is worth adding to the slides. So far I have only found one podcast that might be relevant enough (MicDrop Math). If anyone has suggestions, please share! Math stories, math problems, math games... I understand why there is a small market for a podcast like this, but it could be fun! It also shows creativity with math.
Content Area: Math
Standards: Hopefully fractions, decimals, or percents (MicDrop Math has one on decimals)
Audience: Studio 4 (grade 4)
Result: Students know more about decimals, and have the option of listening if that is one of their preferred ways to learn.
Supporting Creativity: The MicDrop Math podcast has a sheet that students use while they follow along with the stories and audio. This type of creativity with the subject of math could be a great model for my students.

Part 2 and 3: Ask and Provide

I suppose feedback I would like this week might be signaling and segmenting? I like this new format of blogging (helping me think out and process my ideas), but because I have not made the videos yet, I do find it difficult to know what specific feedback to ask for this week.  I also kind of feel like now that I have asked for that feedback, I am going to be more conscious about those two principles when I am creating. That is not necessarily a bad thing, of course.​
0 Comments

EDU642 Week 3: Visual Design Reflection

3/22/2021

0 Comments

 
Picture
Example of a set of math slides, adapted from a template in SlidesGo

Part 1: Application

Lesson Alignment

Our readings last week about design principles aligned with this week's tasks and the lessons that I was creating for. For most activities, I revamped some old work I did that is relevant to my students right now. I wanted to challenge myself to improve my design aesthetic and therefore hopefully end up with better quality material to use with my students.

Digital Technology Alignment and Design Principles in Action

While creating my visuals, CARP was still in my mind. I tend to use more open-ended designing technologies like Slides or Keynote when I am creating visuals. While I know that tools such as Piktochart or Canva are extremely useful (and possibly do look better in the end), I get annoyed when I cannot move things or change things to be exactly how I want them to be. I know that tools like these keep elements like alignment and proximity nicely done for you, as well as some great visuals to include. However, the alignment and proximity guidelines in Keynote and Slides are still helpful, and the shapes in Keynote are almost endless (when you start pulling shapes apart and creating your own).
Picture
Example of directions given for MMM collaboration

Part 2: Reflection

Technology Use

After reviewing the infographic about internet access and use, I was surprised by the numbers. I did not realize how many adults cannot afford or even simply choose not to use the internet. As something that has so much of an impact on my life, I just cannot fathom it. Living abroad, teaching at an international school, even watching TV in English... the internet brings so much connectivity to my life. The solutions posed by OCLC in the infographic are a good start. Action via awareness, discounts, training, and faster networks would be valuable to many people around the world (not just the United States).

Stand Outs

Aside from the above facts about internet access, another stand out to me was how revising previous creations with the purposeful lens of design principles really helped my newest iterations of work. I do not think my original versions were bad, but I can see how coming back to designs with this lens can be powerful. The assignment was not to recreate old designs, but because I create so much as it is, I found this to be the most useful way to approach my tasks this week.

Enjoyment and Growth

And speaking of that, I can already see my design aesthetic growing and changing. Particularly in the March Mammal Madness slides. Previously, I had used Creative Commons images from within Google Slides. Even though they are labelled as Creative Commons I still get confused as to whether/how they should be attributed, etc. so I moved into using Freepik/Flaticon. Even though they are cartoon clipart pieces, I actually think it looks a lot more pleasing than the images I was using before. I can also see an improvement in the alignment and clarity of some of the slides.

Click through a series of before and after screenshots in the slideshow below.
​For my land use infographic, I am a little torn about which one I like better. I when I compare them now, I do like the simplicity of the original more, but the images did not really relate to the text as much as they could have (besides being trees), which is where I decided to make some changes this time. I am excited to see where my growth in design takes me next.
Picture
Original Version
Picture
New Version
0 Comments

EDU642 Week 2: Visual Design + Copyright

3/20/2021

0 Comments

 
Picture

Slow to Change

Picture
My thinking this week was slow to change. Because I already knew about design principles (out of pure interest) and copyright (from EDU590), I felt like the readings this week were reinforcing some prior knowledge and going just a little deeper. This is not a bad thing of course, I just didn't have any big shifts or lightbulb moments while reading about the content.

Stand Out

Picture
That being said, the biggest thing to stand out in my mind is the usefulness of The K-12 Educational Technology Handbook by Royce Kimmons. I think this is a great place to go back to when educators are feeling a little lost and don't know what to do. I definitely still get confused and often shy away from things that are not labelled as Creative Commons because of the complexity of copyright. This interactive textbook gives a lot of information in simple text

Biggest Struggle

Picture
The biggest struggle for me this week has actually been this reflection. As someone who blogs fairly often for professional purposes, I usually get to pick my own content and therefore write about things that I know I have a lot to say about. This week I do not feel like I have a whole lot to comment on. I found it useful to read other people's posts from this class, as it gave me a bit of a kick start of things to talk about and things I connected with people on. This definitely helped me grow, and I will continue to do this when stuck in the future. One thing I could have done better is probably to comment on their blogs showing my appreciation and connections to their experiences.

Tensions

Picture
The tensions I noticed actually came from reading about my classmate's experiences. I saw that a few other people are overwhelmed by the 6 or 12 design principles. I connected with this because in my last post I mentioned that we use CARP with our grade 4 students, and I wondered if this might be a simpler place for people to start. However, I also saw people who identify as a little more of a designer themself and that some principles just come naturally to them. I feel this way as well, and wonder if it is a product of being exposed to good design for so long or if it is a creative talent in certain people.

Moving Forward

Picture
I have not started designing yet because I am still trying to decide what I actually want to create. I have many ideas I am excited about and am trying to narrow my decisions down to the ones that will be the most immediately useful. I wanted to dive right in (I am definitely that person) but did not have the time yet. I am excited to work on these creations and of course to see everyone else's!
0 Comments

EDU 642 Week 1: Using Design Principles

3/9/2021

0 Comments

 
Picture
New class! EDU642, Creating Instructional Media. Umm... a whole course about design principles and time to create? 

Hello, geek-mode!

​I have already bragged on Instagram to my friends around the world (who really probably don't care) about my excitement for this course.

Using CARP with Students

I have already incorporated design principles into Studio4 at my school. We use "CARP" instead of C.R.A.P. because, grade 4s. This is the second year in a row I have pushed for it it with my team members, and we actually had a three week How We Express Ourselves unit with a focus on visual literacy, which CARP really was the baseline of. This prepared them for their upcoming Sharing the Planet unit, where reading and creating infographics is a huge focus.

​Here are some videos from Keri-Lee Beasely that we use with the students

So, how does this knowledge help students?

"No secret teacher-business" is a common phrase at my school. Be open and honest with students so they have a better understanding of why things are the way they are. This thought could be applied to design as well. I am sure teachers around the world ask their students to create posters, videos, etc. all of the time. But do they teach them how to make those creations visually appealing to the human eye? And why certain things look better? If we do, it teaches a lot about shape and space, colours, and how the human brain takes information in. We also have our students focus on audience and purpose. Who are you making this for and why? How does this affect your design?

I think CARP/CRAP is a great, simple place to start with students, or even as a designer yourself. I would not hesitate to run a workshop with staff members on the principles of design so they can help guide their students creativity "level up."
Picture
Student example when learning CARP
Picture
Student example when learning CARP

My Designs

As a teacher (and therefore designer by default), my audience is obviously usually my students. Sometimes it might be parents or other teachers in my school or in my professional learning network. I think about my audience and what they need from me.

Possible Audience Challenges:
- English may not be their first language
- Some students are not strong readers
- Short attention span
​
Possible Audience Needs:
- Simplicity (in language and visuals)
- Text and icon/image
- Repetition of format
- Easy to follow

For most audiences the needs end up being similar... Simplicity. Repetition. Clarity. Something to catch their attention and look professional or engaging. Something they can understand visually.
Picture
slidesgo.com
I recently discovered SlidesGo and love playing around with the pre-made layouts and making them more of my own (yes, I got some grade 4 students and teachers hooked as well). It provides a good base of principles that already exist in the Slides. 
However, when creating from scratch I prefer Keynote. As an Apple Distinguished Educator, I have a (possibly biased) fondness for Keynote in my heart. It does SO much and the more I encourage my students to use it, the more their mind gets BLOWN (think instant-alpha, magic move, app prototyping... most of their teachers don't even know how to do these things, and I make sure the students know this by selling it as becoming a Keynote Ninja). 
Picture
Apple's Keynote App

Apps like Keynote and Slides help you with layout, proximity, alignment, etc. innately. These invisible lines are fantastic for designers to know they they've got it "just right" and stop obsessing about if it is perfectly aligned or not (at least for me!)
Picture
Gridlines in Google Slides to help with alignment and proximity

Future Designs

I was excited to read about Mayer's 12 Principles and Gestalt Theory. I think I am at the point of designing where knowledge of more design principles is appropriate. Mayer's principles' usefulness for video is also another next step for me.

I think a lot of these principles could be innate to a designer... not really knowing why we do something the way we do it... besides "this just looks better." But I wonder, if I continue to study these 12 principles, would my designs resonate more with my audience than they currently do? I also wonder if some of my students would benefit from the 12 principles instead of the basic 4 in CARP.
0 Comments

Design Thinking a Lesson

2/6/2021

0 Comments

 
Picture
Steps in the Design Thinking Process. dschool.stanford.edu/resources
For my EDU643 Design Thinking project, I am designing a resource for students to upload a link to their writing (in Docs) and ask for feedback based on the 6+1 Traits of Writing. Other students can then choose who they would like to give feedback to, digitally.

Picture

Empathize

In this post, I created a "quick and dirty" version of the lesson I have in mind. I made resources and reflected on how I will empathize with the learners before going further. Read the post here.

Picture

Define

In this post, I looked at different types of learning goals to narrow down to one, overarching SMART goal for the lesson. The process made me think deeper about the purpose of the lesson. Read the post here.

Picture

Ideate

In this post, I reviewed four different tech tools using the Triple E Framework. Read the post here.

Picture

Prototype

In this post, I recreated a prototype of my lesson. So much of my thinking has changed since the beginning of this journey. Read the post here.

Picture

Test

This step is in the same post as prototype. After testing the lesson with my students I learned many tweaks I can make to improve the experience for the participants. Read the post here.

0 Comments

Digital Equity Vs Equitable Access

1/24/2021

0 Comments

 
Picture
Statistics are from the same source mentioned above, pages 214 and 226

​Before I knew about tech equity and equitable access, I thought it would be difficult to grasp or improve in well resourced international schools. I always thought more about having equality in resources as opposed to equity in options available to students.



Then, from this initial research on tech equity and equitable access, now I think more about what learning opportunities are available to the students in my school. I wonder how often some students get rich technology-infused tasks, made to deepen their learning, especially now that my school does not have an elementary school technology integration coach.


With this new understanding, now I will change my teaching practice by ensuring that at least the Studio 4 students have more rich, deep learning opportunities with technology. We have Opportunity Time once a week, where teachers run courses for any Studio 4 student to join, and I will continue to ensure a balance of tech-rich offerings. 
​


Here is how I will advocate: At my current school (where I am leaving in June), I will advocate to the Prek-12 Educational Technologies Lead about teachers learning as much as they can so they feel confident in providing these rich opportunities to students in every grade level. In my new school, where I will be an elementary school technology integration coach, I will try to start with an audit as I build relationships, trust, and my knowledge of the school before approaching staff about equitable practices with computer science, STEM, and maker activities. As Justin Reich says in Teaching Our Way to Digital Equity, “The first step toward digital equity is helping educators learn everything they can about equitable teaching practices in general.” 

0 Comments

Professional Learning Goals, January 2021

1/15/2021

0 Comments

 
Picture
The following is section one from my first Anchor Assignment in EDU590: Foundations for Learning, Design, and Technology with Dr. Jennifer Parker.
​

Contextualization
I teach Studio 4 (grade 4) in Vietnam. We value student agency at the heart of what we do. Students plan their own days, set their own goals, and learn how to manage their time. In July I will move to South Korea to become an Elementary School EdTech Integration Coach. 

Professional Learning Goals
  • Complete the Certificate of Education Technology and Information Literacy (COETAIL), focusing on integrating it into Studio 4 by May 2021.
  • Gain the ISTE Certification and integrate standards into my new coaching role in 2021-2022.
  • ​Complete the Master of Arts in Learning, Design, and Technology (MALDT) program by April 2022.

Action Steps
  • Plan final COETAIL project before February 1, 2021
  • Write progress blogs from February - April 2021
  • Create a mini-documentary about my COETAIL final project, highlighting ISTE standards embedded
  • Focus on the “Tips for ISTE Certification” notes in the EDU590 Learning Pathways
  • Create strong artifacts that can be used in my ISTE portfolio

Progress Monitoring
  • Read and use blog feedback from my COETAIL instructor and Cohort 12 members
  • Receive and use feedback from assignments in the MALDT program that can be used as artifacts

Evaluation Criteria
  • COETAIL Certificate completed
  • Studio 4 student learning has clear links to ISTE standards
  • ISTE Certification completed
  • MALDT program completed
  • I will be confident enough in my new coaching role to advocate for ISTE integration 
0 Comments

    Cindy Kaardal

    This blog page will follow my progress through completing a Master of Arts in Learning, Design, and Technology with Central Michigan University.

    Archives

    April 2022
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021

    Categories

    All
    Copyright
    Designer
    EDU590
    EDU642
    EDU643
    EDU708
    ISTE 1a
    ISTE Learner
    Professional Learning Goals

    RSS Feed

Proudly powered by Weebly
  • Home
  • Blogs
    • My Professional Blog
    • My COETAIL Journey
    • My MALDT Progress
  • Publications
  • Videos
  • Curations
  • Coaching Stories
  • Connect