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Final Project Guidelines

Every student will design a lesson that demonstrates effective integration of technology with instructional goals. Posts on your lesson are due by class time on the dates below. Those students who do not present that week are responsible for detailed feedback on two lessons. Example: you present in Group 2: April 22nd and will give feedback to two students from Group 1: April 15th.

Group 1: April 15th
1. Chloe Mar
2. Anna Wanner
3. Clare Nelson
4. Nicole Baer
5. Emma Cromwell
6. Liz Frick

Group 2: April 22nd
1. Lex Henderson
2. Kali Tagomori-Lai
3. Jessica Wehber
4. Allie Haakenson
5. Ellie Cordova
6. Braelyn Higdon
7. Josie Matz

  • Students should incorporate one or more digital tools that demonstrate how to effectively integrate technology into a learning experience.
  • You can use a tool we have worked with or another edtech tool you like.
  • Students should create new content (not reuse an old post).
  • Your goal is good alignment between the technology and the learning experience.
  • The audience for your lesson could be your typical students or it could be designed as an “adult PD” as if delivered to peers. 

Students should prepare a blog post (due on your due date) that explains your instructional goals and how they are supported / enhanced by the technology. Be sure your post includes:

  1. target audience
  2. lesson content
  3. instructional goal (what do you want students to know or be able to do)
  4. an explanation of how the technology you used supports instructional goa
Examples of final projects

Begin with your instructional goal – then think about a good tech tool to achieve it

Goal: provide resources for students while out of school
Tool: create a Google site that delivers content

Goal: to better target instruction
Tool: Use a series of Google forms a pre-assessments

Goal: students work in team to map the community
Tool: MyMaps for students to collect and share content

Goal: Showcase student work with parents
Tool: Have students collect best three pieces and create a Adobe Spark Page

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Sample write up: Where I’m from

This  is a model blog post that demonstrates a write up for the Blended / Flipped Lesson assignment. Bold face is your assignment. Followed by how I would have written it up.

This write up is based on a lesson I used at the beginning of my Alaskan History and Culture course in the MAT program at the University of Alaska SE in summer 2016. See my assignments here:  Where I’m From and Google MyMaps lesson: Place

Here’s the work done by Jimmy Andrew – one of my students from a Yup’ik village of 300 people – Kwigillingok Alaska.

Learning objective – content and or skills students will know or be able to do by end of the lesson.

This was the second class of course and it served multiple objectives:

  1. My primary objective was to introduce the idea of place-based education with a poem and personal reflection on a place they were already familiar with. (later they would learn about another place – Alaska)
  2. I wanted to give the students a relatively simple tech-based assignment (Using HaikuDeck and creating a WordPress post) to build confidence for more elaborate tech assignments later in the course
  3. I need to free up class time so that students could get individually logged into their new WordPress accounts

Digital resource(s) you’ll use for flipped / blended elements.
Note: it’s not necessary to develop the digital elements – you can just describe them.

  1. I designed and posted the lesson to our WordPress blog so that everyone had access to assignment and resources.
  2. I made a few how-to videos describing how to create a Haiku Deck account, create a presentation, and embed it in Word Press.
  3. I made few how-to videos on using Google MyMaps
  4. I reused a collection of how-to videos that I had created for how to use WordPress

Active learning strategies employed with freed up class time.

Students used the time to read the poem for inspiration and get to work designing their own personal “Where I’m From.” Others elected to try the second design option using Google MyMaps using a lesson called Place. While the Haiku Deck approach was more visual poetry, MyMap used geographic tools and a spacial approach to design a Google map tour. Once I was done meeting with individual students to create their WordPress accounts, I was free to move around getting to know students better and assisting them on specific questions.

How the digital resource integrates into other instructional elements of lesson – what’s the flow of the lesson?

The digital content was created and posted to the web in advance. At the end of the previous class I asked students to read both lesson options (HaikuDeck  and MyMaps) in advance and think which lesson they want to try and how they will respond. The day of the class, most of our 3-hour session was spent with students working with HaikuDeck or MyMap. Then they began turning their work into their first blog post. Many students were excited to “show off”  their creations with one another.

Benefit for student content mastery, collaboration or learning workflow – Why is it worth it flip / blend some of the content.

Using these digital resources enabled students to begin the course with an easy “tech skills win.” Every student was successful in completing the assignment and posting it on WordPress. I was able to re-use my WordPress how-to videos originally made for another course. Along with the how-tos for HaikuDeck and MyMaps, I was freed up to handle the management of new WordPress accounts and spend some one-on-one time with all my new students.