Artifact #1: Flipped Video (EEND678)

In this course, I am most proud of the flipped video from Module 5. At first, I didn't know how or where to begin. Flipping my classroom wasn't something I ever considered, but watching the Jon Bergmann video from the resources helped immensely. He brought up two key points to consider when flipping a classroom: 1) Maximize face-to-face class time; 2) Build in interactivity. No matter what I decided to do, I knew I had to incorporate those two ideas. In order to address point #1, I used the flipped video as a way to reinforce concepts the students didn't get the first go around; therefore, I used the flipped video as a "ticket" for a retake, but it could also have been a reinforcement of a standard or even some sort of assessment. In order to include interactivity (point #2), I included Jeopardy music that played along to some practice problems. I suppose my element of interactivity could have been more creative, perhaps a game or a more surprising element, but there's always next time, right?

What I also loved about this project is that it allowed me to incorporate elements I have already learned in my technology courses and even try my hand at something new. For the first time, I used an outside source (Slides Carnival) to obtain a free Google Slides theme and I used Google Drawings to create a video from an image. (This was how I inserted my Jeopardy music.) Also, for the first time, I used Google Drawings to turn some complex images I created into jpegs. For a middle-aged person like myself, I was mighty impressed I pulled it off.

I don't know if I want to flip my entire classroom, but I am in love with the idea of using flipped videos to reteach at home.

Artifact #2: PBL Unit (EEND678)

I am proud of my Module 4 PBL Unit, Shark Tank, but that's not why I chose to include it in my blog. When I first read about PBLs, it all seemed so daunting and overwhelming. But when I started to really delve into the resources, all of the pieces sort of fell into place and I somehow managed to tame the savage beast.

I guess I doubted that I could pull this one off...but I did. I put together what I think could be a really good PBL for my direct-instruction kiddos. For me, that was one of the biggest challenges of this assignment--developing a PBL that would be accessible to students with lower cognitive abilities. I think I did that and did it well, but that's all in theory. In reality, do I have the confidence time and know-how to really devote the weeks it would take to bring this unit to fruition? I don't know. And if I was being really honest, my answer would be I don't think so. Trying to balance a full-on PBL with standards based reporting, interventions and the prescribed curriculum seems like too much of a mountain to climb. Moreover, it concerns me that my low-ability students may not come away with enough basic-skill instruction to justify the project. And would they also "get" some of the other non-tangible PBL objectives like problem-solving, independent thinking and collaboration? I'm not so sure.

But is this PBL something I could have pulled off before taking this course? No way, no how. So I suppose that's the moral, isn't it? Maybe I will choose not to do this PBL, but if I make that choice, it won't be (or shouldn't be at least) out of fear, incompetence or ignorance. It would be because I purposefully and intentionally decided that it wasn't right for my classroom at this moment...and maybe, just maybe, that moment will one day arrive.

Course Reflection (EEND678)

I don't know if I had a favorite article from the course, but I really appreciated the resources from the PBL unit. Having never created a PBL unit before, the resources helped guide my project from conception to completion. Even the refresher on UbD and umbrella questions was really helpful. I also appreciated the Weekly Websites. Though I won't use all of the websites, I definitely stole some ideas from a couple of them (Parapara Animation and Dogo News). My favorite discussion threads came from the PBL Questions and Feedback discussion. It was so helpful being able to give and get feedback on our PBL units.

Next steps for me is to continue to apply what I've learned to the classroom. Now that I have a great PBL idea entirely mapped out, I should give that a try. If I get complacent or lazy, I definitely won't grow as a connected educator. I fear that if I don't use it, I will lose it, so I need to make it a point to keep trying new technology applications.