Wrapping up Ten Weeks of Learning

Closing out this past ten weeks, I have am grateful for a chance to reflect on not only the learning, but also the growth that has occurred. Given the unique time in history where teachers and students alike were navigating uncharted waters, education during a global pandemic, the time for capturing reflective thoughts is even more imperative. 

As a person on her own growth journey, these weeks have been filled with unexpected turns and paths redirected. A once "international educator lifer" I now will be repatriating to the very place I call home, but vowed to never return, except for the yearly summer trek back. Now, packing up our lives from eight years in Asia, I am eager to return and settle into a welcomed calling back to Tennessee. I am eager to savor my time there. I am ready to be barefoot in the creeks, while taking in the clear mountain air, listening to the giggles of my own children thrive in nature. Although apprehensive and fully aware that we are treading into difficult times for Americans, I fear the culture shock. However, it is in these times I cling to my faith, have learned the importance of putting family first and am very ready to reset. 

As an educator and life-long learner, this post serves as a way to reflect on key concepts or skills learned during the the Curriculum and Instructional Design course. This was a course I was most excited by as my long-term goals are to one day design curriculum or pursue being a Curriculum Coordinator. With recent changes, I have learned that although long term goals are a noteworthy endeavor, one can never fully plan too far in advance. This has taught me to live more fully in the moment and day by day see where I am being led. 

With that, here is this reflective educator's captured thoughts throughout the ten modules: 

Module 1: Curriculum and Instruction Best Practices

Topics of rigor and lesson planning were shared and discussed. Rigor reminded me of the importance of differentiating for all students, and not assuming what is rigor for one is acceptable for all. Afforded the opportunity to carefully analyze curricular design models. Using the AMSTAR 2 ranking tool, a new tool for this researcher, an analysis on five systematic reviews around key curriculum design models was conducted. Furthermore, a comparison table was generated to compare program structure, instructional design features as well as more specific tools or instructional strategies employed on each of the curriculum design models. 

Key Understanding: Use of existing analytic tools, refine educator practices and help develop stronger understandings of curriculum and should be employed by veteran educators to strengthen both the science and art of teaching. 

Example of a portion of the analysis, using the AMSTAR 2: 

For this assignment, this novice researcher continues to build a bank of ideas around effective, robust, dynamic curriculum design, this process of evaluation and critical analysis, continues to strengthen content knowledge of research methodologies along with increasing the knowledge of vast learning theories and design models that exist.

Module 2: Meeting the Needs of Diverse Learners 

Choosing a viewpoint and defending this with evidence, despite personal views helped to grow this researcher's ability to construct a viable argument. 

"Although my pedagogical philosophy on learning is concurrent with the first sentence in viewpoint 1: All students can learn and succeed, the second part of the sentence does not align. Viewpoint 2 more accurately summarizes my stance around learning being dynamic and engaging. Further, instruction must be differentiated because no two learners learn exactly the same."

Assignment 2, allowed this researcher to investigate diverse learner groups, their specific needs (many of which were similar across all three groups investigated) as well as disparities. Moving back to teaching stateside, this assignment helped this teacher to consider ways to further know students, honor their diverse backgrounds and consider how to better meet their needs and truly be more inclusive. 

One commonality across all three groups and, could be further assumed with most minority groups, would be the addition of some level of English language support. It is the suggestion of this researcher, that professional development be required not only to support English Language learners, but also opportunities to learn how to address multiculturalism to be more inclusive within the curriculum.

Key Understanding: Use of a survey at the beginning of a term or course to uncover student cultural backgrounds, language proficiency of both student and family allows for a more intentional inclusive practice.  

Module 3: 

Building upon the lesson plan developed in the previous module, where the structure and researched diverse learning strategies were develop, use of Writing Across the Curriculum, integrating literacy effectively enhanced a student-centered lesson plan.

Common Core State Standards Alignment:
Science Standards  4-LS1-1 LS1.A:  Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)	Speaking & Listening:  SL.4.1c  Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes	Writing Standards:  CCSS.ELA-LITERACY.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Brief Lesson(s) Description:  Using data and prior knowledge, students use Educreations to explain their observations and understanding of various plant's external parts and how they help the plant survive in its environment. Students collaborate with a team (in personal or in an online platform, like zoom) and use plant knowledge to develop a service learning project proposal  *Address students as mathematicians, scientists and engineers (communicate belief in their abilities and supporting identity development)
Performance Expectation(s): Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 4-LS1-1
Specific Learning Outcomes:  Students will be able to:  Identify external structures of plants and describe their function. Collaborate with their peers to plan a service project centered around plants and gardening  Use their knowledge of plants to provide a service learning garden project in the school community Use writing skills to effectively present and communicate a clear plan Using meta-cognitive strategies, reflect on their learning process
Narrative / Background Information: *Add visual displays or images and/or kinesthetic movements to support vocabulary acquisition; include sentence stems to support language (share examples/non-examples) ** Check for understanding needed to assess prior knowledge *** Another option for virtual learning would need to be further developed, initial ideas are captured here in green   We will need to become plant experts so that we can present ideas on how to improve the garden beds, offering a service to the school. Using design thinking, over the course of the week, students will have a chance to conduct empathy interviews (via zoom) with younger students to see what types of plants they would like to see in the garden space and how they would like to use the garden space. *Provide videos and photos to access or reimage the space via virtually They will use their knowledge of plants to create prototypes of the garden space, presenting these to the younger garden users to gain feedback on their designs and suggestions. They will have to construct arguments as to why they would plant certain plants (based on plant structures, plant type, location and time of year).
Sci & Eng Practices: Construct an argument with evidence, data, and/or a model. (4-LS1-1)	Disciplinary Core Ideas: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)	Crosscutting Concepts: A system can be described in terms of its components and their interactions. (4-LS1-1)
Lesson Plan (5e Model) *Develop a teaching video/mini-lesson and encourage students to explore their own backyard  Pre-Lesson Setup (Teacher)  - Materials to Gather: Prior to starting this lesson you will need a plant that has been freshly pulled from outdoors. Make sure the root system is intact. I chose a Dandelion. You will also need a classroom set of goggles and gardening gloves or rubber gloves to protect their hands.
ENGAGE (Opening Activity- Access Prior Learning / Stimulate Interest / Generate Questions) Explain that today we are going to be doing some field work, using our knowledge of plants to investigate overgrown garden beds. (Set-up the idea of the project/service learning opportunity and explain the steps that will be taken - this is only Day 1) Opening the Lesson: Open the lesson with a debate, to clear up some misconceptions my students have about weeds vs. a plant. In a prior reading and writing homework assignment, many students noted that what they were looking at were weeds and not plants. There was also evidence from that interaction that they do not associate anything with flowers, as a plant. They classified them as "weed" or "flower".  I suspect some perceive plants as only house plants, or vegetable plants in the garden. They think that if it is just green, it's a plant. I am not certain they understand that a tree is a plant. This lesson is intended to immerse them in a discovery experience to deepen their conceptual understanding. *Incorporate personal viewpoints on when/where or if they have seen weeds (acknowledgement of viewpoints and sharing of different perspectives)
EXPLORE (Lesson Description- Materials Needed / Probing or Clarifying Questions) *Allow for heterogeneous mixed groups of students (increase opportunities for collaboration) *Explore their own backyard or home grown plants Give each student the following materials:  Goggles Gloves Their science notebook  Post-it notes  At each station: Tools for measuring Tweezers Magnifying glasses  Several plants with root system in tact  Begin this part of the lesson by telling students that our debate helped clarify that we need to think about plants more scientifically. In order to do so, we need to understand how they are classified. I tapped on their prior knowledge by asking them what they already know about plants. At each station, students use the tools. Using their notebooks they record what they observe (see), that do those observations make them think and what questions do they have.
EXPLAIN (Concepts Explained and Vocabulary Defined) Have the class come together or place students in partners from different groups and compare their results. Is all the data /observations the same?  Why or why not?     *Ensure student responses are equitable (support risk-taking) ** Share with class over zoom session, google classroom or Seesaw  Build more background knowledge with research opportunities: (Students take notes, draw models and write down their learning) Discuss or have resources read for students to research about root systems; provide visual of the three different types: a deep tap root, a complex fibrous system and a shallow fibrous system. Discuss how leaves are different and that needles on pine trees are modified leaves. Discuss flowers and how fruit develops from apple tree flowers. Explain that all of these external parts serve the plant so that it can survive and that we can tell through observation how these parts function to help the plant adapt. It is springtime now and everything is blooming .It is perfect timing for this lesson! Using notes, go back to initial questions and observations from the See, Think, Wonder. Have them record their conclusions on what external plant parts they observe and how they would describe them now. Encourage students to use their data to inform their conclusions.  Then have them create one new burning question.
ELABORATE (Applications and Extensions) Use the Classification Chart & Assignment- Plant **Explore their own backyard  Getting ready for the field:  Students would be working in pairs, use the same plants, but create their own observations. They could talk and ask questions to one another to support learning. I told them they could list any questions they have in their notes section of their iPad and keep it for reference as they work. I told them that I expected at least 3 samples, but they could do 4 if there was time. I passed out the Classification Chart & Assignment- Plant resource and also brought it up on the Smart Board to model an example of how the chart should be filled out. I used explicit instruction and filled out one section of the chart, as I used a sample plant I had pulled from the ground earlier in the day. I did this because I know my group of students need this explicit guidance.I measured the root system showing them how to find the nearest centimeter. I told them that if there were seed on their plant, they should measure the length. There was no flower nor seed, but my sample had a long narrow tap root system. I measured it and filled in the chart.  When I was done with this section, I asked if there was any questions about filling out the chart. I asked them to turn the paper over and look at the vocabulary instruction and assignment as I went over every detail. I wanted them to understand that only specific language to describe. Some of the sample words listed could be used to help them. To check their understanding, I asked: Which is a specific description?
EVALUATE (Formative Monitoring (Questioning / Discussion) Collect student classification charts or notebooks and look at how students are drawing models and making conclusions. Remember that students will be further developing their conclusions in their garden proposal plans.    **Allow students an opportunity to use meta-cognitive strategies to think about their own thinking as a learning. Encourage reflection on: What types of thinking dispositions were used during today’s lesson? How did your learning go today? What helped you learn best? (allow time for active reflection on learning  and engagement)

In addition to integrating visible thinking routines, this lesson sets up the beginning of a project centered on project-based learning, with elements of providing a service to redesign overgrown garden beds for the school community. Further considerations to incorporate strategies for diverse learners have been embedded into the lesson plan. This researcher would like to further explore how to make science lessons, like this one, more more culturally responsive when appropriate. Another consideration would be the use of tech integration.

Key Understanding: Multiple iterations of a lesson plan, each with a different lens allows for an integrated, more comprehensive lesson addressing diverse needs.   

Module 4 & 5: Conducting & Evaluating Action Research

These modules, allowed the development of action research to begin. Building on concepts week after week, this research now has more clarity of what constitutes action research and how the developed survey allowed for application and practice of these skills. This researcher focused on Cognitive Affective Theory with Media asked more specific questions regarding the application of specific multimodal strategies in regards to designing Home Based Learning.

Sample Survey Questions using Google Forms

Analyzing Collected Responses

Narrative Responses

In regards to dissemination of the data, there were no other instructional design approaches that were readily used. Based on the data collection, this researcher had several follow up questions including: How does the perception of the level of understanding of multimodal instructional strategies impact teacher’s use of these strategies? Similarly, does a lack of specific content knowledge about these strategies mean they are not using the strategies or is more of a lack of awareness of terminology? Additionally, how teachers’ perceptions of their peers affect their use of multimodal instructional strategies.

Recommendation Based on Findings

As a result of the initial survey given on the perception of Multimodal Instructional Strategies, this researcher decided to create an additional survey to gather data specifically around the design of the presentation in home based learning. Currently, students all around the world are engaging in digital or home based learning. The survey, Perceptions of Multimedia Instructional Design, allowed this researcher to dive deeper into how teachers consider design elements in their teaching presentations in regard to learning, engagement and meeting diverse learning needs. Based on the results of that survey, further research is needed. The proposal below is a recommendation that would allow quantitative criterion-referenced data to be collected with quasi-experimental design to measure the correlation between slideshow design with test scores. Additionally, qualitative data would be collected from students on their own perception of their level of engagement based on preference of lesson presentation design. Furthermore, students with diverse needs would be sub-grouped to see if there is a more effective mode of delivery and multimedia presentation design while considering CATLM on cognitive processes.

Key Understanding: Use of a survey with colleagues can be conducted to further personal research endeavors in an effort to continue to grow instructional practice.  

Module 6: Research Based Curricular Framework

With a focus on integrated curriculum, the discussion allowed this researcher to share how she integrates STEM learning in the Makerspace. Additionally, a developed slideshow for novice teachers was constructed.

Link to Presentation Purposeful Integration

Key Understanding: Use of simple presentations on key educational frameworks should be developed collaboratively to build a common understanding for both novice and veteran teachers in the same educational setting. 

Module 7: Proactive Differentiated Classrooms

This assignment allowed for research of classroom management techniques, while considering what it means to be culturally relevant with the design infographic.

A Recommendation to Consider 

There are many research-based classroom management techniques that exist. One emerging trend in education is the use of growth mindset interventions to further improve academic achievement of students (Lim, Foo, Yeo, Xian Chan, & Lon, 2020). More specifically, students with growth mindsets would hold beliefs that manifest as differences in goal-setting tendencies where these students tend to set learning goals and strive for mastery as they believe intelligence can be improved and developed. Dweck and Yeager (2019) found, on the other hand, those with a fixed mindset view intelligence as fixed and unchangeable, and thus focus on setting performance goals or avoid challenges in order to validate their ability. Lim, Foo, Yeo, Xian Chan, and Lon (2020) conclude, students with growth mindsets have deeper understanding and appreciation for lifelong learning and simultaneously harness their talents as well as passions for the benefit of the larger community. Furthermore, “it was observed that students with a growth mindset received better ratings by their work supervisors in problem solving & decision-making” (p. 111). Therefore, it is the recommendation of this researcher that classroom management techniques be employed with the foundation intention of encouraging a growth mindset in students. According to Ryan and Deci (2000) in self-determination theory, one of the key elements that contributes to motivation is autonomy. When students are autonomous, engagement within the classroom increases, leading to less disruptive behaviors and most importantly intrinsic motivation as well as more ownership over one's learning is developed. Ultimately, this ownership and love of learning should be the goal of any classroom and continues to keep the success and well-being of the student at the heart of the decision-making educators must do to maintain a well-managed classroom.

Key Understanding: Differentiation includes allowing students choices in presentation and some students may have an opportunity to shine when give the opportunity to construct an infographic versus a written or oral response.  

Module 8: Critiquing Rigor and Appropriateness

One of this researcher's more fruitful endeavors was the opportunity to sit with a mentor and veteran educator for a one-on-one qualitative structured interview. The interview was recorded and transcribed. What ensued, is a well-constructed Best Practice Guide for Novice Educators. The product is something this researcher is proud to share.

Sample Question, Transcription and Coding for Theme

Outline For Best Practice Guide as a Result of Qualitative Research

Key Understanding: Empathy interviews are a simple and effective way to gain key insights from a fellow veteran teacher. Capturing these interviews and synthesizing key ideas was an effective practice to growth this educator.  

Module 9: Collaborating and Recommending Strategies

Yet, another mode on delivering constructed learning, this module allowed this researcher to better hone prezi skills to share Action Research Outcomes.

Link to Prezi: https://prezi.com/v/7xgem1x9ts8-/ 

Key Understanding: Designing presentations may be an alternative and effective way for students to demonstrate key learning.  

Module 10: Reflecting on Multimodal Outcomes

This brings the reader to the finale module and reflection from this ten week course.

As you scroll through the compiled reflections and artifacts collected over the last ten weeks, key understandings (qualitative data) are shared at each stage. Overall, this course allows students to dive into multimodal strategies, not only by way of research, but by employing them through out course assignments. Student researchers have been afforded the opportunities to conduct analysis, synthesize, survey, interview, disseminate data, draw out key findings all while altering the presentation mode throughout. Infographics, google slideshows, prezi presentations along with this very blog post account for all of the multiple modes of sharing key learning while simultaneously strengthening these very skills.

It has been an honor to be a part of this course during this unprecedented time in history, I for one will never forget this time and this course serves as a part of the growth that occurred during Covid-19 2020.