Edit 4100-01 Empowered Learner (Group 12) Melissa Diaz, Tiffany Gaona

Empowered Learner 

Melissa Diaz, Tiffany Gaona 

 

Summary of Standards

• Standard 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

• Standard 1b. Build networks & learning environments: Students build networks and customize their learning environments in ways that support the learning process.

• Standard 1c. Seek Feedback: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

•  Standard 1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.
  

 

Technological Resources:

1. Writable: Is an extensive web-based writing program. It focuses on a recursive writing process with a lot of peer and teacher feedback. As they complete assignments, students learn how to respond to prompts in quick writes, short responses, multi-paragraph essays, and extended writing projects with multiple revisions.Teachers manage the peer feedback and revision process and can jump in to provide additional feedback and assistance. In the anonymous peer review process, students use the rubric to assist with evaluating the writing, assign stars, and provide written feedback. Writers receive and incorporate the feedback, and then the writing goes back to the reviewers for another look. In addition, teachers can assign evaluations of the peer feedback.In addition to peer feedback, Writable has added a new tool called Revision-Aid that analyzes writing and provides automatic, specific feedback, adding another layer in the revision cycle. Students click a button in the writing area and receive recommendations with color-coded stars that categorize the type of feedback. Teachers enable Revision-Aid when assigning a writing prompt or project and then review that data as part of the dashboard reports. There are also some additions to support virtual and hybrid learning, including recording and embedding video, providing video and audio feedback, printable reading passages, and differentiated prompts for any assignment as well as more grading control over multi-section assignments.

2. . Padlet is a free online tool that is best described as an online notice board. Padlet can be used by students and teachers to post notes on a common page. The notes posted by teachers and students can contain links, videos, images, and document files. When you register with Padlet, you can create as many “walls” or online notice boards as you like. These walls can be set to private or public, with each wall having separate privacy settings. This can facilitate teacher collaboration in a subject department that is not accessible to students. Private walls can be created by requiring a password or limiting access to registered users with specified emails. As the creator of a wall, teachers can moderate all notes before they appear, and privacy settings can be adjusted at any time. Users do not need to sign up to use Padlet, though it is recommended that teachers using it in a classroom setting would do so to edit a wall, moderate posts, and collate all class walls into one management screen. Teachers can also create a notification to receive an email whenever a student posts to the teacher’s wall.

 

Learning Activities:

1.   To get started on Writable, have students join with a class code, or import and sync your classes with Google Classroom, Canvas, Schoology, or HMH. Writable helps teachers scaffold and motivate students to become purposeful, proficient writers – and it’s all tied to your style of instruction. With customizable assignments and the ability to create your own, the unique needs of your students are supported in Writable. Students are then able to choose what assignments they want to complete, from the various options offered on Writable.

 1b. customize their learning environments in ways that support the learning process, by choosing what assignments they want to do.

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways through comments, video responses, or inbox. 

2.  Multimedia Research activity: With this activity, students can log in to padlet and choose the assignment they want to do. After this, students come together as a group and talk about individual and group goals, they will input this information into padlet so the teacher can see. Students will then go on to research their topic with the goal of explaining and adding visual aid to padlet to ensure they understand the topic. This will help students develop skills in teamwork and be able to navigate the internet and the padlet website itself. If the teacher or students have questions, they can leave a comment connected to the assignment so that the group can see and answer.

1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies