# data[].attributes.headline
Elizabeth Allen (Review and Homework and Differentiation, Oh My!)

# data[].attributes.subject
Elizabeth Allen (Review and Homework and Differentiation, Oh My!)

# data[].attributes.body
(Answers to both sub-questions included) My first impulse was to use this model as a review for my students before testing begins. While some students will need some material retaught or recovered- other students can interact and engage with the material even further and work on developing connections between topics. I could also use this as an introduction to classwork- use it as a homework assignment to get students engaged and have the ability to explore before discussing the content further in class. Even though this technology is new to me, I am finding small ways to differentiate instruction for my students with exceptionalities (504s, IEPs, and ELLs). I can provide sentence prompts, alternative resources, and troubleshoot problems more accurately when I focus on the desired results before anything else.

# data[].attributes.body
(answers to both sub questions included) There are possibilities everywhere when thinking about the combination of backwards design and technology. The students are able to understand why they are learning something and have resources to make that learning possible. In my practicum experience, I think that using the hyperdoc would be very beneficial so that the students could work at their own pace. Another possibility in my practicum experience would be able have better discussions with parlay. This site seems to reach those hard to know where to start conversations and would benefit in the long run.

# data[].attributes.body
The positive student learning outcomes extends beyond just scores on assessments. I do think that a Backwards Design model, since it guides teacher planning with end goals in mind before mapping out day by day instruction, would promote more on-task, goal-oriented learning. By using this model, the teacher would have evidence from major assessments (and daily assessments) to make a valid inference on student progress. This could inform future instructional decisions and help teachers know who may need extra support and in what area. All of these tools would help students perform better on the final assessment because their learning will be oriented towards the skills and knowledge they need to succeed. But thinking beyond just the post assessment for learning outcomes, I feel that students would benefit from these learning experiences for future classroom situations and lifelong learning. When you think of the skills your students need -- ability to communicate, collaborate, think critically, engage in inquiry -- and build those into your major unit objectives and those guide your overall unit, students can translate those skills on a universal scale. I feel that as teachers, this kind of model guides why we have students in the classroom to learn-- it’s our “so what” behind our instruction!

In terms of my practicum experience, I think that the Hyperdocs could especially be useful for goal-oriented and student-driven learning. It can provide online resources during this time when we’re unable to connect face-to-face with explicit instruction. Using this backwards model, I can consider what I want my students to know and how I want my students to showcase their learning before designing the Hyperdoc. Another possibility is actually more as a resource versus giving specific instruction (although it could do both). Given my school context, I know that a lot of families don’t have the online resources for our eLearning. There may also be a few parents who have the online resources but don’t know how to support their child. The Iorad tool seems like a great family resource to show students how to use technology as a way to learn, as well as connect with families on how best to support their child. That way students can engage in the technology activities we design for them!

# data[].attributes.body
Backwards Design:

With backwards design, students could all learn the same learning outcome but grasped the concept in different ways. Using a variety of learning experiences that are technology based, one student may understand the learning outcome after reading a passage then be enriched creating a project or activity, while another may not understand the concept until they get to work through the activity and learn it as they go.

Backwards Design also increases student ownership, particularly in a time of e-learning. Students would feel more independent when they are given explicit expectations and procedures, but guide their own learning process through the learning experiences.

Practicum Possibilities:

Students creating their own read aloud videos for their peers to provide evidence of independent reading (fluency, comprehension, etc.) but more importantly to create a product for their peers that is enjoyable and meaningful that could create a digital community of readers.  With the backwards design model we could begin with this culminating end goal/product in mind and work to provide students with resources we know they will need such as links to high quality engaging read alouds that celebrities, published authors, teachers, etc. have posted with specific questions that help them to notice and name what they are seeing and how the reader is intentionally structuring their read aloud to promote enjoyment and engagement.  Could use flipgrid, Zoom,  or a private You Tube channel to upload their read alouds for peers to view.

Students find a living organism in their community (tree, grass, bird, etc.) and discuss how it relates and interacts with the environment around them. Could share using Google Classroom or SeeSaw, and could start a discussion thread about living things in different communities around the school.

# data[].attributes.body
Two possibilities I see emerging from this model that I can use in my practicum have to do with using HyperDocs with my students and using screencasting to model for students a concept and then use flipped learning as a result. With the HyperDocs using the backward design, students would be made aware of the learning outcomes and goals for the unit as well as the tools they will be using to achieve those goals. Having all the tools that students will be using to complete the learning cycle readily available will allow students to work at their own pace while still understanding the intentions of the unit. For my particular students, I can see a great level of differentiation emerging with this tool. With almost half the class either in Resource for reading or in RTI, I can differentiate the text level of articles students may be reading or provide resources that have audio for students to listen to help them in their comprehension. At the same time, for students who may be working at a faster pace, I can add components to their HyperDocs to extend their learning. Not only does this help with differentiation, but the links on the HyperDoc and the corresponding activities with it help expose them to technology use and get them more comfortable with it. With screencasting, I would be able to model expectations for my students through a tutorial where they are able to see what their learning should look like. From there, students would then be able to use the screencasting tool for flipped learning where they may model their own learning for another audience. This allows for more student autonomy, independent learning, and creativity as the teaching falls into the laps of the students rather than the teacher. By having this tool and using it as a way to model expectations for students, students can then refer back to this model to create their own explanation of a concept or idea that is presented to them.

# data[].attributes.body
With this design, there is a better assurance that students will meet the intended learning outcomes. By starting lesson-planning with the evidence and assessments in mind, a teacher can better create activities and choose materials that will lead to greater learning outcomes. Without the goals in mind for lessons, there is a chance that not all students will achieve the intended outcomes. Instead, with assessments and goals set from the start, the teacher can better guide their instruction to fit these goals and adjust it when needed. At the same time, through the use of technology, differentiated instruction for each student can be carried out more effectively. These tools can be used to assure that students have access to the resources they need to be successful in their assignments. As we read about on the HyperDoc article, these links to articles and other features can be differentiated based on the student accessing the doc allowing for different levels of text, captions on videos, and different languages available for students. This type of design for lesson-planning also guarantees that the teacher can collect a variety of evidence to assess student learning outcomes. Students learn in different ways and may show that evidence of learning at a different extent depending on the assessment used. By putting in place the evidence of learning and the intended assessments beforehand to correspond with the learning goals, the teacher can make sure that students are able to show their learning in a variety of ways and are not limited by one end-of-the-unit test.

# data[].attributes.body
My students always need to be working on their writing, so a positive outcome for them would be being able to write a Text Dependent Analysis that has a strong introductory sentence, a quote or some kind of evidence, two commentary sentences, and a concluding sentence.
Another positive outcome would be my students correctly identifying different types of figurative language as they are used in a text, specifically in Romeo and Juliet.

# data[].attributes.body
After looking at the backwards design model and looking at technology into the classroom, I think that this assignment with the lessons I will be creating have a lot of possibilities for positive student learning outcomes.  I think one possibility is a specific achievable goal for the students to learn. With this model, we are listing out the specifics of what we hope our students will accomplish in one target learning goal. Therefore, a positive learning outcome is for students to be able to master this goal that the teacher has listed out.  In addition, another positive learning outcome is for students to be exposed to new types of technologies that are used for an intensive purpose with a goal in mind. This will allow students to add to their technology resource tool box and help them become citizens in the digital age we live in. It will also show students how to purposefully use technology when it is needed instead of just to use technology for the sake of using it. This will help students become purposeful users.

# data[].attributes.body
(Answers to both sub questions)
1. When using this model with students, there is a more direct possibility of achieving learner outcomes and goals because the lessons are derived after creation of these and students are led to achieving them. With this design there is opportunity for students to take ownership of their learning through discovery methods that are created with the use of technology designed to foster achievement of learner outcomes. Also, students and teachers are aware of what the intended goals of the lesson are and activities are designed to allow students to accomplish these goals. Thus, this model allows teachers to notice when to re-evaluate their teaching and teach again for students to meet the goals as needed. Within my own practicum experience, this is evident. When students know the learning target and we design lessons suited to ensure that students reach this desired student learning outcome, students use discovery methods to independently work toward achieving this goal; when they do not quite understand, they ask questions for the teacher to assist in their achievement. This model allows the teacher to assess an individual student’s progress toward an intended learning outcome which allows for differentiation. For my practicum and future experience, I particularly liked the use of the app Floop to help with this as students individualize their learning and get assistance for what specific help they need in regards to the learning target to promote positive learner outcomes.
2. In my own practicum, I could use a hyperdoc for any subject to teach remotely and include links that students could go to to further their learning. This could include Padlet links for students to still feel as if they are engaging in discussion as if they were still in the classroom. I could also allow students to create books on Book Creator or use FlipGrid as a digital learning tool for talking about books that they are reading at home to suggest books to their fellow classmates. I would use all of these technology tools with the backwards lesson plans in mind in order to drive learning toward a learning target and have a purpose for use.

# data[].attributes.body
There are some many possibilities for positive student learning outcomes, however, I believe that the biggest outcome is student ownership. Students take ownership for what they are learning and they decide how they want to learn it. There isn't a focus on assessment and a given learning target.
Within my practicum experience there are many possibilities that I could use this. I think my favorite way would be in the creation of a student inquiry project. Allowing students to create the topic and providing them with the resources they need for their learning would give them the backwards design approach. It would allow students to have ownership over what they are learning.

# data[].attributes.body
The possibilities for positive student learning outcomes come as a result of the backward design model. The backward design model ensures that teaching is focused on reaching the desired outcome. This model ensures that students know the purpose of their learning. Students will not just be completing activities to gain understanding, rather they will have an idea of the bigger picture of their learning purpose and the instructional activities then will be the way that students dive deeper into the content. Additionally, positive learning can take place when technology is effectively and appropriately integrated into learning or as a means to facilitate learning, such as the use of hyperdocs.

1. Creating google presentations/flipgrids for SC explorers with the goal of becoming an expert on the explorer and what role they played in establishing SC. Another focus of this project would be for students to present the  material that they have gathered. We have already studied these explorers so re-collecting the information and putting it into a format to present will be an added element that students will focus on. Students would choose an explorer (from a group of pre-selected options), research using websites and videos that have been compiled by the teacher, create a graphic organizer with information including important discoveries and life events, and finally put together a creative presentation using flipgrid or googleslides. Some ideas are dressing up like an explorer and talking through the information on the graphic organizer through flipgrid, creating a google slides presentation that includes pictures and text features, using book creator to create a “biography” on the explorer (also using text features and pictures). Other ideas from students for how to present are encouraged and welcomed.

2. Write a short story with a strong introduction and conclusion sentence and “publish” on Book Creator. Students will have a bonus of adding a text feature to their writing, something that we have worked on a lot this year. The students will be creating an ebook to showcase their work. The purpose of strong introduction and conclusion sentences is to captivate the reader’s attention and get them excited about you writing. By making the end product “public” to the rest of the class, it is my hope that the students will see the importance of putting the thought into their intro and conclusion sentences that is necessary to be a wonderful writer. WIth this end goal in mind, the students will start with watching a video, made by me, to introduce what is expected of the sentences and how to think through the process of creating them. Then, the students will practice with some sample paragraphs and edit the intro and conclusion sentences. The students will make a flipgrid video reading the sentences to me and explaining why they made the adjustments to the sentences that they did. I will provide feedback to the students on their videos, and then they will end with their final writing product, which is a short story (5ish sentences) on book creator, on the topic of their choice from a selection provided, with fabulous introduction and conclusion sentences. The students will be graded on this assignment using a rubric created to assess their introduction and conclusion sentences as well as grammatical skills that we have been working on this year.

# data[].attributes.body
Possibilities for positive student learning outcomes

·      Edpuzzle

·      Pbs parents

·      Pbs learning media

·      Screen castify

·      Kahoot

·      Rewordify

·      Podcasts

·      Stop motion studio

·      floop

My 5th grade class

·      Flipgrid

·      Goose chase- scavenger hunts; teams find items in the physical world, take photo evidence and post it on the app; the app keeps track of team points; academically focused + movement + collaboration

·      Parlay- choose a discussion topic, which contain readings and videos, so students can come prepared to the discussion; students submit written responses to the prompt and respond to each other in writing; the class can conduct a live roundtable discussion, using Parlay to track and facilitate participation; teacher gets a report to see who participated and how after the discussion

·      Flocab

·      Brainpop

·      Prezi

·      Gimkit

·      Edpuzzle

Stop motion studio- create motion videos using a series of photos in which items are moved just a bit each time; tools to help position objects, add titles, credits and voice-over narration; green screen; music clips; sound effects

# data[].attributes.body
With the integration of technology for secondary the possibilities are endless. With 1 to 1 chromebooks in the English classroom there is so much more room for students to have assistance. For example in my classroom I would be able to create a HyperDoc that would help guide my students in paper writing processes - and it has done so before. Modeling paragraph structure and composition is made easy when every student has the guiding template right in front of them to assist them. Take for example a hyperdoc that assists students with counter arguments - which we have used - it lets the students know what is required in the paragraph, gives examples of each section and its explanations, and gives the students a template to mimic the examples they are shown with their own ideas. This is modeling indirectly. Another positive learning outcome would be the appropriate use of technology - students focusing on schoolwork in class and school work only indirectly showing respectful culture in the classroom while they properly use technology to assist them with their work.

# data[].attributes.body
There are many positive ways that students can benefit from lessons planned using a backwards design model. Planning with the end goal in mind eliminates activities that don't ensure active learning, as it encourages teachers to plan lessons that are centered around desired results--not the other way around.  This planning method not only ensures that student work is aligned with standards, and that students are appropriately learning the concepts that they need to, but it also eliminates the need to simply "cover" material, or assign students busy work.  Each activity is created with intentionality and purpose.
I could see myself using this model within my practicum experience by creating hyperdocs or "exploratory" learning experiences that allow students to cover material at their own pace. This could align with a backwards design model, as I could identify the key learning areas I want to cover before creating the hyperdoc, and then work on preparing activities from there. I could also see this being beneficial when planning math and science--although using this planning style could help with any subject, both math and science have very measurable learning targets, and ones that might be easier for me to work with as a beginning teacher!

# data[].attributes.body
During this time of treading new waters for students and educators, I believe there are many possibilities for students learning outcomes. Students will be able to have the chance to take ownership for their learning experiences, to learn in the best way that fits their needs, and to have a chance to bond through connections with the outside world and their families. Students especially in the early grades will be free to learn using technology, outside resources, and their own learning experiences using resources/instruction that the teacher provides. I think this is awesome for students that enjoy trying new things and learning in many different aspects. I also think this can give students who may have fallen behind a chance to increase their content knowledge and achieve more in the classroom as they are given a number of resources and instructional strategies that they can implement in their own time. I believe by using the backwards design approach, students know their learning experiences and will feel more confident as they can work to reach the learning goal given to them by their teacher. In my practicum, I believe using a hyperdoc would be very beneficial for students. Students would be able to control their own learning and move at their own pace. Students in my classroom work best during interactive work that allows them to filter through a variety of learning techniques, therefore a hyperdoc allowing them to view videos, webpages, interactive sites, or maps would be very beneficial. I also believe students in my practicum would benefit from performing experiments. By providing my students with experiments to perform virtually or perform in their household, they would be able to interact and learn through experience as we would do within the classroom.