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EDU 5188 – Assignment 1a : Gallery Walk  - Charlie Malson

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EDU 5188 – Assignment 1a : Gallery Walk  - Charlie Malson

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I am lucky enough to teach a school that has embraced project-based learning in courses, rather than traditional “teacher speaks – you listen” type of classes. Many of my colleagues have shifted their courses to let the students explore the curriculum and choose how they will demonstrate each outcome. For many of these classes, there is an expectation that you will present your semester’s work at our Exhibition Night, at which the public is invited to see how the students will demonstrate their learning in their courses. When reading through the table of contents of Hicks & al. (2023) Making the move with Ed Tech, Move 10: Gallery Walk stood out to me immediately. As is described in Move 10, during our Exhibition Nights students present their semester’s work to their peers, teachers and the public, while also taking some time to go see other projects. Something that is mentioned by Hicks & al (2023) that we do not yet formally incorporate is reflection\conversation to actively engage with their peers (p.170). Move 10 presents Gallery Walks as an activity to do after a lesson or unit, which may be applicable to our situation as well. We could begin a monthly gallery in which students would share their progress with their peers and inquire about other projects. This also may increase collaboration between groups, identifying partnerships in similar domains.

As Hicks & al. (2023) discuss in Chapter 3, we do not want to use technology just to say that we are using technology (p. 36), but rather as a useful tool that enhances the learning environment. These projects require a large amount of research and online communication skills, some of which are new to students. Although the teachers are there as guides to facilitate skill learning, much of this is autonomous learning initiated by the students in order to complete self-directed goals to complete their projects. Next year, I would like to continue to develop this program and offer new ways of thinking about technology to our students with hopes of enhancing their experience when participating in Exhibition Night.

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Assignment 1a - I see, I think, I wonder - Emma Holmes 

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Assignment 1a - I see, I think, I wonder - Emma Holmes 

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Hicks et al. (2003) refers to a cooperative learning move called Jigsaw, in which a group of students divides the task of learning a large body of knowledge into smaller parts. Individual students then learn their part in-depth (i.e. their jigsaw puzzle piece), before reconvening as a group to teach each other summaries of their individual parts (i.e. build the puzzle) (p.123).

I currently work as a community paramedic (CP). CPs schedule home visits with rostered patients to assist in managing their chronic health conditions, thereby preventing unnecessary 911 activations and hospitalizations. When the patient’s needs fall outside the CP’s scope of practice, a CP must refer them to other community services (e.g. local food banks). Learning about the myriad, regionally-specific community services a patient might need, how much the services cost, and how to access them, can feel like a gargantuan task.

Benefits to using the Jigsaw move to help CPs learn about different community services available to their patients would include: improved learning speed, simplification of a complex learning task and peer collaboration, just as Hicks et al. (2003) asserts (p.123).

Challenges to implementing Jigsaw in community paramedicine would be deciding what information to learn, and how to present it to the group. To manage this, I think CPs could be given checklists for pertinent information to collect (e.g. name, services offered, etc). The CP could then choose a community service, complete the checklist, and give a short presentation about that community service at our annual in-house continuing medical education day. CP learning engagement could be enhanced by creating a short quiz on all of the community services presented (e.g. using the cell phone app Kahoot). Top scorer(s) on the quiz could win a small prize. Afterwards, individual findings could be compiled into a digital resource binder for future reference, using a program like Google Docs, as suggested by Hicks et al. (2003) (p.125).

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Assignment 1a: Chalk Talk ( Shayla Kapila )

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Assignment 1a: Chalk Talk ( Shayla Kapila )

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I thought it would be easier if I just uploaded my document! I focused on Chapter 7, which was all about the move "Chalk Talk." Note: Hyperlinks embedded in document that link to certain technology platforms to try!

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Assignment 1a: Leveraging Technology for Group Work - Amjad Shaker

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Assignment 1a: Leveraging Technology for Group Work - Amjad Shaker

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The "Collaboration" move described in Hicks et al. (2023) aligns closely with my

teaching philosophy of integrating technology to foster teamwork and critical thinking. This

move emphasizes using digital tools to facilitate student collaboration, whether for

brainstorming, project development, or creating digital artifacts. Tools like Padlet, Google

Jamboard, ClassDojo, and collaborative platforms such as Google Workspace and Microsoft 365

engage students in meaningful group work, fostering collaboration and communication.

A key benefit of the Collaboration move is its ability to support positive interdependence

and individual accountability, as emphasized by Kagan’s PIES model (Hicks et al., 2023). Using

Padlet for virtual sticky notes during brainstorming sessions ensures all students contribute ideas

in real-time, promoting equal participation. Collaborative platforms like Google Docs enable co-

authoring, tracking edits, and providing asynchronous feedback, which is particularly valuable in

hybrid or remote contexts where physical interaction is limited.

Challenges include ensuring equitable access to technology, as some students may lack

devices or reliable internet. Addressing this might involve sharing devices or creating

opportunities for co-use. Managing group work dynamics in digital spaces can also be tricky.

Clear guidelines, scaffolding, and tools like version histories in Google Workspace can help

mitigate these issues. ClassDojo might also support tracking behavior and contributions, adding

accountability.

To implement the Collaboration, move effectively, I would start with small activities, like

brainstorming on Padlet, and gradually scale up to larger projects. Clear expectations, tutorials,

and feedback loops will help refine teamwork and technology skills. This move is a powerful

strategy for creating interactive, student-centered learning experiences. With thoughtful planning

and reflection, technology can enhance both teaching and learning outcomes.

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Assignment 1a.: Exit Ticket- Camille Legris

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Assignment 1a.: Exit Ticket- Camille Legris

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As a clinical instructor, I find integrating technology effectively into nursing education challenging, especially in the hospital setting. Recently, I reflected on my use of technology and found the Exit Ticket to be a promising approach. According to Hicks et al. (2023), Exit Tickets serve as an efficient tool to assess students’ perceptions and understanding of taught topics. Since I am not always present with my students, utilizing an Exit Ticket at the end of the clinical day would allow me to gauge their progress and tailor post-conference teachings to their needs.

This approach would be immensely beneficial as it is both time-efficient and effective. Nursing education is heavy, and students are often overwhelmed, particularly during new experiences like maternity placements. Finding a tool that actively engages them without adding to their demanding schedules is crucial for enhancing their learning. While I have tried various teaching strategies that did not always resonate with my students, the simplicity and adaptability of the Exit Ticket make it a promising solution.

However, one challenge is designing questions that reflect students’ unique clinical experiences, as not all students encounter the same patients or perform similar interventions. To address this, I could implement a discussion board, as Hicks et al. (2023) recommended, where students share their daily learning experiences. This platform would encourage peer collaboration and help students track their progress. Using this move would hopefully engage students in their education, enhance their learning experience and extend their knowledge from the classroom to clinical practice, as Hicks et al. (2023) informed us.

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Integrating the Exit Ticket Move: Enhancing Teaching and Learning in Clinical Nutrition

When I provide nutritional consultations to my patients, I ensure they fully understand the information I share with them. However, I sometimes notice that they lose focus during the session. At the end of my consultation, I typically ask the patient to give me a brief summary of what we discussed or pose short questions to quickly assess their understanding of the nutritional recommendations and next steps. After reading the chapter by Hicks et al. (2023), I realized that I am already employing the “Exit Ticket” move, which is an effective tool for gathering real-time feedback, monitoring progress, and fostering reflection. Integrating the Exit Ticket move more intentionally into my nutritional consultations has the potential to significantly enhance patient care.

The Exit Ticket move can serve as a valuable tool to enhance patient care. It allowed me to assess how well the patients understand their care plan. When I conduct an online consultation session via Zoom, I utilize technology to implement the Exit Ticket move. I create a poll for the patient to answer, and if I want to gauge the patient’s comfort level further, I provide them with the option to share their thoughts in the chat. This approach aligns with the techniques discussed by Hicks et al. (2023), who illustrated the effectiveness of Exit Tickets through the imaginative scenario of Mr. Thomas’s social studies classroom. While the Exit ticket move offers many advantages, it also comes with challenges. For instance, some patients may lack access to or familiarity with technology, which can limit the effective use of digital tools. All in all, integrating the Exit Ticket move has the potential to significantly enhance patient care. By using Exit Tickets, I can foster a culture of continuous improvement; better meet the needs of my patients.

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Assignment 1a- Cubing in Medical Education - Chi-Wei (Marko) Tien

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Assignment 1a- Cubing in Medical Education - Chi-Wei (Marko) Tien

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Cubing is a unique strategy to encourage learners to approach a question from different perspectives. At its core implementation, instructors design a cube with six different questions on each side, and students take turns rolling the cube answering the questions or building upon previous responses if the same side is rolled upon (Hicks et al., 2023). Although I have never used cubing, nor have I been introduced to it in the past, I can see how it provides students with a helpful framework to tackle multidimensional learning experiences in medicine.

Often, medical professionals approach health problems from perspectives influenced by the teachings of Western medicine; however, their perspectives may differ from the patient’s perspective who may place more emphasis on spiritual/traditional values. Some advantages of cubing thus include encouraging medical students to considering multiple perspectives and how they may act in response to a variety of clinical scenarios. Another advantage is the engagement that cubing provides, where students can share their responses in groups and receive feedback from others, or build upon other responses if the cube lands on the same side twice. Cubing can also be implemented beyond the physical realm, and the use of digital technologies such as random number generators, Powerpoint slides, or websites such as ClassTools can enhance cubing and overcome its limitations. Disadvantages of cubing include the fact that only six questions may be posed to students, and the nature and depth of the discussion is limited by student motivation and knowledge. While technology can overcome the physical limitations of a six-sided cube, instructors must consider the level of knowledge and motivation of students to ensure thoughtful discussion.

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"I See, I Think, I Wonder" move- Opeyemi Akindotuni.

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"I See, I Think, I Wonder" move- Opeyemi Akindotuni.

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"I See, I Think, I Wonder" move

The "I See, I Think, I Wonder" (ISITIW) move as explained by Hicks et al. (2023),encourages students to make observations, engage in deep thinking, and ask questions(p. 158). This reminds me of the KWL chart (what I Know, what I Wonder, what I want to Learn), which I frequently use in my Grade 7 and 8 science classes to understand students’ prior knowledge and learning goals at the beginning of a lesson unit to help me adapt the lesson to meet their learning needs. However, according to Hicks et al. (2023), ISITIW can be used at any point in the lesson, even as exit tickets (p. 159).While KWL focuses on written reflections, ISITIW adds a layer of visual engagement that could enhance my teaching, particularly for visual learners.

The benefits of ISITIW is that it helps students to be active participants in their learning, connecting what they observe to their previous knowledge and critically reflecting on it, guided by the questions. This is similar to how KWL charts guide students’ curiosity and learning goals.  ISITIW also engages visual learners, unlike KWL, ISITIW focuses on visuals, which can make lessons more engaging. For example, in a unit on ecosystems, I could show an image of a food web, asking students to describe what they ‘See’, ‘Think’ and ‘Wonder’ instead of just giving them a text in the case of KWL. Additionally, though, both ISITIW and KWL encourage curiosity, I think ISITIW goes further by helping students analyze and interpret complex visuals, like graphs or scientific diagrams which helps build well-rounded inquiry skills.

Tools like Google Jamboard, Padlet and Google docs could allow students to collaboratively annotate images and share ideas interactively. I could still use this with printed pages too, if no technology, students can collaboratively discuss in class after.

Challenges I may encounter include getting superficial responses, as stated by Hicks et al.(2023).Some students may struggle to go beyond simple observations and find it hard to put their responses together. Using sentence starters or using additional questions like what do you notice? Have you seen this or something similar to this before? What do you wonder or what would you like to know about it?, this could help scaffold their thinking(p. 159).  Another challenge is making sure students don’t get bored if we repeat the same process too often. To keep it fresh, I would change the visuals or media we use. I could use videos, maps, charts, graphs, infographics, field trips and connect the activity to different parts of the lesson.

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Exit tickets are a cornerstone consolidation move in my instruction. I value their speed, ease of implementation, and immediate feedback of student learning. This allows me to differentiate for the next class, or move on if warranted. I agree with Hicks et al. (2023) that exit tickets offer a sense of closure to both students and teachers. Exit tickets have become such an integrated part of our classroom that my students request it. Since my students are primary students, my preferred methods are verbal and non-verbal (Thumb Strategy). In the primary division we use an ice cream sundae analogy to discuss learning levels. This way students understand the expectations, they can monitor their own progress, and they are more engaged as suggested by Hicks et. al (2023).

In terms of technology, I use iDoceo to track responses. This includes adding an audio recording of their answer, or attaching a photo of their work to the assessment. When having primary students use technology, it has some challenges.  The first challenge is time. For example I like to use  Plickers, which is easy to implement and “safe” for primary students, however, it is time consuming to set up and use. The second challenge is access. Our school has Fire tablets and chromebooks. Neither are a good choice for this age group. Ipads would be quicker and easier to use, however, much more expensive.

Hicks et al (2023) list Collection and Analysis, Collaboration, and Audio and Video as expectations of purposeful technology instruction categories met by exit tickets. In my own teaching I meet the expectations of Collection and Analysis, as well as Audio and Video, but I could add in Collaboration. This reading has given me an idea of how to augment my exit tickets to also enhance learning through collaboration.

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EDU 5188 Reflection on Hicks et al. (2023): Chapter 10: Exit Ticket

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EDU 5188 Reflection on Hicks et al. (2023): Chapter 10: Exit Ticket

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EDU 5188 Reflection on Hicks et al. (2023) Chapter 10 Exit Ticket

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Assignment #1a: Gallery Walks (By Megan McMahon)

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Assignment #1a: Gallery Walks (By Megan McMahon)

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EDU 5188 - Assignment #1a - Exit Ticket 

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EDU 5188 - Assignment #1a - Exit Ticket 

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I have chosen move 7, the Exit Ticket. The Exit Ticket consists of an activity or time of reflection where the students provide feedback and their feelings toward the lesson. This move provides an efficient way for teachers to gain an understanding of how their students are feeling and what they comprehend (Hicks, et. al, 2023, pg. 134). This move also can increase student engagement while also providing a time for reflection and recall. It is a quick, informative way for teachers to grasp the understanding of their students while also gaining knowledge on what they may need to further develop their understanding (Hicks, et. al, 2023, pg. 134).

I do not have much experience in the classroom, but through the small experiences I’ve had, I have found that a final check-in has been beneficial. Having a casual, informal way that students can convey their understanding can be so beneficial. Fostering a space where students feel as though their voices and opinions are valued, enables students to be confident and assured. I also think it fosters a better relationship between the teachers and students due to the open line of communication that is completed in a low-risk high-reward manner. In turn, this builds confidence in students’ ability in their learning journey and teachers' ability how to best support their diverse students.

Although I find many benefits, there are some challenges present with this move. It is important to note that some students may not be capable of providing feedback. This can be due to diverse learning needs or a language barrier. It is also important to note that each student learns differently and it can be difficult to reflect each student’s learning journey with the questions being asked.

To aid these challenges, understanding my students’ needs and offering choices could help combat these issues. Utilizing technology where different languages can be displayed could help as well. Additionally, utilizing Hicks et. al, (2023) idea of a discussion board could allow for all students to engage with each other and support each other. I love ideas of collaboration and reflection within my classroom, thus I find the Exit Ticket an effective teaching tool.

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I chose Move 4: Chalk Talk. I have utilized this strategy in the classroom at the beginning of a unit as a way to focus student attention on the big ideas. I have situated the move in a fun context to make it more memorable. For example, if you were to describe this (insert concept) to an alien what word would you use? This valuable technique is an easy way to bring students back to the main idea later in the course. Traditionally the think, pair, share method was utilized to engage the quieter student before facilitating the chalk talk. The digital move isn’t more difficult to facilitate. In fact, it is arguably a lot easier with the added benefits, including engaging more timid students directly by providing them with digital chalk. The online method of providing students with a QR code linking them to a digital whiteboard puts the tool in the hands of the students and helps engage them in the learning outcome. The prominence of digital whiteboards such as Padlet or Canva allows this move and other iterations of this strategy to be facilitated, saved, and built on in future dates. I remember on many occasions snapping a picture of the whiteboard with my phone so it could be referenced at a later date. Purposeful instruction as outlined by Hicks et al. highlights nine categories that chalk talk falls into including Collaboration, Collection and Analysis, Visual Learning, Gathering and Synthesizing, Enhancing the environment, and Facilitation. A great tool that covers a lot of ground in terms of purposeful instruction.

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Assignment 1a - Accountable Talk - Karen Racioppo

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Assignment 1a - Accountable Talk - Karen Racioppo

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EDU5188 - Assignment 1a - Karen Racioppo

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I would like to share about the move of “Exit Ticket” proposed by Hicks et al. (2023) since one of my previous professors always used written exit ticket to end the class and it promoted a brief reflection for the class, and it was a remind for me to focus on the content. Hicks et al. (2023) believe the "Exit Ticket" move allows teachers to quickly assess the learning after a class and make changes in instructions next time (p.133). The following is the reflection on how this move might work in my teaching context:

Advantages:

Immediate Feedback:
By using Exit Tickets, teachers can quickly identify which concepts need further explanation and adjust lesson plans accordingly.

Promotes Reflection:
Asking students to summarize or reflect on what they have learned helps deepen their understanding and enhance retention.

Personalized Teaching:
Based on student feedback, teachers can pinpoint who needs extra support or challenges, allowing for more targeted instruction.

Challenges:

Student Engagement:
Some students may not take Exit Tickets seriously, leading to low-quality feedback that hampers accurate assessment.

Managing Feedback:
In large classes, it can be difficult for teachers to process all the feedback promptly, potentially delaying adjustments to teaching.

Considering the advantages and challenges of the “Exit Ticket” move, I would use Padlet to collect the responses and only focus on one key concept of the class. This approach would enhance student engagement, allowing students to learn from one another. For teachers, Padlet offers an efficient way to review and store the information while tracking student progress and improvements over time. However, for questions involving personal emotions, challenges, or topics requiring honest reflection, I would stick to the written Exit Ticket to avoid discomfort.

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Assignment 1a- Exit Ticket in Specialized Education

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Assignment 1a- Exit Ticket in Specialized Education

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I am a physical educator at a specialized school for children with external behavior challenges and I believe the exit ticket could be an effective addition to my practice. Hicks et al. (2023) asserted that the exit ticket move is a great strategy for progress monitoring and formative assessment, allowing teachers to quickly assess the learning after a lesson. This immediate feedback allows for teachers to make changes in instruction for the next time the students are seen (p.133). Verbal and non-verbal responses to questions about skills learned, behavior expectations or personal goals would be easiest to implement as they do not require any material or additional preparation time. An entrance ticket could also help me gauge a student's mood prior to class as well as how they feel about a skill to be practiced that day. Improved student engagement as well as support of student progress monitoring and goal setting were mentioned by Hicks et al. (2023) as advantages of this move (p.134).

Hicks et al. (2023) noted that accessibility could be a barrier to this move (p. 135) and having enough technologies for each student would be a challenge at my school. In order to combat this barrier, I could try using a single shared iPad for the whole class, on which each student gives their exit ticket response as they leave. This solution mitigates accessibility issues, however, it would be more time-consuming.

In my specialized school, there is a big emphasis on interdisciplinary collaboration with other educators and mental health professionals. The advantage of integrating technology in this move, rather than only verbal/non-verbal responses, is that the responses could be easily accessed and shared with other team members, allowing us to collaborate to assess student progression. Transitions are a big challenge for my students so the use of technology could allow for students who may not be ready to reflect and give their exit ticket as they leave, to still be able to participate by giving their ticket later in the day, when they are ready.

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Assignment 1a Gallery Walk - Justin Soltys

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Assignment 1a Gallery Walk - Justin Soltys

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A gallery walk as described by Hicks & al. (2023) in chapter 13 is a move that instantly caught my attention. This is a move that I’ve encountered as a student in my BEd program and hope to use as a future full-time secondary teacher. From my experience, teacher candidates looked forward to the gallery walk, especially those with a kinesthetic learning style. Hicks et al. (2023) defines a gallery walk to be an activity in a physical or virtual space that encourages students to explore artifacts, whether supplied by the teacher or displayed by students (p. 169).

The gallery walk offers several benefits/advantages, including fostering collaboration as students work together with their peers to analyze and reflect on various pieces of work. This approach not only enhances engagement but also exposes students to diverse perspectives through their classmates' contributions, enriching their understanding of the topic. Conversely, during a gallery walk showcasing student-created work, some students may prefer to keep their work private and might feel uncomfortable having others reflect on it. Additionally, Hicks et al. (2023) emphasize that some students may simply move from one artifact to another without engaging in reflection or collaboration (p. 171).

A strategy used by Ms. Taylor in the Hicks et al. (2023) reading, which I have yet to see and plan to use in the future, involves having each group write on a large sticky note at each station, allowing the entire class to see their reflections (p. 174). This helps the teacher verify that students are focused and engaging in meaningful conversations while also giving students the opportunity to explore multiple perspectives from their classmates. To ensure an effective gallery walk in my classroom I will encourage students to use tools like sticky notes or digital platforms to register their thoughts and responses. Lastly, I will circulate among the groups to monitor their discussions and provide guidance as necessary.

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Making my 6 Word Story Move-Sheldon Macgillivray

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Making my 6 Word Story Move-Sheldon Macgillivray

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Before becoming a School Principal I was a teacher of technology and options programs in the Western Quebec School Board. Options programs are the Quebec system’s name for electives. Options teachers are granted 100% autonomy over course content and design but must align to the curriculum competencies. How we get students there is up to us. Hicks et. al. (2023) offers a roadmap for educators to meaningfully and critically integrate technology into curriculum design. Most notably Hicks et. al. provides us 9 categories of integration in Chapter 3 that bring the reader from surface to deep critical thinking. Strategies such as the 6 Word Story Move provide educators with creative options to engage, enhance, and extend (Triple E Framework) the learner beyond tool and into purposeful technology integration and instruction that is both satisfying to the educator and the learner.

One of my favourite classes to teach was Photoshop. Initially we began with Photoshop Elements as it was more affordable and covered most of the full program. Eventually we moved on to the open-source Gimp Shop which is free, and I would argue is better than the full Photoshop program.

Not fond of exams, I designed the program to be project based. Students would use Google Classroom (later, Teams) to interact with work and posted tasks and assignments etc. Learners were brought through the user interface in sections. Photoshop and Gimp Shop like to organize their toolbar into similar-like tools. I created daily tutorials that focused on each tool in a section. Images were included in the tutorial post so that all learners used the same. Each week or so a section would complete, and students would complete a small cumulative project that would reflect the previous weeks tools. This was not just a “cut and paste” kind of exercise. Tutorials and cumulative weekly projects were designed to reflect what the industry would use the tool for while interacting with an image file. When a section like the full toolbar was complete, learners would complete a summative project based on those sections. For both Photoshop and Gimp Shop units were the same: Toolbar, Layers, Palettes, Filters, Colour-Hue-Saturation-Channels, etc.

At course end, given the limitations of each program, students performed a course summative where they were asked to find a tutorial on a professional Photoshop site or similar that would be vetted by me. The idea was to approve only tutorials which challenged the learner beyond the program, meaning they would have to draw on their knowledge to find creative ways to use the limited program to achieve the same results of the tutorial which used the advanced and full program. This was an effective method for both formative and summative evaluation as students had to utilize their knowledge learned to achieve success.

Hicks et. al. (2023) Chapter 3 provides nine technology categories for purposeful instruction. These categories are meant to bring the teacher and learner from surface-to-deep critical thinking and to enhance their thinking by integrating with technology. Hicks et. al. state that to utilize purposeful integration of technology educators must align tools with instructional goals rather than using them for novelty or engagement alone​.

Frameworks like Triple E (engage, enhance, extend) guide educators to evaluate tools for their educational impact.

One project I used to provide learners uknowingly incorporated Hicks et. al. (2023) technology categories of Gathering and Synthesizing, Collaboration, Communication, Visual Learning, and Extended Learning. It also incorporated the Triple E Framework using an old literary concept, the 6 Word Memoir (Hicks et. al. (2023) call this move the 6 Word Story). Ernest Hemming way famously wrote the first 6-Word Story, “For Sale: Baby shoes, never worn.”, in which he uses only 6 words to allude to a much larger and tragic story. Like Hemmingway, Hicks et. al. (2023) discusses in Chapter 4 the “6 Word Story” move/strategy. The 6 Word Story move is a concise exercise in summary and synthesis, prompting students to condense ideas into just six words. This method fosters higher-order thinking, creativity, and engagement across subjects​ deepening a learner’s connection to the content, drawing on their creativity, summarizing personal experiences, and sharing/collaboration/community building with classmates.

The 6 Word Story Move in Hicks et. al. aligns with Blooms Taxonomy, emphasizing and creating levels. It also incorporates Norman Webb’s Depth of Knowledge framework, having learners progress from basic recall to extended thinking. Similarly, in my design for the 6 Word Memoir project, I asked learners to reflect on a moment in their lives that they could encapsulate in 6 words and could also represent visually using their acquired skills in Photoshop. Learners were able to enhance purposeful technology integration using the 6-Word Story Move purposeful technology integration via photo-editing, creative expression, and communication and collaboration. The project was cross-disciplinary with English and incorporated time in English to come up with their 6 Word Memoir. Learners also presented their 6 Word Memoir to fulfill the communication curriculum competency. In doing so there was sharing and collaboration with classmates. During the project learners could support each other, brainstorm together, and practice their presentations in pairs.

One notable project that has stayed with me all these years was created by learner, Beverly Miles. Using Photoshop, she began with layers, filters and advanced colour techniques on the left where she created a fire effect that turns blurry toward the centre of the image and then to the right of centre becomes smokier with colours of gray, white and black using filters, layers and advanced colouring techniques. The learner wrote across the image from left to right, “I’d rather burnout, than fade away” (Learner- Bev Miles).

Hicks et. al. (2023) Chapters 1-4, has provided us with a roadmap for purposeful technology integration. Using strategies akin to the Triple E Framework and the 6 Word Story Move learners were engaged with the use of the technology in Photoshop. The 6 Word Memoir enhanced their interaction with the technology and the required application of their skills extended and deepened their learning moving them far beyond the novelty of the tool itself.

References:

Hicks, T., Parker, J., & Grunow, K. (2023). Making the move with ed tech: ten strategies to scale up your in-person, hybrid, and remote learning. Solution Tree Press.

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Assignment #1: Exit Tickets - Jesse Cunningham

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Assignment #1: Exit Tickets - Jesse Cunningham

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For this assignment, I selected the move “Exit Ticket.” As described by Hicks et al. (2023), an Exit Ticket is a quick activity conducted at the end of the class to assess student understanding or gather feedback on the class experience. For context, I currently lead a training program in Public Safety Canada, writing and delivering emergency management training to exclusively adult learners. The students have a variety of roles and responsibilities within our Emergency Operations Centre (EOC), a high-pressure environment where clear communication and decision-making are critical.

The benefits of using this move in my teaching practice include providing a quick and effective assessment of understanding, giving me immediate insights into my students’ grasp of critical concepts. In an EOC, where collaboration and communication are vital, this move could ensure that key information is understood correctly. Additionally, from my experience adult learners benefit from reflecting on what they’ve been taught, which improves retention and helps explain practical application. A prompt like “What was the most critical takeaway from today’s session?” could reinforce the importance of key concepts. I’ve previously used digital tools for course evaluations but never for an Exit Ticket. Tools like MS Forms or Slido would support simple data collection and analysis, especially useful for hybrid or virtual training sessions where teams are dispersed across Canada.

One challenge with Exit Tickets might be time constraints in a high-pressure environment like an EOC. Completing training is difficult and allocating even a few minutes could be challenging unless I work to integrate it into the class. Another potential issue is that my students might resist a reflective activity unless they can see the value. Framing the Exit Ticket as highly valued and essential feedback to improve the class experience would help address this. Hicks et al. (2023) also emphasize accessibility and student comfort with technology, which would be important in this context. While many of my students are digital citizens, some might face challenges with digital tools. To address this, I could offer no-tech alternatives, such as verbal feedback, handwritten notes, or prepared forms, ensuring inclusivity while maximizing data collection.

Bibliography: Hicks, T., Parker, J., Grunow, K. (2023). Making the Move with Ed Tech: Ten Strategies to Scale Up Your In-Person, Hybrid, and Remote Learning. Solution Tree Press.

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Assignment 1a – Move 7: Exit Ticket

I have chosen to explore Move 7: Exit Ticket, as outlined by Hicks et al. (2023). This strategy employs a closing activity to review key concepts covered in class, enhance understanding, and identify areas of learner need. In its simplest form, without technology, it can involve methods such as yes/no questions or a show of hands to assess comprehension and comfort with the material. These techniques can be combined to compare students' perceptions with actual content mastery. Hicks et al. further elaborate on integrating technology into this move, such as using forms, interactive quizzes, discussion boards, polls, etc.

My own experience with Exit Ticket during my education, while infrequent, aligns with the purposes described. Although I have not yet implemented this strategy as an adult educator, I see its potential for enhancing student learning. Tools like interactive quizzes (e.g., Kahoot!) could serve as engaging and competitive recaps, fostering greater student participation and knowledge retention.

However, this approach is not without challenges. For instance, peer sharing of answers may lead to dishonesty, as students might alter responses to avoid judgment or conform to group norms. Additionally, depending on the data collected, analyzing and integrating insights into future teaching practices could become time intensive.

Despite these challenges, the flexibility of the Exit Ticket makes it a valuable tool. It can be adapted to suit diverse educational goals, topics, levels, and available resources. Educators can opt for low/effort applications, such as formative assessments for immediate feedback, or more detailed analyses to guide instructional adjustments. This versatility underscores its relevance in various learning environments.

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The chapter of my choice is Chapter 8 “Move 5: Accountable Talk” from Hicks et al. (2023). It focuses on the use of structured communication strategies to foster meaningful and productive dialogue in both classroom and online settings.

Accountable Talk involves structured discourse norms that promote equity, rigorous academic engagement, and responsibility within the learning community.

It supports higher-order thinking, active listening, and social-emotional learning by guiding students to engage constructively and respectfully in discussions.

Educators use “talk stems” (e.g., SAY, RISE, THINK) to give students frameworks for constructive feedback. These frameworks help students articulate their thoughts and provide corrective and also supportive feedback.Moreover, teachers can use infographics, discussion boards, and/or video responses to encourage dialogue and collaboration.

I could imagine this being used in a college-level online film course where students participate in a virtual discussion board using the RISE talk stem (Reflect, Inquire, Suggest, Elevate). For example, students create short videos on a chosen topic and share their projects on the course’s learning management system. The instructor might use a platform like Flip or Vimeo for sharing videos and hosting discussions, where students can provide structured feedback.

After watching a peer’s video, each student posts a reflection on what stood out to them about the video’s theme, cinematography, or narrative (“Reflect”). They then pose a thoughtful question, such as asking about the creative choices behind a particular scene or the symbolism of certain imagery (“Inquire”). Next, they provide a suggestion, like offering an idea to improve pacing or recommending a cinematography that might complement their peer’s work (“Suggest”). Finally, they conclude with a positive comment, such as acknowledging the creativity, technical skill, etc. (“Elevate”)

Challenges

One of the challenges proposed by Hicks et al. (2023) is that teachers must monitor and guide discussions to ensure positive interactions and address inappropriate comments effectively.

It is also imaginable that students may provide minimal or very basic responses to merely meet the requirements of the RISE framework without genuinely engaging with the content or their peers’ ideas.

Reference

Hicks, T., Parker, J., Grunow, K. (2023). Making the move with ed tech: ten strategies to scale up your in-person, hybrid, and remote learning. Solution Tree Press.

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For this week’s activity, I chose to focus on move 8: Barriers or Bridges, from Making Moves with Tech (Hicks et al., 2023). With this move, students use paper bags to create “bricks.” On either side of each ‘brick,’ they write down a word related to the topic that is either a bridge or a barrier. After stacking the bricks into a wall, students discuss each topic. This move is supposed to encourage students to share their perspectives and to discuss the nuances around certain topics. Hicks et al. (2023) mention that this move is great to use when instructors are looking to add complexity to a subject (p.147).

As a history instructor for a specialized program, my course often addresses sensitive material that is connected to my students’ personal and community histories. One of my goals as a teacher is to help students understand that history is rarely straightforward. So, it is important for students to understand the roles of agency, bias, and context to really get a good understanding of historical events. This can be challenging, as students tend to view events as simply “good” or “bad,” rather than acknowledging the nuances.

One example from my teaching practice is a debate on whether the trading relationship between Inuit and traders was fair. I add in different examples showing the varying experiences Inuit in different areas had and make connections to purchasing goods today. For most of the units I teach, a move like Barriers or Bridges would be a great way for students to collaborate and expand their thinking on a subject. By considering different perspectives they can better understand the impacts of different historical events. I could also see this as being a great activity for students to visualize all of the new concepts that they are learning.

One possible challenge that Hicks et al. (2023) mention is that some students may only focus on one side, which tends to be the case with debates or discussions on controversial or difficult topics in general (p.148). I think another challenge could be that certain topics may not have a balance of barriers and bridges or may have an influx of one or the other.

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I have implemented several strategies from Hicks et al.’s (2023) Chapter 10 on exit tickets. During my student teaching in a Grade 12 university-level English class, I often used exit tickets to assess students’ understanding of the material. For instance, after teaching a lesson on thesis statements, I asked students to write a working thesis for the story we had just read on a cue card. This gave me insight into their comprehension of the story and their ability to craft a thesis. It also provided valuable feedback on areas needing clarification (Hicks et al., 2023). Based on their responses, I adjusted my next lesson to address specific points of improvement.

Another strategy I used was asking students to write down a question about something they found unclear. This helped me identify topics requiring further explanation, such as distinguishing between a thesis statement and a topic sentence (Hicks et al., 2023). While I appreciated the privacy of using cue cards, I now realize that using a tool like Google Forms would have been more efficient for identifying patterns in their questions (Hicks et al., 2023). In the future, I plan to use this tool for similar activities.

I have also incorporated technology into exit tickets. For example, I used Mentimeter’s “ranking” feature to have students rank their favorite short stories and poems. This feedback helped me select future readings that aligned with their interests.

One idea I’d like to explore further is allowing students to submit audio or video responses as exit tickets (Hicks et al., 2023). Since I now primarily work with students with learning disabilities, providing accessible options like these is essential. Audio and video submissions would ensure all students can engage meaningfully with the activity, regardless of their learning needs.

References

Hicks, T, Parker, J., & Grunow, K. (2023). Move 7: Exit Ticket. In Making the move with ed

tech: Ten strategies to scale up your in-person, hybrid, and remote learning. (pp. 133–143). Solution Tree Press.

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Assignment 1a: Sort It Out Move - Eliane Smith

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Assignment 1a: Sort It Out Move - Eliane Smith

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From Hicks et al. (2023), the move that stands out for me the most is the Sort It Out Move from Chapter 5. Sorting out activities use cards to categorize words in order to understand their role or meaning. I use sorting activities in my elementary Cycle 2 French Integration classes, often as a warm-up or wrap-up activity, and as a way to develop knowledge about the language. They are engaging and interactive activities that my students enjoy.

Hick et al. (2023) discuss the multiple benefits of sorting activities, including the ability to reinforce vocabulary and grammar, and ways to extend and enhance through technology. The cards may be adapted for more visual learners by using different colours and by adding images to words. They can be differentiated for various levels and they can have various amounts of student input. Making the move to technology would shift content creation from paper to digital. Technology would allow students to work collaboratively in programs such as Google Slides to create their own cards, and allow for easy access to images to aid with comprehension (Hicks et al., 2023, p. 77). By sharing their work with me, I could quickly provide feedback through comments. The creations could be easily stored, taking up no physical space, and gamified through websites such as Wordwall or Quizizz.

Some considerations about digitizing this activity include time management and focus management. Scheduling class time for students to create content must take into account the ability of the students to use the technology. The distractibility factor of connecting online is also a challenge to be mitigated. Access to resources is not an issue at my school as my students each have access to their own laptop. Overall, the benefit of students having their own digital artifacts to refer back to, and which can be used for future projects, extends the move and makes it something I am looking forward to trying with my own students.

Hicks, T., Parker, J., & Grunow, K. (2023). Making the Move with Ed Tech: Ten Strategies to Scale Up Your In-Person, Hybrid, and Remote Learning. Solution Tree. 555 North Morton Street, Bloomington, IN 47404.

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Attachment: https://drive.google.com/file/d/1hYADt3DFnaha-yWa7gIxvwqhFJRNEHgw/view?usp=sharing

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Promoting Active Knowledge Construction Through Technology

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Promoting Active Knowledge Construction Through Technology

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Lucy Lu

Jan 28, 2025

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I was drawn to the ‘I See, I Think, I Wonder’ move from Hicks et al. (2023) (Chapter 12), because it’s such a simple yet powerful way to get students thinking critically about the content they engage with. The move involves three steps: first, students describe what they observe (I see), then they interpret it (I think), and finally, they pose questions that spark further curiosity (I wonder). I can see how this could work really well in my future classroom, especially with visual or multimedia content.

One of the main benefits of this approach is that it pushes students to go beyond surface-level observations. The ‘I see’ part might seem basic, but it’s important for getting everyone on the same page before they start analyzing. Once they move into “I think,” they begin to make connections and form interpretations. The ‘I wonder’ phase is the most exciting part, it’s where curiosity starts to grow. I can imagine how technology could really enhance this: students could work with images, videos, or even online articles to practice this framework, which would make the process feel more dynamic and interactive. It’s a way to really engage students in the learning process, making them active participants rather than passive consumers of information.

That being said, there are some challenges. Not every student will feel comfortable with this kind of reflective thinking. Some may struggle to move past basic observations, and I’ll likely need to offer support or examples to help them dig deeper. Hicks et al. (2023) mention that scaffolding these reflective practices is essential, and I totally agree. It’s also important to consider that not all students have equal access to technology, which could be a barrier if I’m using digital tools for this activity. Some might not have reliable internet or devices at home, which could make the activity less effective. Finally, there’s the issue of time. This type of reflection can take a while, and it might be hard to fit it all into a single class session, especially if we’re dealing with more complex content. I may need to spread it out or find ways to streamline the process.

I think this move could really support student engagement and encourage a more reflective, inquisitive classroom environment. However, I’d need to be mindful of the challenges, particularly around tech access and time constraints. With the right preparation and some flexibility, I think ‘I See, I Think, I Wonder’ could be a great tool in my teaching practice.