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I have incorporated the video overview of final projects. They are amazing and really bring to life what they created.

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I have utilized Google Slides to allow students to respond to typical discussion board posts and respond and interact with each other

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I do a group process map where students work in groups to create an image that shows artifacts that support each of the course learning objectives. A picture of one of them is attached!

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I share my PowerPoint slides in advance of class for students to view in case someone has a visual impairment and needs to expand it on their screen. 

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I share my PowerPoint slides in advance of class for students to view in case someone has a visual impairment and needs to expand it on their screen. 

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Inviting students to record a screencast where they talk through their final project, highlight particular things that they are proud of, and offer questions that they want me to answer/provide feedback upon.

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I also have many options for final work. I have a “Choose your own adventure” options. They are all equal in terms of assignment but they love choices. 

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I also have many options for final work. I have a “Choose your own adventure” options. They are all equal in terms of assignment but they love choices. 

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Students are to share about an evidence based practice and are free to create a website, record a PowerPoint or do a podcast

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I create a Google slide assignment, where students work in groups to complete one aspect, and then at the end all students have access to the whole.

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I struggle with choices that feel “equivalent” to one another and it just keeps me stuck. 

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I struggle with choices that feel “equivalent” to one another and it just keeps me stuck. 

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In my education courses, I only have students demonstrate knowledge in authentic genres that they will engage with in their profession. We don’t do research papers but instead will create high quality alphabet charts, engage in micro teachings, deconstruct mentor texts, etc. We do some ungraded quizzes…for MTTC practice. 😉