OLTD 502 Final Assignment Marieke Holtkamp

Project Outline and Peer Comments by Andrew Fernyhough (also shared as a Google Doc)

Intentions:
This course has really allowed me to reflect on the program I'm teaching in this year and I am discovering that the blended program has left me
guilty of neglecting the online portion. I would like to work on increasing the online interaction of my students.
My goal is to use the UbD template to create a plan for the next 6 week learning cycle that I teach - incorporating Collaborate meetings, D2L
discussions and a Science project which will cross over to the face to face component of the program. My goal is to increase the connection
between the at home and classroom learning and to increase online interaction.

It is very cool that you are in the midst of creating a new program while we are in this course. I think that must make it very relevant to you. We
must remind ourselves sometimes, or be reminded by our peers, to leave the guilt out if it. Reflective yes. Ever improving, yes. But not guilty.
Im not sure if you used the UbD template in one of our assignments, but I found it very useful. I will be curious to see if it forces you to think about
aspects you may not have otherwise thought about.

Stage 1 - Key Design Elements:
I will use the UbD template to design a six week plan that will enhance the online learning experience for my students. Through weekly collaborate
meetings, online discussions and f2f interactions, students will work on and complete a project based science project on the topic of Extreme
Environments.
1. Goals - learning outcomes:
explain obstacles unique to exploration of a specific extreme environment
assess technologies used for extreme environments
describe contributions of Canadians to exploration technologies
share ideas relevant to class activities and discussions
speak and listen in partner, small group, and whole class discussion to accomplish a substantive task
share ideas in structured discussions and dialogues to explore issues, varying viewpoints, and conflicts
ask questions to sustain and extend interactions
listen to classmates and others without interrupting, speak respectfully to others, and use language and tone appropriately when
disagreeing
offer ideas and experiences that build on the ideas of others
present/discuss in their own words information that is accurate, states a topic, follows an organizational structure, and includes specific and
relevant examples and details.
explain their own viewpoints and give reasons, and if applicable, support judgments through references to a text and prior knowledge, or
other sources of evidence

That is a great deal of outcomes. Will you be assessing all of these? Would you consider perhaps highlighting the ones that you will be officially
assessing?
You are right, Andrew. I will be officially assessing the Science outcomes. The language arts ones will be skills theyll gain through the blogging and
discussion process. I will be assessing the discussion part as participation.

2. Identify key knowledge and skills:
Students will know
That extreme environments exist.
That there are technologies that assist us in exploring these environments.
They are able to use a variety of tools to show their knowledge.
Students will be skilled at
Recognizing a variety of extreme environments.
Recognizing the characteristics of each of these environments
Describing how technology has influenced the exploration of these environments.
Utilizing a variety of formats to present their thoughts and ideas.


3. Select/develop essential questions to guide inquiry into big ideas:
What are the different Extreme Environments?
Why are these environments considered extreme?
What obstacles are present that are unique to each environment?
Has Canada made any contributions to enable the exploration of these environments?
How has technology helped us to explore these environments?
What would you need to survive in these environments?

Have your kids had any exposure to essential questions yet? Have you done any work on the difference between BIG questions and little
questions? Here is a list of questions, that you may have already seen, created by Avi about ten years ago, that I still use to this day.
http://www.sd71.bc.ca/sd71/school/queneesh/classes/ferneyhough/Web%208/proposal_questions.htm
Great question! Yes, I have covered questions with them and we have looked at thick and thin questions. Thanks for the reminder of Avis list.

4. Frame the big ideas as specific understandings:
Students will understand that
There are various extreme environments and there are many technological contributions that have made the exploration of and survival in these
environments possible. They will understand the differences between the different environments and what makes them extreme.
That they have the ability to communicate and express their opinions in a variety of formats; face to face, blogging, online discussions.


Stage 2 - Assessment Evidence
1. Identify appropriate criteria, develop rubric
Well developed blog writing will be evaluated using a co-created writing rubric
Weekly blog post
Weekly comment to one other post
Project presentation will be evaluated using a co-created presentation rubric
Project contract
Weekly check ins (Collaborate)
Presentation
Participation in Collaborate discussions will be evaluated using a co-created participation rubric

2. Design authentic performance tasks:
Well developed, effective blog writing that features:
clearly developed ideas by using focused and useful supporting details, analysis, and explanations
sentence fluency through clear, well constructed sentences that demonstrate a variety of lengths and patterns, with an increasingly fluid
style
effective word choice through the use of new vocabulary, words selected for their specificity, and powerful adverbs and verbs
a voice demonstrating an appreciation and interest in the topic
an organization with an inviting lead that clearly indicates the purpose, and flows smoothly with logically sequenced paragraphs or sections
to a satisfying conclusion that summarizes the details

Students will complete a project that includes:
A report options include a written report, a PowerPoint presentation a poster, or a brochure. They will orally present their report.
A model they will provide a diagram and build a model of the vehicle that they design. They can build their model using plasticine, paper
mache, recycling, Lego or any other material of their choice
Research They will use resources provided and sourced they find on their own.
Students will choose the final report format and create the visual and written components they will use the assignment rubric that was
co-created earlier.

3. Identify other evidence needed:
Discussions with instructor, Discussions in Collaborate, Self evaluation, Peer conversations,
Peer evaluations
What evidence must be collected and assessed?
what is evidence of understanding?
what criteria should be used to assess work?

Stage 3 - Learning Plan
I will list the intended learning activities, realizing that these may change and adapt throughout the course of the cycle. The learning activities will
include weekly meetings in Collaborate where we will discuss either a video or article on Extreme Environments.
I have created a classroom in Discovery Education where I can assign learners videos to watch. I have also used Science A-Z for specific reading on
this topic. I will assign either video or reading to complete independently at home which they should come prepared to
discuss during our Collaborate meetings. Students will also be required to post their thoughts weekly to our class blog and to comment on at least
one other post.
When we meet face to face we will take the knowledge gained from the videos, articles and discussions and work on our projects. Students will
work individually or in partners to create the following project:

You are a scientist who specializes in exploration. You are working with a team of two other scientists to research an extreme environment and
design a vehicle that can be used to explore this environment.
You will be presenting the results of your research and the vehicle that you have designed to government officials. Your job is to convince them to
fund your project. You will be asking them to give you the money to build your vehicle and use it to explore this environment further.
Your final presentation will include:
A Report - Options include a written report, a PowerPoint presentation, a poster, or a brochure.
A Model - You will provide a diagram and build a model of the vehicle that you design. You can build your model using plasticine, paper
mache, recycling, Lego or any other material of your choice. You will use your completed outline to help you.
Research Your will use the resources provided and ones you find on your own to answer the guiding questions. You will make sure to
record the sources used for your bibliography
Bibliography

Guiding Questions:
1. Why is this considered to be an extreme environment?
2. What challenges/problems/risks do humans face when exploring this environment?
3. How have explorers/scientists overcome these problems?
4. What tools and knowledge did they use?
5. Have Canadian technologies helped people explore this environment? How?
6. What are the benefits of exploring this environment?
7. What type of vehicle could best explore this environment? Why?

On this note I just witnessed a fellow teacher provide an assignment where the students had to draw a four panel diagram (top, bottom, sides) of a
vehicle that could take them to the centre of the earth. They also had to write out a journal of their imaginary trip and talk about some of the
problems that they encountered along the way. The kids loved it. See Brian Carmichael if interested.
Sounds fun! I might check in with him, thanks.
What can I do to make the work maximally engaging and effective?

Evaluation:
How will I know if I have been successful?

Tools I will be using:
Blackboard Collaborate
Kidblog
Google Apps
Discovery Education (United Streaming)
Science A-Z

I am very envious of your access to United Streaming and Rosetta Stone. I think it should be part of our goal as a district team to gain access for all
schools to those two programs. I believe that these two resources could play a profound role in changing how F2F teachers administer their
programs.
I agree. I have had several conversations with Alissa regarding how we could propose the use of some of these programs to the district or at least
pair up with other schools to share the licensing costs.
OLTD 502 Final Project Marieke Holtkamp
Stage 1 Desired Results
explain obstacles unique to
exploration of a specific extreme
environment
assess technologies used for extreme
environments
describe contributions of Canadians to
exploration technologies
speak and listen in partner, small
group, and whole class discussion to
accomplish a substantive task
listen to classmates and others
without interrupting, speak
respectfully to others, and use
language and tone appropriately
when disagreeing
present/discuss in their own words
information that is accurate, states a
topic, follows an organizational
structure, and includes specific and
relevant examples and details.

Transfer
Students will be able to independently use their learning to
Explain and describe various extreme environments through writing, discussion groups and
presentations online and face to face. They will understand the obstacles, technologies and
contributions related to extreme environments.
Meaning
UNDERSTANDINGS
Students will understand that
There are various extreme environments and
there are many technological contributions
that have made the exploration of and
survival in these environments possible. They
will understand the differences between the
different environments and what makes them
extreme.
That they have the ability to communicate and
express their opinions in a variety of formats;
face to face, blogging, online discussions.
ESSENTIAL QUESTIONS
What are the different Extreme
Environments?
Why are these environments considered
extreme?
What obstacles are present that are unique to
each environment?
Has Canada made any contributions to enable
the exploration of these environments?
How has technology helped us to explore
these environments?
What would you need to survive in these
environments?
Acquisition
Students will know
That extreme environments exist.
That there are technologies that assist us in
exploring these environments.
They are able to use a variety of tools to show
their knowledge.

Students will be skilled at
Recognizing a variety of extreme
environments.
Recognizing the characteristics of each of
these environments
Describing how technology has influenced the
exploration of these environments.
Utilizing a variety of formats to present their
thoughts and ideas.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Well developed blog writing will be
evaluated using a co-created writing
rubric
o Weekly blog post
o Weekly comment to one
PERFORMANCE TASK(S):
Well developed, effective blog writing that features
clearly developed ideas by using focused and useful supporting details, analysis, and
explanations
sentence fluency through clear, well constructed sentences that demonstrate a variety
other post
Project presentation will be evaluated
using a co-created presentation rubric
o Project contract
o Weekly check ins
(Collaborate)
o Presentation
Participation in Collaborate
discussions will be evaluated using a
co-created participation rubric

of lengths and patterns, with an increasingly fluid style
effective word choice through the use of new vocabulary, words selected for their
specificity, and powerful adverbs and verbs
a voice demonstrating an appreciation and interest in the topic
an organization with an inviting lead that clearly indicates the purpose, and flows
smoothly with logically sequenced paragraphs or sections to a satisfying conclusion
that summarizes the details
Students will complete a project that includes:
A report options include a written report, a PowerPoint presentation a poster, or a
brochure. They will orally present their report.
A model they will provide a diagram and build a model of the vehicle that they
design. They can build their model using plasticine, paper mache, recycling, Lego or
any other material of their choice
Research They will use resources provided and sourced they find on their own.
Students will choose the final report format and create the visual and written components
they will use the assignment rubric that was co-created earlier.
Collected anecdotally
Completed self evaluation form
Completed peer evaluation form
OTHER EVIDENCE:
Discussions with instructor, Discussions in Collaborate, Self evaluation, Peer conversations,
Peer evaluations
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Present project and clearly state big ideas, key questions, criteria and requirements
Review of blogging etiquette.
Introduction to collaborate classroom,
Co-create blogging checklist/rubric; Co-create discussion checklist/rubric; Co-create project checklist/rubric
Facilitate time for research
Create a timeline together to determine which aspect of the project will be completed at home/school
Facilitate time for project design and implementation
Review project goals/criteria by going over rubrics for writing/project/presentation
Facilitate time for project presentation.







OLTD 502 Final Project Weekly Overview Marieke Holtkamp

Topic Online Face to Face
Week 1 Introduction to Extreme
Environments:
Environment refers to
the conditions that
surround people and
how they live. Extreme
means anything at the
end of a scale or range,
such as the coldest or
the highest. Extreme
environments are places
where humans do not
live, but may choose to
explore, such as space,
oceans, and polar ice
caps.

Introduction to Collaborate
Watch EE video and discuss in Collaborate
First blog post and comment

Introduce project
Co-create project rubric
Introduce Guiding research questions
Week 2 Space Watch video and discuss in Collaborate
blog post and comment

mind map of ideas/knowledge
Facilitate time for research

Week 3 Polar Region Watch video and discuss in Collaborate
blog post and comment

Science Inquiry : Complete outline as they
design their model
Facilitate time for research
Week 4 Ocean Watch video and discuss in Collaborate
blog post and comment

Finalize project outline
Facilitate time for research/design
Week 5 Caves Watch video and discuss in Collaborate
blog post and comment

Facilitate time for research/design
Week 6 Desert Watch video and discuss in Collaborate
blog post and comment

Facilitate time for research/design
Week 7 Presentations Online Presentation option F2F Presentation option


OLTD 502 Final Project Thoughts Marieke Holtkamp

This is a project designed for a blended class of grade 6-8 learners. Learners attend face to face three days per week and work at home two days per week. The
goal is to enhance the online interaction and bridge the face to face and at home learning.
STAGE 1 To what extent does the design:
1. Focus on the big ideas of targeted content?

The design contains clear learning outcomes. Key knowledge, skills and goals are identified and it is obvious what key ideas the students should leave with.
The guiding questions directly relate to the Science learning outcomes and will ensure that learners gather information that is relevant and meets the outcomes.
These learners have already been exposed to thick and thin questioning during other project work. My work with them has taught me that at this point in their
learning; they need clear directions and structure. I feel that the project gives them a clear direction to go in and the guiding questions set them up to be
successful. They still have the ability to be creative and make the project their own while working within the parameters of the project.

STAGE 2 To what extent do the assessments provide:
2. Fair, valid, reliable and sufficient measures of the desired results?

The project lays out what evidence is to be handed in. Co-created rubrics will give the learners ownership and a voice. Creating the assessment rubrics together
will make it clear to learners what the expectations are. The rubrics will act as a checklist for learners as they move through the activities. A variety of
assessment formats such as self assessments, teacher assessments and peer conversations as well as a variety of ways to show what they know will allow areas
of learner strength to show. I will need to spend some more time in this area to ensure that learners are clear as to how they will be assessed. Making sure that
the measures are clearly laid out and accessible will be key to the success of the students at using the rubrics and understanding the criteria.

STAGE 3 To what extent is the learning plan:
3. Effective and engaging?

This project plan is engaging, and has a lot of potential to be effective. This is a topic of high interest and the invention project is extremely engaging for this
particular group of students. Keeping track of their progress through weekly check ins and discussions will help to keep them on track Having learners be
accountable both online and in the face to face classroom will allow for continuity throughout the week. In the past I have found that keeping the online and
face to face activities separated causes for a loss of knowledge and interest during the time they are at home. One area I need to be aware of and that I know
will come up is adaptations and modifications. I will have to ensure that all of the learners have the opportunity to be successful. There is lots of opportunity for
learners to explore, engage, problem solve and experiment. The project provides the opportunity to self evaluate as well as connect with peers. Various
learning styles are addressed by incorporating different activities.

OVERALL DESIGN To what extent is the entire unit:
4. Coherent, with the elements of all 3 stages aligned?

I feel that this could be an engaging and meaningful exploration of the topic. I am concerned about learners having enough background knowledge and my hope
is that I will be able to act as a guide and facilitator, especially during the online discussions. I realize that I will have to model and allow some room for getting
used to the collaborate environment but I am hopeful that at the end of the learning cycle, learners will feel comfortable and will be able to participate in the
Collaborate discussions without much more from me than a bit of moderating. This project is to be completed in two different environments. I have created
school Google Apps accounts for all of the learners so that they are able to access their information both at home and at school. This also allows them to share
their work with me so that I am able to help them during their at home days should they need it.

How will I know if I have been successful?
Student engagement, clear objectives, careful planning and reflection are all key to a successful lesson. The ability to be flexible and change gears if something is
not working is a skill that has saved me many times. I will know that this project has been successful if learners are engaged and excited in both the online and
face to face environments. The discussion groups and blog posts will be a measurement for me and a place that I can see whether or not learners are engaged
and whether I need to change directions. I know that this topic and the invention part of the project will be appealing to this group of students. I need to ensure
that there is enough room for them to be creative and show their learning in a way that is meaningful to them. I have given them suggestions for how to present
their projects but have left room for them to come up with their own ideas, knowing that there will be those that want to choose Google Sketch up or Mindcraft
as an option. I feel that the guiding questions will keep them on track, but have to be prepared to add more guidelines if anyone goes off track. Successful to
me means that learners are engaged, excited and have successfully demonstrated that they can apply the knowledge gained. I am looking forward to
implementing this and having the chance to reflect and adjust as my learners and I explore extreme environments together in different learning environments.