Category: Weekly Reflections

Our presentation emphasized the positive uses of Mentimeter as an in-class tech tool.

We used this video to make sure we were exploring Mentimeter to the fullest! There are so many different components to utilize, and it can be completely free for Teachers to use.

Multiple Choice, Word Cloud, Open Ended, Scales, Ranking, and Q & A slide options make it a diverse tool. My example in the presentation was to use the Mentimeter as a tool to explore students’ prior knowledge.

I believe it is important to recruit the multiliteracies and experiences of students and Mentimeter is a unique way to do so. My first slide was a question about “What do you already know about WWII” (using content from a Socials 10 class). The next question is “What would you like to know more about”.

By using the data collected from Mentimeter, I would be able to curate my lesson planning to reflect the topics/concepts the students showed interest in.

But Mentimeter can also be used as a testing tool, or a way to check in to make sure students are understanding the content. I appreciate how it can be autonomous so students wouldn’t be singled out if they got an answer wrong.

This was a tool I did not know about before and so I am excited to be fully equipped to include it in my future classrooms!

How can AI be used in education by teachers? I decided to start with content creation by linking the idea of AI with my inquiry of ASL learning. I asked ChatGPT to create a lesson plan for high school students to learn about ASL. I am so impressed by what it came up with.

By following the lesson plan it provided me, high school students could gain a foundational understanding of ASL, its importance, and a basic ability to communicate using sign language. Additionally, they will develop an appreciation for Deaf culture and the significance of inclusivity and accessibility in our society.

For the sake of our EdTech class, I wanted a lesson plan that included more online resources and visual content. I asked ChatGPT to expand given my need for visual resources. This is what I got:

Here’s the revised lesson plan with web and video resources:

Lesson Plan: Introduction to American Sign Language (ASL)

Grade Level: High School (9-12)

Subject: American Sign Language (ASL)

Duration: 90 minutes (1.5 class periods)

Materials Needed:

• Whiteboard and markers
• Handouts with ASL alphabet and basic signs
• Projector and screen for videos
• Access to a computer or mobile device with internet access
• Deaf culture and ASL-related images
• Website and video links (as mentioned)

Lesson Objectives:

1. Understand the importance of American Sign Language (ASL) as a unique form of communication for Deaf and hard-of-hearing individuals.
2. Learn the ASL alphabet and basic signs.
3. Gain an appreciation for Deaf culture and its significance.

Lesson Outline:

Introduction (15 minutes)

• Begin with a brief discussion about the importance of learning ASL, including its role in promoting accessibility and inclusivity.
• Share some fascinating facts about ASL and Deaf culture.
• Show a short video clip that introduces the basics of ASL and highlights its importance.

Websites and Video Links:

• ASL University by Dr. Bill Vicars
• Lifeprint ASL Lessons
• Signing Savvy – ASL Video Dictionary
• Handspeak – ASL Learning Resources

Part 1: The ASL Alphabet (20 minutes)

• Present the ASL alphabet using a whiteboard or projector.
• Teach the students how to sign each letter and practice together.
• Provide handouts with the ASL alphabet for reference.

Websites and Video Links:

• [ASL Alphabet Video](Insert YouTube Link)
• Fingerspelling Practice on Signing Savvy

Part 2: Basic ASL Signs (25 minutes)

• Introduce a few basic ASL signs for everyday words like “hello,” “please,” “thank you,” and “goodbye.”
• Model and practice these signs, emphasizing proper handshape, movement, and facial expressions.
• Encourage students to pair up and practice signing these words to each other.

Websites and Video Links:

• [Basic ASL Phrases Video](Insert YouTube Link)
• Lifeprint ASL Lessons – Greetings

Part 3: Deaf Culture Awareness (15 minutes)

• Discuss the importance of understanding and respecting Deaf culture.
• Share images and stories related to Deaf culture and significant Deaf individuals.
• Talk about the importance of using culturally sensitive language when discussing Deafness and Deaf individuals.

Websites and Video Links:

• [Deaf Culture Presentation (Insert Google Slides or Website Link)]
• [Deaf History and Culture Video](Insert YouTube Link)

Part 4: Group Activity (15 minutes)

• Divide the class into groups and provide each group with a scenario involving a Deaf individual.
• In their groups, students should create a short dialogue using the ASL alphabet and basic signs to convey the scenario.
• Each group presents their dialogue to the class.

Websites and Video Links:

• [Group Activity Scenario Cards (Insert PDF Link)]
• [ASL Dialogue Presentation (Insert Google Slides or Website Link)]

Conclusion (10 minutes)

• Summarize the key points of the lesson, highlighting the importance of ASL in communication and Deaf culture.
• Encourage students to continue learning ASL and exploring Deaf culture.
• Provide resources for further study and practice, including recommended websites and ASL learning apps.

Websites and Video Links:

• [ASL Learning Resources (Insert Website Link)]
• [ASL App Recommendations (Insert Website Link)]

Assessment:

• Evaluate student participation and engagement during the group activity.
• Assess students’ ability to use the ASL alphabet and basic signs correctly.
• Encourage students to ask questions and participate in class discussions to gauge their understanding and interest in the topic.

Homework:

• Assign a short ASL project for students to create a simple video introducing themselves using the ASL alphabet and a few basic signs.
• Encourage students to explore ASL websites and apps for additional practice and learning resources.

By incorporating websites and video links into the lesson plan, high school students will have easy access to visual resources that can reinforce their learning of ASL and deepen their understanding of Deaf culture.

Within moments I have a comprehensive lesson plan to get started in the classroom! Now I can go through the lesson and focus on where I can include our Core Competencies which we are learning in other classes.

What I found unique about the information ChatGPT provided was the element of assessment at the bottom. I think the value of AI in teaching is its use as a resource, a starting block, and an inspiration.

I am personally very interested in gamification in learning as I love all forms of games. I believe they can effective teach, translate, and share knowledge in unique and strategic ways.

There is a great article by Steven Chopade through Harbinger Group that outlines effective gamification strategies. You can check that out here.

One of the strategies addresses short attention spans which I believe is entirely relevant with the current generation. The apps of short, quick scrolling and second long videos have created shorter attention spans. Using gamification can accommodate these attention spans and introduce a lot of information in an accessible format.

I think it can also use the visual format that students are familiar with and use it to communicate content and learning.

The University of Michigan A-Game survey suggests that 66% of teachers believe that gamification in the classroom can provide useful information about student learning, and only 59% believe they can teach new content (Fishman et al., 2014).

To this point, I disagree! The quality of some games can provide a multimodal platform for students to engage beyond a textbook. Let us consider the recreation of all of Rome in Assassin’s Creed. Students can actually explore Rome from the comfort of the classroom as it was in the 16th century.

Here is a one hour walk through Rome where students can even watch videos to explore the Pantheon in its full restoration. It’s fascinating! This is an example of using game technology outside of gamification as well. The students aren’t necessarily playing for an objective, but using the advance of digital production to place themselves in the past. You could easily make it a game by including a treasure hunt for students to find certain parts of the city that connect to the content being discussed in class.

When we don’t feel like there is a consequence, we are less likely to try again. Whereas, with the Super Mario Effect (Mark Rober), students are not measured or penalized for failure, but encouraged to try again until they can achieve.

I found this video a great example of some of the educational benefits of games like Assassin’s Creed or even Civilization. I think more teachers can be including the high quality games that already exist to complement or support the content and curriculum already being used in classrooms.

For the past two weeks I’ve had some kind of debilitating bronchitis or intense cold of some sort. Needless to say I have been knocked out of class time. I haven’t been able to learn any of the great tech tools in class, but I didn’t want to stop my learning! Instead I decided to continue my tech exploration on my own from the comfort and safety of my own home.

I was able to explore Twine, the storytelling application.

I explored Mighty Coconut’s writing game example and was amazed by everything it had to offer! What an incredible program to use with students. So, seeing all it could do, I had to try it out for myself. Below is a screenshot of the beginning of my personal example on Twine. (Classic sick day as I have been home sick for what seems an eternity).

If I were to reflect on what I have learned so far, it is that the resources and creativity of humanity is endless! There are so many incredible tech options to explore that can enhance and illuminate learning in so many ways. I look forward to exploring Twine and its capacities further.

The idea of dual coding – connecting textual and visual information – makes a lot of sense! In our other classes we’ve been exploring different tools to engage this theory in our classes, such as Sketchnote. As a doodling, drawing person, I have always taken my notes this way. I have two apps, one is Procreate, the other is Notability and they help me engage the theory of dual coding in my own note taking.

When helpful infographic videos became popular to explain concepts, theories, history, and more (!) I realized how easy it was to retain and pay attention. Teachers started to show these videos in their classes, and students were watching! For example, you can have a history based video that demonstrates the theory of dual coding like this one:

Not only does it help to learn, but it also helps in your own note taking to help remember. They always say that studies show that pen and paper help to remember information – but so does drawing and writing together! Here are some examples of note taking that reflect dual coding theory.

Image from: https://inkfactorystudio.com/blog/sketchnotes-part1/, examples of how to use Sketchnote.

The Ultimate Guide to Sketchnotes: Part 1 – Black Markers

This website is a great tool for getting started to introduce Dual Coding theory in your own note taking, and I going to continue to do so! Now I don’t have to feel guilty about doodling in class – I am learning!!

Last week we discussed privacy and using the Internet carefully as educators. We discussed FIPPA, which can be found on the BC government’s website here. The storage of Internet content was something I had not considered.

This week in class we were asked to Google ourselves to see what we have on the Internet. I am not a huge Internet poster, even with my existing social media accounts, but I was curious as to what I would find.

The first Helena Wahl is not me. Even the second link to Facebook is not me. The third, however, was a link to an old WordPress Blog that I had nearly 12 years ago called “Hows Helena.” I would hyperlink it here, but I have since deleted it entirely.

Our discussion in class helped me to become conscious and intentional about what I will post, and have posted, on the Internet. When you Google my name and click ‘Photos’ the first three are of me. Two were from the website I have recently taken down, but the third belongs to a domain that I have no control over.

I am not longer affiliated with the organization and hope they will take it down. It is not an inappropriate photo by any means, I actually look great in the picture, but I have become aware of the impact and influence educators have. Certain associations and affirmations a teacher presents online can have a severe impact.

I hope to continue to reflect on and be cognizant of these facts.

Photo by Nathana Rebouças on Unsplash

In our discussions of technology and its imminent expansion and advancement, I spent time to ponder this week the ways in which it can both enhance and hinder classroom learning. I have been curious as to the ways accessibility intersects with technology. As we incorporate new programs with video, audio, text, and interaction in the classroom, are there ways that certain students will be excluded? Language, or communication, has been a major theme within the technology discussions in class. Along this theme of language, how can learners be enhanced or hindered by the use of language in new technologies? In this situation I thought specifically about the hard of hearing and deaf community.

For my Inquiry Project I selected learning ASL (or as much as I can for the duration of the semester. I hope to learn new content and discover the ways in which language and communication can take many forms with new technology. As we discussed in class, the SAMR model for technology innovation demonstrates the capacity for new tech to not only be utilized in the classroom, but enhance the classroom.

SAMR Model (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model) Image credit: Sylvia Duckworth, via @DavidGuerin

As you can see, the submarine is where I am headed. My goal is to integrate my ASL learning with new technologies to redefine how new technologies can enhance accessibility in the classroom. This is not a new thought! There are many teachers already working to incorporate these principles in their classrooms. You can view some of them here. I hope to add on to these practices along my inquiry journey and exploration of redefining how technology enhances accessibility.

Thank you.

Helena