As I read the feedback that I had received for my module, I thank my reviewers who encouraged me by the positive comments that they gave me about my course structure, the flow in the organization of the course and the use of culturally relevant materials. The module has been designed for Grade 6 students, and I am pleased that it is easy to navigate and was structured seamlessly. One of the reviewers mentioned the trauma-informed pedagogy that I have added in the course and that it is a hub for the creation of opportunities that could be completed by the students at home.
Both of them suggested some feedback, among which I am intending to use the one which explains clarity in instruction, especially where I have added at least some exercises of Lumi. To address this, I plan to revisit my module and add instructions with language, such, as “Complete the following fill in the blanks after reading through the passage.” Similarly, I will ensure that they submit their responses– either through a text box, document or within a designated space on Canvas. I will also add media file uploads to it. This will avoid confusion, especially for students not in class.
Another area of focus will be adapting the reading comprehension passages to better suit the reading levels in my class. While Nibi’s Water Song aligns well with my Grade 1-3 reading levels as indicated in my course profile, some of the excerpts may be challenging for the other children. Jessica, who was one of my reviewers, gave me some valuable tips such as use of Diffit.com, which is an AI generation model, to help adjust some comprehension passages to better suit my class reading levels. I will embed some vocabulary into the content.
One of the pieces of the feedback was about repeated instructional assessment, particularly with Lumi and comprehension strategies. I will add variety, where I intend to use vocabulary building and reflective response. Also, each portion will have some multimedia content that will engage the audience better. Incorporating writing into the module as part of the outdoor education model was not added into the initial module but will be done to make a variety of choices and activities.
Lastly, I have added a module for Lexia Core 5 where students already have been given the login information and passwords. This will engage the learners in a multimedia interactive game module that should provide the necessary fun interactive learning content. Since most of my students are familiar with Core 5, the reading gaps that we notice should get addressed through the process. I have also added a little video of the process in my module so that the student understands how to do it in case they need help.
In conclusion, all I can say I am trying to do this module for the first time. I understand that there are many who might be doing justice to their content and process but take my attempt with a bit of salt. I am very much human and do make a lot of mistakes but am trying. At the end of the day, learning is only beginning here. We have a long way to go.
Thank you for sharing your reflections on your module and the feedback you received! It’s clear that you’ve put a lot of thought into making your course both engaging and accessible for your students. The way you’ve incorporated culturally relevant materials, trauma-informed pedagogy, and opportunities for at-home learning is really interesting and shows a commitment to student-centered education.
Your plan to enhance clarity in instructions, particularly with Lumi exercises, sounds like a great step forward. Providing explicit guidance on task expectations will definitely help students navigate the activities more confidently. Also, adapting reading comprehension passages to better suit your students’ reading levels is such an important consideration. I’ll have to familiarize myself with using Diffit.com, but it sounds like adjusting the complexity while embedding vocabulary support is a great strategy. You might also consider encouraging learners to use text-to-speech tools for students who benefit from auditory learning.
Your inclusion of a supporting video, is a great way to ensure students feel comfortable navigating the platform. Providing that additional scaffold will be so beneficial, especially for those who may need extra guidance.
Thanks Matt!! It does take a lot of effort and reflection to incorporate Indigenous literature for the students I teach. We do not have many resources and it is not easy to do so. But I did manage to create something that I am using and could also use in the future!! There was a lot of feedback that I worked upon once I created the first module and Diffit.com did come in handy while creating these worksheets. One more thing which I read on Discord and used was Wewillwrite.com, an interactive tool for promoting writing as a skill. My students enjoyed a couple of days on it but it is not complteley free, diffit is also not free after a while. I will look at text to speech for one of my students who does not speak well. Thanks for that.
Hey
This blog post reflects thoughtfully on the feedback received and demonstrates a clear commitment to improving the module. The writer acknowledges the strengths of the course, such as its structure and culturally relevant materials, while addressing areas for improvement, like clearer instructions and adjusting reading comprehension levels. The inclusion of multimedia and interactive tools, like Lexia Core 5, shows a desire to engage students effectively. The humble tone and openness to growth reflect a positive attitude toward continuous improvement, making the post insightful and relatable.
Regards
Thank Neeraj! I definitely did create culturally relevant materials and tried to work on the feedback I received. Engaged students are learning and I do always try to keep them busy. Setting different reading comprehension levels has alaways been part of my reading strategy.