Based on my course prototype and ADDIE model template, here are my student-student and student- teacher interactions that I would implement. For the LMS, I am planning to use Canvas discussion boards, which will enhance the learning gained from telling Indigenous stories and receiving feedback from peers. Since the attendance in my class is quite low, I intend having some asynchronous interaction where I would look for video-based storytelling & reflections where students could record oral storytelling sessions, practice reading aloud, or summarize Indigenous stories.
In this way, I would be able to support oral communication skills, which align with Indigenous storytelling traditions. Reading comprehension, which is also a hallmark of my literacy instruction, would be included to guide deeper engagement and promote understanding. Also, the students in my class have varied reading levels and I am looking for differentiated reading comprehension worksheets.
Justifying the need for these interactions, I look at storytelling as a key component. Indigenous learning traditions, where storytelling is frequently used, makes it essential for verbal interactions. For differentiated learning, I would use multiple formats – text, video, audio. They support varied reading levels and involve different learning styles. For video storytelling, I will integrate Flip, a video-based platform for storytelling and summarizing. It could also be used for outdoor learning sessions and for narrating journal entries. Through this process, students can develop confidence while speaking in public, a skill I notice lacking in my students.
From last year when I started teaching this Grade 5, I have steadily tried to develop the skill of writing stories and journaling. Though most students found it difficult to gain this skill, every week practice sessions have greatly encouraged them to write often. To continue this practice, digital or illustrated journal entries could also be shared in a classroom blog. Through this format, the students can document their observations and connect the outdoor learning experience to activities done in class. Since it involves digital literacy, students are also developing the skills to navigate through the process of uploading their content. It encourages writing practice. Since the process will also involve students commenting on their peers’ journal entry, it increases engagement.
As I have a Promethean board, I do my presentations on it. It is also used for displaying artifacts that are produced by my class. My students enjoy this process of showing their work on the board. This process of combining the board in my active class discussions where collaboration is the key creates an enriched learning environment.
As explained in the video by Michael Wesch, interactive tools where the student is actively engaged, make the literacy practice more productive. Digital tools like Lexia Core 5 allow students to progress at their own pace while providing minimum teacher support. Since these interactions are online, I am planning on setting some basic guidelines. I would look for respectful engagement with the content provided, and active participation where the students will provide a mix of verbal, written, and online responses. For assessment, I would look at Lexia weekly reports which enumerate the skills gained and the help required.
In the article, Online Collaborative Learning, the author explains how an online community works within the framework of the class. I agree with the fact that an online learning environment enhances engagement in schools.
when applied appropriately, online collaborative learning can lead to deep, academic learning, or transformative learning, as well as, if not better than, discussion in campus-based classrooms.
Reading about the article about creating an online community, I felt that there are many points that make sense. Though mine will not be an online course only, it is important to create a safe and inclusive environment and communicate regularly with the class. Maintaining enthusiasm and motivation in the class is difficult, therefore, having short ice-breakers relate to me too. Lastly, daily check-in with students is imperative as children need to feel valued in the class environment and Indigenous students face a lot of trauma from back home, which makes it vital for check-ins to be done at the beginning of class.
I appreciate how you have connected the ways of student engagement to the topic of your course prototype. I think it is a great idea to include video reflection through Flip! I agree that it can help increase confidence in public speaking while in a less daunting setting. I have seen this digital tool included amongst many of our class colleagues’ posts and I am looking forward to implementing it as well in my course. I have never heard of the Promethean board before – what a neat piece of technology to have access to!
Your teaching methods merge storytelling with digital equipment together with teaching based on student abilities to create support for Indigenous students. Students engage and find appropriate level content through your combination of storytelling on Flip and discussions on Canvas and illustrated journal creation. The strategy you have developed leads students to technologically reinforced educational experiences
I love your approach to creating meaningful interactions in your class! Using Canvas discussion boards for peer feedback and video storytelling is a great way to encourage oral communication skills, especially in line with Indigenous traditions. The use of Flip for video reflections and outdoor learning is an excellent idea to build students’ confidence. I also appreciate your focus on differentiated learning and digital literacy with digital journals and classroom blogs. Your guidelines for respectful engagement and active participation are spot-on, and the integration of Lexia reports will help track student progress. You’re creating a supportive and inclusive learning environment!