Image by mohamed Hassan from Pixabay

Thanks to all our COETAIL Online 13 cohort who submitted their Course 1 Final Project and blog posts sharing a variety of revised or developed learning plans that showcased their expertise as an educator and the application of their learning from Course 1 (Ourselves as Learners).

Abigail
Unit Plan: Flavors: A Cultural Connection
“The knowledge gained through creating this new unit plan for our World Language department gives me a sense of refreshment. I will be able to share my new technological understanding of Google tools I was not aware of before this course: Google Scholar for cultural facts, Google chats for student curiosity questions and inquiries, Google MyMaps and Google Maps for virtual visits and creation on student personalized visits to a city or country as a whole, Google Docs, Slides, and/or YouTube for documentation of gained knowledge.”

Brandon
Unit Plan: Who Runs the World? Girls! (Sharing the Planet unit of inquiry)
“Social justice and gender equality is something that is very important to me and my teaching. When I first started thinking about this end of course project, I reached out to my next year’s school to ask a bit about what their curriculum looked like. It will be my first year teaching at a PYP school and I was curious about the units of inquiry and how I could incorporate my passion for social justice into that. I found that I would be able to work it into “Sharing the Planet” as my class would be learning about women from all over the world and their contributions to society.”

Civen
Unit Plan: Endangered Animals
“I revamped the previously created learning experience to focus more on the research students conducted to inform their presentation. The ISTE Standards for Students helped me think about the learning experience I wanted to provide students when using technology. I was reminded of the half-life of knowledge and also the overwhelming amount of information available. After seeing the standards for “Knowledge Constructor”, I knew that I wanted to develop students’ research and thinking skills so that they would be able to make use of the information and make reasonable evaluations.”

Coleton
Unit Plan: The Silk Road
“As I redesigned this unit I wanted to provide my students with a variety of opportunities to explore the content. A friend of mine who is a previous COETAILER, always says the best way to help students access the curriculum is to offer the content to them in a lot of different ways. So as I laid out the unit, I included shared readings, videos, games, art, and stations. My goal is to have my students become historians of the Silk Road.”

Danielle
Professional Development Plan: Exploring The Impact Of Implicit Bias
“A huge difference for this professional development engagement from others I have designed and presented is that it has been designed to meet the needs of a remote environment.  I am used to developing PD that is face to face, often with a strong community building element woven throughout.  Remote learning makes the element of relationship building and maintaining more difficult, yet an environment of safety and trust is vital for this topic.”

David
Unit Plan: Habitats and Humanity: Finding Out What a Sustainable Settlement Is
“I want the students to better understand that future improvements to cities need to be focused on the environment. I want the students to be able to take ideas from one context, appreciate the benefits of the idea, and be able to apply them to a new context. If students are able to see how one city is becoming more sustainable, hopefully they can understand how their home cities can be more sustainable.”

Justin
Unit Plan: Sharing the Planet Inquiry
“I feel like our units always keep getting better – the learning provocations in course one were certainly that extra fuel to think a little bit deeper as to how to make it that much better. Sometimes we are all creatures of habit that look for the path of least resistance. Teachers have to “step out of their comfort zone”, too!”

Kimberly
Unit Plan: Our Beliefs and Social-Emotional Wellbeing
“Creating this unit has allowed me to push my thinking around making content relevant and purposefully integrating technology. I am proud that through this unit I moved from augmentation in the learning stages of Exploration and Finding Pathways to modification in stage three, Experiencing. I provided learners with the opinion of how they would publish their summative piece, asking them to create an authentic product that combined audio, video, and text.”

Lana
Unit Plan: Where We Are in Place and Time
“Throughout the planning process, I have realized how my thinking and planning are gradually changing to include various newly discovered ideas and methodologies. I have mixed and matched various formats and ideas in the process of discovering the perfect fit for me and my current school. With ideas from the Course 1 materials and ideas and sources shared by COETAILers, I was able to start creating a unit planner from the scratch, integrating IT and an interdisciplinary approach.”

Megan
Unit Plan: Social Justice Heroes
“The integration of #edtech tools is stronger in the new unit than in the old one. The final product for the Humanities unit was an analog book, whereas the revamped unit asks students to create a digital book using Book Creator. Book Creator allows for the students to easily see each other’s work. The publish link on Book Creator also makes the work readily shared with a wider audience – the completed narratives will be sent to the school librarian to publish on the library website.  In the revised unit, the students will record their stories and upload the recordings to a youtube playlist.”

Michael
Lesson Plan: Make A Face (photography)
What results do you hope to see when students complete this learning experience / unit?
“Joy, interest, questions, creativity, ambition, great photos & presentations, openness. When in the end every child takes something away for themselves and continues to work, I am happy… The children reacted great. We were very interested and had a lot of fun. Each child had different skills and, accordingly, questions. They exchanged and helped one another.”