This page is dedicated to sharing resources, my current studies & research.
This component was originally created in connection with the final project during my Masters in Curriculum Studies with MSVU. I plan to continue building this page for professional development sessions for teachers and staff deploying these tools and strategies across Nova Scotia.
Highlights —
The pilot resulted in a dual accredited course with Dalhousie University for students taking NSVS Computer Programming 12 virtually for the foreseeable future.
Publication alongside Dr. Angela Siegel, Dr. Eric Poitras & Dr. Alexander Brodsky of Dalhousie University.
Total reconstruction of Computer Programming 12 on the Nova Scotia Virtual School.
Now planned for both online (NSVS) and in person instruction (WK).
Challenges —
Structural barriers.
Developing curriculum that was inclusive, universally designed and culturally responsive while in an online only setting focused on programming was challenging at first.
I adapted to allow for wider teacher availability (office hours from 8A-2P), but this is stretching beyond current requirements.
Implementation —
Formative assessment and check-ins remain the same, however the project is scalable.
Students can begin the project component by being placed in groups initially and at random.
Students may submit pitches and proposals throughout the course.
In person learning will not change the general pacing of the course overall.
This is e-portfolio was used to tell my curriculum story and should provide some context about who I am and my motivations for teaching technology.
In summary, I am a long time technology teacher, web developer and designer. In recent years I have begun pursuing work connected to curriculum studies and technology integration. This is focused on leveraging best practices in the formative assessment of technology and social studies curriculum.
This has been updated since it's original submission to reflect learning and curriculum development completed throughout my Masters with MSVU.
SiegelPoitrasBraggBrodsky-Panel-ITiCSE2021.pdfVideo recording of the panel.mp4This is the result of my earlier graduate project work, which helped influence my participation in a panel discussion at the 26th ACM Conference on Innovation and Technology in Computer Science Education. In our panel, "Exploring the use of auto-grading systems to improve the efficacy of feedback through small, scaffolded programming assignments" I spoke to the profound importance of establishing meaningful relationships with students during formative feedback check-ins. This panel discussed, evaluated and expanded the discussion of these essential systems and the best means of operationalizing them in virtual and in-person classrooms.
The purpose of the graduate project is a sustained exploration of theory, research and practice in Educational Technology. To accomplish this my essay reviews an ongoing project in Nova Scotia, having completed its first cohort (2020-2021) and was designed in preparation for the Innovation and Design Project.
This summer’s coursework has been dedicated to reworking CP12 for its second online cohort and adapting it to an in person course to be instructed at West Kings District High School (WKDHS). My hope is to set the grounds to evaluate, differentiate for classroom instruction, and improve upon the approach I took during the 2020-2021 school year. This project focuses on work completed using formative feedback sessions (check-ins) to build authentic relationships with students, progressively, over time through small, scaffolded programming assignments primarily in CodeHS, supplemented by video conferencing software (BBB).
This is an ongoing collaboration between Dalhousie University, the Nova Scotia Virtual School (NSVS), the Annapolis Valley Regional Centre for Education (AVRCE) and the Department of Education and Early Childhood Development (DEECD). Computer Programming 12 is a dual accredited pilot course created with hopes of advancing computer science education inclusively across Nova Scotia.
It aims to reach students in communities where computer programming is not possible for a variety of reasons. Remote communities and centres lacking the opportunity to offer CP12 are served best by the initiative. It's scalable.
Early research into communal constructivism as an underlying pedagogical approach.
Final Project GCRD 6357This project reinforces principles of universal design and culturally responsive pedagogy in my classroom teaching. Students need an enriched experience that guides them through the learning by reaching out and making them feel a human connection that recognizes their struggle.
Course Planning
Lesson planning documents have been adapted for both the online and in person course, with delivery differing with in class lectures and discussions occupying 10 to 15 minutes , or 25 minute timeslots.
Remaining class time is dedicated to hands on coding until assignment completion.
CP 12 | Project Proposal OverviewCP 12 | Project Proposal Template (Steps 1—3)CP 12 | Project Proposal Template 2 (Steps 4—5)Projects & Proposals
When assignments are completed students are encouraged to develop project proposals. These are logged publicly and can be joined by other students ( 3-6 per group).
CP 12 | SEIDS IISocial & Ethical Issues in a Digital Society (II)
Course work was designed and now adapted for the next cohort to meet outcomes connected ethical, moral, and legal issues in information technology with more time dedicated to these assignments up front to describe the process.
Weekly Schedules
On the smartboard, or posted in the virtual office, is an updated weekly schedule for students to make sense of the flow to class or when a particular check-in is coming.
May 7, 2021 - Review of end of the year materials.mp4Videos
Important concepts, projects and the exams are covered in videos. Dr. Siegel's videos are entirely her own and inspiring for students seeking post-secondary study in computer science.
Missing due to structural barriers are
Google Classroom PD @ Horton High School.mp4This Google classroom is hacked together using the best practices in content management and engagement using this platform as of June 19th, 2020. This is also shaped by my experiences during our current pandemic.
The classroom is set up to model a student's view of classroom for those of you who haven't had the opportunity to see it from the student side. We touch on a number of topics connected to the classroom but by no means is this exhaustive. It is however an overview of some of the most important things we've learned through experience or by digesting countless internet articles, discussions and videos.
Overview + Warm up Activity
Creating a Class Template
Creating Assignments
Organizing Assignments & Materials
Communicating with Students
Student View
Calendar, Setting & Archival
Feedback, Assessment & Grading
Communicating with Guardians & Parents
Google Classroom Extensions
Edpuzzle+ PD @ Horton High School.mp4Overview of Session: In this session we began by discussing Edpuzzle. This is a software that lets you edit videos to add questions, voice overs and notes. It's useful for both your own videos and the tubes. We also preview some useful tools and list them here in this Padlet.
Overview of Session: In this session I took educators through a demonstration on how to integrate goformative in their flipped classrooms.
A Framework for Culturally Responsive Teaching (see: Figure 1. Four Conditions Necessary for Culturally Responsive Teaching)
Exam | TimerThis is useful to time exams. I thought it was snazzy!
150 minute countdown.
Design Slides for ClassroomThis is useful to create a simple interface for Google Classroom.
2000 x 400 Pixels.
Thanks to icons8.com for the Google Classroom logo up top! Horton's logo is used with permission.
