Category: edci335 (Page 1 of 2)

Hi Mansahaj,

I enjoyed your post! I liked how you came up with and provided specific questions that students would have to answer in their requirements; I regards to your short reflection, I wonder if there is a way you could make it more engaging for learners by doing the reflection in a different more creative way such as a video, group discussion, Kahoot, etc. If you added one of these aspects to the reflection, you could still ask your outline questions but in a more engaging way for learners. I agree with your suggestion for the video to add a more personal aspect to further engage learners in the content. Overall, your activity is interactive and inclusive for learners.

Post #4

1. What activity could you suggest they do after watching the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After students watch the video, I would suggest an activity that engagingly shows their understanding of it. I would get students to create a short video explaining what the video was about and what they learned. This could be done in groups, and students could find creative ways to present this video. ( ex, music video, news anchor video, dialogue, etc). This activity would help develop students’ critical thinking and creativity skills. Students could use smartphones or iPads to film the videos, and they could be uploaded onto Google Docs or interactive websites such as a private TikTok or a padlet. 

2. How would students get feedback on the activity that you set? What medium or technology would they and/or you use to get and give feedback on their activity?

Students would get two different forms of feedback from other students and the teacher. Students would be asked to upload their video reflections, and peers could comment on each other’s posts. The teacher would also add private comments on what video was presented, whether it met the requirements and possible improvements. I would use, as mentioned, a padlet, which allows students to upload their videos and allows their peers to view each other’s videos and comment on each other’s submissions. Allowing student feedback and discussion will allow interaction between the learner and other learners, which supports students learning. As well as, through instructor feedback, there is a different level of interaction happening within the activity that positively impacts the students learning. 

3. How much work would that activity cause for you? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

This activity would be very manageable because the videos students would make would be short and in groups, so there would be less to watch and grade. All videos would also be in the same place for teachers to access. This activity would be worthwhile because it allows students to understand the concept while fostering their creativity and seeing what they come up with.  This activity could be scaled for a smaller or larger number of students, there could be bigger group sizes for a larger overall group of students to accommodate.

4. How will you address any potential barriers for your learners when using this video to ensure an inclusive design?

I would address any barriers for the learners by allowing students to choose what kind of video they wanted to create in case they weren’t comfortable doing a specific type of video. There may be barriers, such as students not feeling comfortable being in a video. In this case, I could make it more inclusive by allowing students to do voice-overs rather than having to be in the video. Within this video, there may be barriers to understanding the video for some students, so it would be important to make sure the video had captions or a text transcript in case students needed it.

REFERENCES:

9.6 Interaction

Hi!
I enjoyed your blog post; I like how you intentionally differentiated what you would do to adjust your learning activity if it was taught within a classroom setting or an online setting. Your interpretation of different learning styles and how to integrate that into the adjustment of your learning activity is fascinating because I believe adding extra videos and even podcasts into your learning activity would make it more inclusive and engaging for the learners.

Post 3 – Inclusive Design

1. Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

One of the planned learning activities in our Blueprint is a nature walk where students go for a walk and look around at all the different types of trees. There is a barrier within this activity in regards to student access, because students may not have access to a green space that they are able to do the nature walk in. An adjustment that can be made to reduce these barriers would be to use online resources to create a nature walk rather than getting students to go outside to do it. This could be done by putting pictures of different trees and their leaves on a slideshow where students can view different trees and understand their identifying factors. This would help reduce the barrier of students having access to green spaces, because all students would have the same access to the slideshow link, so they could go on an online nature walk and be able to view different trees within nature without having to leave their home. Students may also face a barrier within the physical activity aspect of this specific learning activity, therefore an online version of this learning activity would allow all students regardless of their physical abilities to participate. 

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Another learning activity within our blueprint is a“What Am I” worksheet, a barrier to student success within this activity could be students with different learning styles who may not be able to engage with the activity, therefore I would adjust my worksheet to include visuals such as pictures of leaves and trees, as well as videos to make it more engaging and interactive for students with different learning styles. This adjustment allows for a more interactive experience within this learning activity, rather than simply understanding descriptions of different types of trees and identifications, it would allow students to visualize and interact with their learning. 

Hi Conrad!!
I enjoyed the part of your post where you explain the difference between traditional lecture-based teaching vs inquiry-based learning, I feel as if I personally benefit from a more active teaching style rather than something that is very passive. I also like your point about how teachers are facilitators rather than direct instructors, personally when I am a teacher, I am wanting to engage my students in more of a inquiry-based design in as many units and topics as possible so it stimulates curiosity, creativity, and critical thinking within the students.

Post 2: Inquiry-Based Learning

OPEN PEDAGOGY

Open pedagogy is an educational approach that emphasizes creation, cooperation, and student agency. This approach is centred around students being able to choose and shape their own learning, and in this way, different students will learn and develop different outcomes. In this approach an example of an activity is where the teacher would provide students with random materials or resources, and students will have the opportunity to create whatever they want using the materials given. This can develop different areas of the brain, allowing students to build on their creativity through their creations and outcomes that they learn with their learning in their hands. Open pedagogy is where students are able to control and lead their own learning by following their own intrustions to understand and develop concepts through open resources and a structure.

The open pedagogy doesn’t align with our chosen topic as much as some of the other educational approaches do; this is because our topic is about identifying BC native trees, and this topic is targeted at elementary students. We are educating students by giving them information on how to identify trees, which is a part of the instruction, and then getting them to engage in experiential learning by looking to find these identifying features and identify trees within their environment. This allows students to identify BC native trees and understand the environment they see daily. 

This approach could be incorporated into our interactive learning design because there is a nature walk within our activities. This nature walk could be very open-ended, and the students could, instead of finding trees we have discussed in class, be given an opportunity to go into the environment and create a journal of whatever trees they wanted. Then, they could collaborate with other students in the class by uploading pictures of the trees that they found and have access to other students’ discoveries. This is a way we could incorporate open pedagogy into our interactive learning design.

REFERENCES

https://edtechbooks.org/encyclopedia/open_pedagogy

EDCI 335 Ella Meldrum, Nadia Myroon, Omid Izadi, Kate Nelson

1. An overview of the topic including: Identification of BC native trees

A concise description of your topic citing at least 2 academic sources

British Columbia is home to a diverse range of native tree species, shaped by the province’s varied climates and ecosystems. Accurately identifying these trees is crucial for forest management, conservation efforts, and ecological research. Tree identification relies on several key characteristics, including leaf morphology, bark texture, reproductive structures, and habitat preferences. Some of the most common native trees in BC include Douglas-fir (Pseudotsuga menziesii), Western redcedar (Thuja plicata), Sitka spruce (Picea sitchensis), and Garry oak (Quercus garryana). Douglas-fir is distinguished by its thick, furrowed bark and pointed buds, making it one of the most widespread conifers in the province. Western redcedar, known for its reddish-brown, peeling bark and scale-like leaves, dominates coastal rainforests and holds cultural significance for Indigenous communities. Sitka spruce thrives in moist coastal environments and is identifiable by its sharp, stiff needles and thin, scaly bark. Garry oak, BC’s only native oak species, features lobed leaves and rough, ridged bark, mainly found in the province’s southern regions.

• Government of British Columbia. (n.d.). Tree species compendium. Retrieved from https://www2.gov.bc.ca/gov/content/industry/forestry/managing-our-forest-resources/silviculture/tree-species-selection/tree-species-compendium-index 
• Great Bear Rainforest Trust. (n.d.). Tree book: Learning to recognize trees of British Columbia. Retrieved from https://dev.greatbearrainforesttrust.org/wp-content/uploads/2018/05/Treebook.pdf

1-2 misconceptions about your topic. What do people usually misunderstand about it? What mistakes do they often make?

1. ​​All Trees with Needles Stay Green All Year – Most trees with needles, like pine and cedar, stay green, but some, like Western larch, turn yellow and lose their needles in the fall!
2. You Can Identify a Tree by Its Leaves Alone:  Leaf shape helps, but it’s not the whole picture. Things like bark texture, cone type, and where the tree grows are just as important for telling species apart.

     2. A rationale for developing your learning resource based on this topic. What is it about this topic in particular that is of interest to you?

Teaching elementary school students about native trees in British Columbia is important because it helps them connect with nature, understand their local environment, and develop an appreciation for forests. Many children love exploring the outdoors, but they may not realize how many different types of trees surround them. By learning how to identify trees based on their leaves, bark, and seeds, students can become more curious and engaged with the natural world.

This topic is particularly interesting because trees play a big role in BC’s ecosystems. They provide homes for animals, clean the air, and even help prevent erosion. Understanding which trees grow in different areas helps kids see how nature works together. It also encourages them to respect and protect forests as they grow up.

We are particularly interested in this topic because we want to know how elementary school students learn, as well as how the environment around us evolves and how important it is to teach them to recognize the environment and understand its elements. Teaching elementary students to recognize the surroundings around them can provide them with a sense of understanding and can stimulate curiosity. 

     3. A learning design plan using the template attached. The plan should include:

• One or two ‘big ideas (core concepts)’ related to your topic.

• Why is it important to be able to recognize the plants, animals, and environment that surrounds you? What can you learn about the environment as a whole from identifying just one aspect of it (in this case, the trees)?
• How does having more knowledge of the natural environment of your home foster greater connection and care for it, promote conservation, etc.? How can learning to appreciate a specific topic translate to appreciating other topics as well?
• Learning outcomes addressing those big ideas.

• Learners will be able to recognize different types of trees through using identifying elements, so they are able to identify them in their own surroundings. 
• Learners will be able to understand the significance of different types of trees in the environment and their identification. 
• Learners will be able to identify physical attributes of different types of trees. 
• Learners will be able to distinguish the difference between deciduous and coniferous trees. 
• Learning activities that allow learners to explore, experiment and actively engage with the concepts and prepare to be assessed.

Doing a nature walk. 

• Go for a walk and look around at all the different types of trees. Try to find 4 different types of trees that we have discussed. 
• Now discuss it with your peers and see what trees they were able to identify in their environment. 

What Am I? Worksheets 

• Students will get worksheets that they will be able to complete. They will be given identifying factors and will have to match what tree matches the description. 
• Students will then be able to make their own worksheet! And upload it for other students to try out as good practice! 
• An assessment plan in alignment with the learning outcomes you identified, e.g., quiz, final paper, report, discussion.

Make a SlideShow presentation 

• Choose 5 different trees we have talked about. Create a slide for each tree that includes a picture of the tree, a description of its identifying elements (branches, leaves, pines,etc), the importance of the tree to the environment, and whether the tree is coniferous or deciduous. 

Nature Journal 

• Students will be asked on their nature walk to sketch the trees that they find and point out how they identified the tree, as well as writing the date they found it and where they located it on their walk. 

1. A list of resources that your learners will need to access such as:
   1. Textbooks (see: https://open.bccampus.ca)
      1. Great Bear Rainforest Trust. (n.d.). Tree book: Learning to recognize trees of British Columbia. Retrieved from https://dev.greatbearrainforesttrust.org/wp-content/uploads/2018/05/Treebook.pdf
   2. Scholarly articles (accessible through the UVic library)
      1. Farmer, J., Knapp, D., & Benton, G. M. (2007). An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development. The Journal of Environmental Education, 38(3), 33–42. An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development. https://www-tandfonline-com.ezproxy.library.uvic.ca/doi/pdf/10.3200/JOEE.38.3.33-42?needAccess=true
      2. Uvic Library: Resources in MEd Projects (Curriculum & Instruction): Outdoor Literacy Opportunities: Using Student-Created Field Guides in the Early Years. Jolivet, S. (2015). Outdoor Literacy Opportunities: Using Student-Created Field Guides in the Early Years.  http://hdl.handle.net/1828/6561 https://dspace.library.uvic.ca/server/api/core/bitstreams/311f4b09-d5be-42bb-abf0-617af1484aba/content
   3. ‘Grey literature’ (professional resources, blogs, videos, etc)
      1. OER Commons: Tree Identification (2nd – 3rd Grade) Agricultural STEM Activity https://oercommons.org/courses/tree-identification-2nd-3rd-grade-agricultural-stem-activity 2-3 Ag Arnolds Apple (Tree Identif).pdf
      2. OER Commons: Heritage Tree Project (5th – 6th Grade) https://oercommons.s3.amazonaws.com/media/courseware/relatedresource/file/Heritage_Tree_Project_5CHuNjB.pdf?ResponseContentDisposition=attachment%3Bfilename%3D%22Heritage_Tree_Project_5CHuNjB.pdf%22 Affiliate reference: BC Tree Species sourced from BC Tree Atlas: Tree species compendium – Province of British Columbia
      3. Blog: How to Identify Trees in 15 Steps: https://blog.natureplusme.com/how-to-identify-trees
      4. Video: Tree Identification (by Washington’s Working Forest on Youtube) vid length: 4:12 : Tree Identification
      5. Video: Did You Know ? BC’s Biggest Trees and Ancient Forests – Shaw TV (by Ancient Forest Alliance on Youtube) vid length: 1:39 : Did You Know ? BC’s Biggest Trees and Ancient Forests – Shaw TV
      6. Tree Canada: Canada’s Arboreal Emblems: British Columbia: Western Redcedar – Thuja plicata British Columbia — Western redcedar – Tree Canada
      7. Tree Canada: The benefits of trees The Benefits of Trees – Tree Canada
      8. National Wildlife Foundation: Tree Detectives! https://www.nwf.org/~/media/PDFs/Be%20Out%20There/National-Wildlife-Week/2013/Lessons-Activities/Tree-Detectives_grades1-8.pdf?dmc=1&ts=20130320T1911496241
      9. iTree Tools: Materials and Resources for Teachers of Grade 3-12: Tree Identification Worksheet https://www.plt.org/wp-content/uploads/pdf/PLT_iTree_Activity-1_Student-Page_Tree-Identification-Worksheet.pdf
   4. Technology tools (WordPress, Etherpad, Moodle, etc)
2. WordPress would be a good resource for the course, so kids can post a picture of their leaf or a drawing of the tree, and then provide some description of it. https://wordpress.com/

A project plan showing who will be responsible for each element of the project:

Ella – Learning Activities and Assessment Plan 

Nadia – Evidence of Learning

Omid – Overview 

Kate – Resources

Hi Zeah!!
My learning and instruction style is also constructivist. I also like a more hands-on approach to topics as well as relating content through lived experiences. I wish my teacher would have made activities such as acting out different historical events like yours did because I remember struggling to try and learn off powerpoints and trying to memorize historical dates and events in high school. I liked your reflection on how university mostly aligns with cognitive theory, I totally agree! I sometimes find it difficult with memorization at the university level and all of the discussion posts for most classes I’m in.

https://zroberts.opened.ca/category/edci335/

Hi Simran! 

I really enjoyed reading your reflection. I can’t imagine learning a new language as an adult, I have friends who have done it and it is much more difficult than when you are a child learning it. I have a similar experience with this, I learned French all throughout school and I now as an adult could only maybe say a sentence or two in French which is crazy because I did it my entire life, it just goes to show how if you don’t continue to practice a skill you will have to relearn it.

Post 1: Learning, Motivation, and Theory 

I want to be an elementary school teacher; my instruction style would take a more constructivist approach because younger students absorb more information when they are exposed to learning a topic through real-world application and their contribution to the lesson or learning. I also personally enjoyed it as a kid and still remember some hands-on experiments I did that stuck with me forever. These experiments are what I remember from specific units in science, math, social, etc that helped me engage in class and remember specific concepts. My current instruction style is constructivist because teaching through constructivism allows students to retain more information learned within a classroom setting through lived experiences and activities so they can then take the knowledge they learn and apply it to their lives outside the classroom. I prefer to learn more constructively because I like hands-on activities. I always liked it when teachers explained concepts using real-world applications I could relate to through experiences I had already encountered in everyday life. This would help me remember concepts, and I would think back to the activities and conversations during a test or exam to remember the concept. 

The learning outcome being taught is “Teaching the different senses and how to use them.” A way that I would use my constructivist instruction is to set up different stations around the classroom with different substances (ex, cinnamon) so that students would learn what senses to use as well as how to use these senses to try and figure out what the substance was in front of them. Students would then be able to find connections in their own world to what they were learning in the classroom regarding senses. 

This is an interactive way that I would teach this learning outcome because students would get hands-on experience learning their senses so they can use them outside of the classroom and in the real world. This is a topic that I always remember learning about and an activity I remember doing in elementary school that I enjoyed. It was a fun and engaging way for students to understand this specific concept.

Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

https://sgill335blog.opened.ca/post-1-learning-motivation-and-theory/?unapproved=2&moderation-hash=422c61eb8a69ecfe5ef24fd0d1cd3d0c#comment-2

My Name is Ella Meldrum! I am in my third year of University and just moved to Victoria from Edmonton AB.

In my spare time I rock climb, play basketball, and do paint by numbers. I am very athletic, outgoing and adventurous.

I have 3 little Havanese puppies, and have another one on the way.

I am majoring in Sociology and minoring in Education. After I graduate I am going to apply for the after degree in Education. The dream is to drive my convertible Volkswagen Beetle to my very own grade 4 classroom as a teacher.