Reflection Assignment for FRIT 7235
Jessica Shuff
Vocabulary Professional Learning
https://jessicashuff.weebly.com/
Reflection
1. Development of Online Module
Creating the course in FRIT 7231 using the instructional design framework, and developing the
course in using digital tools in this class were different in many ways. While writing the design
document, I was unsure how I would implement my ideas digitally. The previous class required
us to dive deeply into designing the instruction using specific guidelines. However, this class
allowed us to explore online learning tools that could be used in creating our online module.
Soon after being in this class, I began to see how my course could come together. I had to edit,
supplement, and remove some activities that were in my design document. Some things weren’t
practical to include in an online setting. I wanted to streamline activities so they were user
friendly and manageable. My favorite part of the class was creating my website and learning how
to embed quizzes, social media, readings, videos, etc. Not only did I learn about how to best
implement my professional learning, but I also became proficient in creating a website using
Weebly.
I feel like this course has given me a strong foundation in instructional technology. I am excited
to take the remaining instructional technology courses. I now know I made the right decision to
attend graduate school and pursue a degree in instructional technology.
2. Student Data
Student Cloze Reading TPR Quiz Cloze Passage TPR Lesson
Quiz Results Grade (result (results
according to according to
rubric) rubric)
Virginia 100% 87% 0%-incomplete 100%
Jennifer 100% 100% 83% Student 73%-No
did not include specific
grade level or vocabulary
subject area. was used. She
completed an
ABC lesson.
No writing was
done.
Student Cloze Reading TPR Quiz Cloze Passage TPR Lesson
Quiz Results Grade (result (results
according to according to
rubric) rubric)
Manda 100% 75% 100% 53%-According
to this
participant, her
recording
device stopped
working mid-
video.
Therefore she
only received
8/15 points.
Paula 100% 100% 83% Student 87%-No
did not include student
grade level or modeling was
subject area. done.
Toshie 100% 87% 83% Student 87%-No
did not include student
grade level or modeling was
subject area. done.
Salem 100% 100% 100% 100%
Analysis
All participants received 100% on the cloze reading quiz. The questions were fairly straight
forward and since most of the participants had a some prior knowledge on the subject, they all
received full credit. For the TPR quiz, I realized a little too late that one of the questions was
written poorly. One of the choices said, “Both A and B,” but the quiz didn’t have an A or B. The
quiz included checks, not letter choices. That was definitely my fault. This is why a few
participants received an 87%. Manda was tricked by the question that stated: “You can allow
students to create movements that correlate with he word or phrase.” She disagreed with that
statement, however, students can come up with the movements to have a sense of ownership.
Most of the participants did well with the cloze reading passage activity. A lot of participants
missed points because they forgot to add the subject and grade level on their document. I assume
that most participants didn’t look at the rubric although I included a link on the lesson directing
users to the rubric. Virginia didn’t complete the activity. Virginia had difficulty navigating the
course because she isn’t exactly tech saavy. She required a lot of guidance, and I think she just
missed it somehow.
Again, some participants didn’t use the rubric for the TPR assignment. Virginia and Salem were
the only participants that had student participants. Jennifer completed her assignment while
teaching for VIP Kid. She conducted an ABC lesson, but there were no specific vocabulary
included. As stated on the rubric, Manda had some difficultly with her recording device, so she
was unable to finish the assignment in its entirety.
3. Peer Evaluation
Salem Teske and I reviewed each other’s courses. We worked really well with one another. Both
of our courses were very applicable to the grade level we teach. Like me, Salem teaches first
grade. Her course was all about Daily 5 Literacy Stations. I really enjoyed learning about ways to
implement technology during ELA in my first grade classroom.
Salem was interested in learning about the vocabulary techniques I included within my module.
As Salem stated, “I learned a lot of new information about cloze reading passages and total
physical response theory, [and I] cannot wait to implement these new things into my instruction.”
She also mentioned she liked how I used Padlets for my discussions. She told me in one of our e-
mail conversations she wished she used Padlet because one of her discussion platforms didn’t
work very well.
I received an 18 on my peer review because I didn’t pay attention to the small details. I didn’t
include annotations on the resources section of the course, and some of the links on the Open
Educational Resources tab were incorrect. I had the correct URL added to the website, the link
directed the user to a different website. This was definitely a design error that I didn’t catch.
4. Improvements
In the future, I will make sure to double check the rubrics of class assignments to make sure I
have all components complete. I will also check that the links I have posted direct the user to the
correct website as well as making sure the quiz questions are written with limited confusion. One
of the quiz answers said, “Both A and B,” and the quiz platform I chose didn’t have an A or B as
answer choices, so it was a poorly written question. I was unable to see who posted on the
Padlet discussions, so I was not able to address specific participants because I wasn’t sure who
wrote what. Next time I use Padlets, I will have the participants write their name on their post.
The biggest issue I had with my course was submission. Many participants didn’t have prior
experience with Google Drive which was very surprising to me. In my county we all have a
school Google account, so I just assumed there wouldn’t be many issues with this method. I even
added some screen shots and additional directions to aid in this process, but I still had to assist
most. In the future, I would like to use a different method for submission.
5. Abilities, Struggles, & Limitations
Being a very organized person, I made sure my course was organized well. I didn’t want the
participants to have to bounce around from one window to the next, so I made sure to embed all
readings, videos, quizzes, discussions, etc. The course was laid out by lessons, and within the
lessons I listed each activity in order. Since my website was created using Weebly, I included
buttons that directed users to linked pages. The layout design I chose was very simple and
consistent. I didn’t want my design to distract from the content.
While designing my course, I had to consult some YouTube videos because I was unsure how to
embed or add narration to videos. I was always able to figure out my problem after the helpful
YouTube videos, but it did take some time. Since this was my first time using many of these
tools, I’m sure it will become easier as I implement more of this technology. As stated above,
submitting assignments didn’t go as smoothly as I expected. I thought I gave all participants
access and permission to the Google Drive Account but many had difficultly. I may need to
explore Google Drive a little more to have a better understanding of giving permission to outside
users. If I still encounter trouble in the future, I could use Dropbox for submission.
