Colton Hope, ECUR 325.

3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Justification and Reflection (5):

The purpose of this, the fifth and final assignment submission for this

course, was to revise the now culturally responsive unit plan submission for

my Foundations of Chemistry unit based in the Physical Science 20 curricula,

for technological integration. To produce an effective integration of;

technology, digital tools, and principles of digital literacy, we are asked to

consider the SAMR modular levels of Modification and Redefinition which

impart the transformation of pedagogical mediums, rather than simply their

enhancement. This meant that when seeking to integrate technology into the

lessons, it was not simply for the betterment of students achievement of the

outcomes, which may have been a naturally occurring progression

regardless. But rather, technology is being integrated as a way of reshaping

our construction of lessons, and students resultant construction of learning

through the adjustments produced in pedagogy. Several of my technological

integration strategies for the revision of this unit included; coordinating

student work/collaboration through multiple digital tools (Google Docs,

Kahoot, Padlet, Jeopardy, TED Talks, Youtube, and ChemDraw), activating

students digital literacies through production of critical reflection on their

own digital citizenship, and establishing a class-wide forum of

communication and resource allocation to assist students in the achievement

of their outcomes (Weebly, and Glogster). These integration strategies lead

to my personal reflection/re-evaluation of the rubric outcomes for this

assignment.
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Outcome 1; I plan lessons and assessment based on provincial curriculum

(previously 5, currently 5). Not only do my lessons continue to adhere to the

provincial curricular outcomes, but I have now adapted my instructional and

assessment approaches to more accurately reflect the formative assessment of

students that is mass produced through applied technologies. Examples of these

assessment practices include; Kahoots, Jeopardy games, and reflective collaboration

through Google Docs to name a few. Outcome 2; I make student learning goals for

each lesson/task (previously 5, currently 5). My goal for the completion of this

lesson is stated clearly through my directional planning. I now feel that the

achievement of all established goals, both for this singular lesson, and additional

lesson completion during this unit, will be more easily accomplished by my

modeling of instructional technologies integral to modern student learning.

Outcome 3; I know which instructional strategies to pick a given times (previously 5,

currently 5). Learning, and instructional strategies had previously been oriented to

the best relation of; outcomes, indicators, and student achievement. However now

with the transformative nature of the technological integration revision, creating

more accessible paths for this learning to occur, and connecting the nature of

instruction to students modernized environments will produce a heightened level of

engagement, and resultant success. Outcome 4; my lessons are ready to be used

(previously 4, currently 4/5). The lesson has all related materials for instruction

including; handouts, PowerPoints, and detailing of all student activities. By evenly

distributing content over a series of days with this lessons completion. I am also

encouraging the incorporation of other educators, who can arrange lesson

assessments, and components to their strengths. Due to te nature of the subject

material, if the substitute is not comfortable in a lab environment, the third day of
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Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

the approximated lesson may not be readily instructed. Outcome 5; I create

formative assessments (previously 4/5, currently 5). The multitude of formative

assessment utilized during the completion of this lesson assist with developing a

directionality for the lesson. If I feel that students are struggling in a specific area,

the formative assessments due good to approximate and address these difficulties,

but can also be modified to reflect students success if the content proves too

simplistic at points throughout the lesson. The ability to modify the implementation

of formative assessment through technology also allows me to monitor student

progress more closely, emphasizing more content on a lesson topic, or easing back

if confusion arises. Outcome 6; I create summative assessment (previously 4/5,

currently 5). The formative assessment for this lesson included students detailing of

the lab room safety features. In this case, students do truly shape the construction

of the summative assessment as it is their evaluation of the lab safety resources

that define the criterion for evaluation of their comprehension when developing the

marking key for the assessment. Outcome 7; I set and use goals for enhancing my

professional development (previously 5, currently 5). I have continued to

accumulate; instructor, peer, and paraprofessional feedback on a multitude of

formally instructed lessons, and assignment submissions detailing my planning. The

continued self-reflective revision of my unit plan template for Foundations of

Chemistry, will progress as I further my experience during internship and continue

drafting lesson plans for each one in the template. Outcome 10; I can incorporate

technology in my planning (previously N/A, currently 4). Creative collaboration

through the integration of technological platforms and digital literacies, is

encouraged during the progression of my unit template. The communication

component of this outcome is integral to my template through the development of a

 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

course platform from which all information; outcomes, assessments, and course

materials, can be shared between the instructor(s) and students. Production toward

additional curation, through the instruction of students on digital citizenship, and

their online footprints may yet be further developed. Outcome 11; I can

demonstrate a culturally responsive instructional stance (previously 5, currently 5).

My revision for the purposes of technological integration has increased the

probability of culturally responsive instruction through supplementing the

integration of FNMI technologies to already culturally responsive pedagogy. Teaching

students that technology is the great equalizer, and crosses all boarders that race

establishes, is integral while still desiring to maintain that it is also the great divide

amongst civilized societies. Working with external knowledge bases will also

continue to produce a lifelong learning mentality from both; me, and my students,

with respect to FNMI technological integration. Outcome 12; I can use all four types

of questions (previously 4, currently 5). My question development has moved to

consider the various ways that technological integration into the physical sciences

can shape students learning, and understanding. My essential questions, which

drive the construction of not only; the unit, but also the constructed lessons, now

include specific modeling of technology into the curricular understandings. Outcome

14; I understand how to plan for differentiation and adaptation (previously 5,

currently 5). The adaptive dimensional revisions for technological integration that

incorporate assistive technology into lessons, ensure positive outcomes for students

with differentiated needs. These students include; EAL learners, students with

exceptionalities, and students with behavioral challenges. Using technological

mediums, especially those that are publicly accessible must be carefully monitored

for all manner of students. Outcome 15; I create engaging learning activities and
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Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

tasks (previously 4/5, currently 5). Students ownership for the progression of their

learning has been furthered through these technological revisions that detail

increased accessibility to digital tools, and course materials. Providing a platform

like Weebly that increases students connectivity to course materials, provides a

natural progression for ownership of learning as the course develops, becoming

more complex as students comprehension elevates. Outcome 16; my planned

activities would improve the discipline specific literacy skills of my students

(previously 5, currently 5) New additional literacies, specifically students

development of digital literacy allows differentiated mediums for self-reflective

learning. Providing students with technological resources, allows them access to not

only the modes of learning and assessment the instructor designates, but also for

student to branch out and develop their own technological resourcing networks. .

Outcome 17; I can create a unit that would achieve the outcomes and the indicators

(previously 4/5, currently 5). As seen in the developed lesson for this revision,

differentiation/adaptation centers on the development of assessment models. By

using the adaptive dimension to influence the ways in which I model my

assessments through technological means, I enhance the likelihood for students

positive achievement of the outcomes, while simultaneously creating modernized

connections. Outcome 18; the final task in my unit elicits evidence of application in

a new situation (previously 5, currently 5). With the latest revisions, not only does

my assessment continue to model students application of knowledge as useful and

relevant. But now, with the integration of technological resourcing, it is more readily

accomplished by students in the allotted timeframe which can all too often be

exceedingly shortened by the nature of the school calendar. Outcome 19; I can

create a unit that would assess the outcomes and indicators (previously 5, currently
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Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

5). Revision for cultural responsiveness saw the inclusion of two additional

outcomes into the template for this unit. Now with technological integration, I feel

that the assessment structuring and resources are more conducive to the

achievement of these outcomes, especially formative assessments utilized during

the learning process. Technology produces an ease with which to amplify; the

effects, quantity, and quality of these ongoing assessment processes during a

lesson/unit. Outcome 20; improvements in my unit plan show my increased

understanding (previously 5, currently 5). For a second consecutive time, I really

feel as though I have disassembled my unit and then re-constructed it around the

idealizations for technological integration producing a transformative outcome for

my pedagogical structuring. It is impossible to individualize for every student, but

by incorporating the use of technology, I am hoping to reach many more of my

students during the progression of this unit.

My goal working toward this series of revisions for the Foundations of

Chemistry unit, was to research and develop on means of integrating technology

into both my instructional strategies, and the development of students learning

cycles. I feel that I have successfully worked to achieve an elevated level of

technological deployment in the unit plan template, without establishing what the

situational factors of my future teaching positions will do to either; limit, or

enhance, my inclusivity of technology. Moving forward now that the goal for my final

set of revisions to this unit have been completed, is to implement this unit, in some

capacity during my internship. My hope is to develop all of the lesson materials and

assessment tools for the complete execution of this lesson, while still remaining self-

reflective as a lifelong learner. After each time I instruct this unit, I imagine that I

will tear it back down, only to build it back up again.

 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017