This lesson has been through an extensive process this quarter. It started out with an outline of a face-to-face course I teach. This course has never been taught through distance education and distance ed was never in our thought process while designing this course. So at the beginning of the quarter I had a course outline. Many of the assignments and discussions are done in class so they aren’t articulated in the same way as they would in distance education. Also, this course has been taught in the traditional lecture and written assignment format. Going through this process with the course and learning about pedagogy and meaningful assessment this quarter, I will no longer teach this course in that format.
The lesson I designed for this course engages students in Lummi history. The overall goal of the lesson is to familiarize students with inherent knowledge that has been passed down through the generations in our community. This knowledge is thousands of years old. And our students have a right to learn this knowledge today. At the time of creation the Creator, X’als gifted these knowledges to our people with the understanding that our people would protect this knowledge. This teaching creates an inherent responsibility to this knowledge and that changes methodology in teaching. Most history courses provide large amounts of information throughout a period in time. This particular course has that same goal but it also comes with this responsibility. Students attending Northwest Indian College are predominantly non-traditional tribal students. But over the recent years, we’ve seen more and more younger students coming straight out of high school. After conducting a visioning process in our community from multiple groups of people and talking with our elders, it was apparent there was something missing in the way our leaders conduct business and make decisions. They were missing that key foundational knowledge about their history and homeland. The history and connection to homeland is essential to understanding why we protect these things. This class will give students that background knowledge and hopefully instill a sense of responsibility to their community.
The lesson described provides students with building blocks that will assist them in their final research project. Throughout this lesson, students will be introduced to inherent rights and how inherent rights are present in all aspects of Coast Salish culture. All of these lessons will contribute to the final research project that will be described in the critical inquiry stage of the assessment process. The course is designed to ensure students begin to see how inherent rights are present throughout the culture and see specific examples. The first unit of this lesson is about Creation. The students will be introduced to inherent rights with a video from a Coast Salish elder. And once they are introduced to inherent rights, they will read a creation story and try to identify inherent rights in the oral history. Each of these units asks the students similar questions. Once they begin their research at the end of the lesson, they will be required to talk with family members about their family history. Through this process students will have the ability to identify inherent rights in their own family history.
This lesson takes a formative assessment approach. This is process includes three stages that follow a circular process. The first stage is domain knowledge, this stage is built into the curriculum through the PowerPoint, Prezi, videos, and readings presented to students. All of these resources will provide students with the knowledge they need to move to the next stage. The next stage is critical inquiry and this is predominantly student-led. In this stage it is expected that students will take what they’ve learned in these units and apply them to their life. The final product of this unit is a research project that students will present at a community event. The instructor will give the students a description of the research project. And the instructor will give guidance as needed throughout the unit. But this research project is student-led. Students will be expected to research their family history by conducting interviews with family members. The students will also be required to describe inherent rights from their perspective giving examples from the Coast Salish culture. Then students will make a connection to inherent rights and their own family lineage. At the end of the critical inquiry stage students will have a product. And students will be expected to present their research at a community event. But the instructor will not just send them out to the community without working with them on their presentations. The students will first present their research in class to the instructor. The instructor will give them feedback and ask questions prompting further exploration into their research. The students will revise and present again. Once this process is complete the students will present to the community. This presentation cycle is the third stage of the formative assessment process. The faculty will assess student learning by asking if the feedback and questions influenced the student’s behavior. Did the student show a deeper understanding or growth from their first presentation to their second? The instructor will provide narrative feedback to the students with their feedback and the instructor’s observations for both presentations. That way the student can also see his or her own growth and understanding.
Thank you for the feedback everyone. I’ll try to figure out what is going on with my WordPress site. I don’t remember how to get in there to edit. I would like to add this lesson to that site as soon as I’m able to access it.
3 thoughts on “Final Lesson Plan and Defense Paper”
I said it last time and I’ll say it again. Very professional looking with the fonts and colors and layout. To some people that’s silly but I think it’s very important. Makes things easier to understand, easier to read, easier to learn from and easier to teach from.
I noticed some of the “Activities” and discussion questions have changed – for the better, I think, as dropping some of the more specific questions might encourage a broader understanding of what you’re asking, and having fewer questions might encourage longer, deeper answers.
Interesting to hear about how your experience indicates that your face-to-face lessons don’t translate well to online learning. I guess that is true with really heavily discussion based classes like this one. In the future as I’m sure you will continue to revise this course, you could have days in the face-to-face course where your distance students Skype in to class and engage with discussions that way. A little harder to plan, but still interesting, right?
PS – You can use this link to get back into your WordPress site:
That will give you your password and stuff so you can edit again.
Thank you for the comments Nicolas. I think having sessions that are face-to-face is a good idea. It could be a hybrid course. I think that would be a good way to facilitate the presentations as well.
As Nicholas pointed out, your final design is pleasant to look at and well organized. That helps. Importantly, you have included all of the critical elements of the Learning Assessment Cycle, including feedback and revision for the final student presentation piece. This aspect is particularly well done. Previous activities, including multiple reflections all align nicely with your intended outcomes.
What improvements or changes would you make to your curriculum plan if someone else were to be tasked with implementation?
What additions would you make to your Defense Paper if someone questioned the underlying learning theory(ies) behind your design?