Research, Design, Create

    My name is Kaylynn Santiago and I am from New York. I graduated from SUNY Cortland with my B.A in English Education. After graduating, I taught 10th and 11th grade ELA in Syracuse, NY. I then moved to Kentucky where I was a substitute teacher, and soon went on to teach 7th grade ELA. I move around a lot, so I have experience teaching in different states with different standards. Currently, I am the director/program manager at a Youth Center in a small town in NY.  To keep my NYS teaching degree I need to get a masters within a certain amount of years and have always been interested in Curriculum & Instruction. My future goal is to work as a Curriculum Lead for Ed Tech platforms and companies. I want to build new curriculums and tools for different teachers and schools. I think my innovative, thoughtful ideas could truly influence a school, or even a company. Another thing I wanted to build was a TPT account, so I can help teachers by providing them with tools for a technology based classroom and connect that with ELA, if I can. 

Students in a 9th-10th grade ELA class will create a multimedia presentation or essay that illustrates their research. Innovative Designer indicator 1.4a wants students to know and use digital tools to plan and manage a design process for generating ideas, testing theories, creative innovative artifacts or solving authentic problems. Students will complete their research project utilizing the 9th-10th grade English Languages Arts Standard 9-10W7, which asks them to gather relevant information from multiple sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for citation. They will use their research to gather and evaluate relevant information from a variety of reliable digital sources. Research will be based on a novel, literary topic or current issue previously discussed in class. The students can plan their research using digital planning tools. They will create their presentation using Canva, Google Slides, or Google Docs. They can share their findings and participate in peer review with other students in the class through discussion and peer feedback, which can be completed through the comments on Google Slides/Google Docs.

One insight from Triple E that helped build this lesson was the idea that technological work can be made collaborative. In Kolb (2015) it says “social aspect of learning through technology tools.” By sharing findings and participating in peer review using online platforms such as Google Slides, or Google Docs they can use technology socially by providing feedback for peers. Another insight from triple E is technology helping teachers create meaningful lessons for students. In Kolb (2015) it states “The framework is intended to help educators create lessons that allow students to use technology to meet and add value to learning goals as active, social, creative learners in authentic ways. In doing their own research, choosing their own topic, and being actively engaged with peers students are given genuine, purposeful instruction and tasks.

References: 

Triple E Framework. (n.d.). About. Triple E Framework. https://www.tripleeframework.com/about.html