COURSE TITLE:
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
30 30 30 |
INSTRUCTOR:
Rachelle Mulder
rachelle.mulder@mead354.org
COURSE DESCRIPTION:
Are you looking for a class that will allow you to create digital resources for your students? Then this is the perfect course for any K-12 educator interested in furthering their skills. This course is designed to lead you through the process of making digital Google Jamboards for your students. It is practical and a great use of your time to meet the diverse needs of your students.
Many assignments will begin with an introduction video that will lead you through creating a new digital tool. Then you will decide how to apply this new learning to a project that will meet the needs of your unique students. We all know that teachers are very busy and need time to develop effective and valuable tools for the differentiated learning needs of their students.
This course will help all K-12 educators develop digital tools to promote authentic engagement and rigor in your classroom.
The class is PERFECT for teams of teachers to take together to create a plethora of new digital Jamboards to engage their learners. Take this course collectively or individually.
Please turn in assignments as you complete them. Educators who are not currently teaching courses should contact the instructor for alternative assignments.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
All reading is done online. However, you must create a Gmail account if you don’t already have one.
None. All reading is online.
MATERIALS FEE
No materials fee. You must create a free Gmail account if you do not have one already.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduce yourself
Please post your responses to these questions on FLIPGRID to share with others taking this course. 9bc072f9
Introduce yourself, where you teach, what you teach, how long you have been teaching, demographics of the students you teach.
Post your response.
Assignment #2: Basic tools in Jamboards
Assignment #3: Importing Images & Backgrounds
1. Watch this video on how to add images and backgrounds to your Google Jamboard.
https://www.youtube.com/watch?v=IRJYdpJQY1Q
2. Project: Create a Google Jamboard slide that asks students to sort images you have imported.
Here are a few examples to get you started.
You will be asked to “make a copy” when you click on each of the links)
3. Project: Create a Google Jamboard slide that uses a GIF image.
Post the links to your two Jamboard projects.
Assignment #4: Google Drawings Basics
Post the links to your Google Drawings (One from the video and one for your gameboard)
Assignment #5: Create a Learning Jamboard Game
Create a learning Jamboard game with a Google Drawings background you created.
Post the link to your Jamboard game.
Assignment #6: Create a Jamboard Unit
Create a Jamboard unit that follows one of your ELA, Math, Science, or Social Studies units. Make sure to include interactive elements to encourage active engagement. This should have a minimum of 5 slides, 3 of which must have interactive elements for the students.
Post your response.
Assignment #7: Creativity Challenge Project:
Use all the tools and skills you have learned about in this class to design a Jamboard project that will meet the needs of your individual students. Please email Rachelle, rachelle.mulder@mead354.org, to get prior approval for your project.
Post your response
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #8: Lesson Plan Development
Complete one (1) of the following:
Option A)
Adapt/create a lesson reflecting what you’ve learned in this course, with appropriate discussion strategies.
OR
Option B)
Use this option if you do not have a classroom or students available.
Adapt/create several lessons to reflect what you’ve learned in this course. (Do not implement it.)
Write a 500+ word article concerning any noteworthy success you’ve had as a teacher with one or more students with respect to enhancing student learning with digital tools and applications.
● Please refer to the guidelines for our blog What Works: Teaching at its Best prior to writing your article.
● When you submit your article to your instructor, please email a copy to Renee Leon (renee@hol.edu),
the THI blog curator. Please indicate whether or not you are OK with having your article considered for
publishing on our website.
● Submit your article to your instructor via the Response field and the modified lesson via Submit Lesson.
● As you submit your lesson, consider sharing it with other teachers taking our courses by checking the
lesson library box.
Post your response.
Assignment #9: Online Research
Research online how other teachers in your grade level or curricular area have used Jamboards with their students. Use these new ideas and integrate them into a Jamboard project to meet your student’s learning needs. Focus on a particular feature of Jamboard that you find particularly valuable. This should be a minimum of 4 Jamboard slides.
Post your response.
Assignment #10: (500 Level ONLY)
In addition to the 400 level assignments, complete two (2) of the following three assignment options:
Option A) Presentation for teachers
Prepare a Jamboard unit for teachers in your school/district that address a standard in any subject area. Include your suggestions for using this Jamboard with students. Presentations should be a minimum of 8 slides.
AND/OR
Option B) Presentation for parents
Prepare a Jamboard homework unit for students and parents in your school/district that address a standard in any subject area. Include your suggestions for using this Jamboard to engage students with their families in learning. Presentations should be a minimum of 8 slides.
AND/OR
Option C) Create an Assignment
Create another assignment of your own design with the instructor’s prior approval.
Post your response.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Rachelle Mulder received her Master of Science in Education (M.S. Ed.) from Dominican University and her B.A. in Elementary Education from Pacific Lutheran University. Rachelle Mulder is an experienced educator with over 25 years of elementary and college teaching experience. In addition to her teaching responsibilities, she has served as an ELA Instructional Coach for the State of Washington. This has provided invaluable experience working with teachers in their classrooms, planning and presenting professional development, and modeling and co-teaching lessons with classroom teachers. Rachelle has had the privilege of working with thousands of students and hundreds of teachers. She has taught Kindergarten-4th grade, Special Education, LAP, Library, PE, and Music. In addition, Rachelle has served as an Instructor at Whitworth University as well as supervising practicum students. She has taught in the following schools and districts; Shining Mountain Elementary, Bethel S.D., Liberty Ridge, Sumner S.D., Laura B. Sprague School, Lincolnshire, S.D, Brentwood Elementary, Mead School District, Prairie View Elementary, Mead School District. Teaching is a calling and privilege in her life.
BIBLIOGRAPHY
GOOGLE JAMBOARD BASICS
BOOKS:
Google Jamboard User Guide: A Quick Manual illustrating digital whiteboard teaching with images, tips, and tricks. Gomez, Katty Erica. 2021. Independently published.
This book will help you bring fun and content into your classroom making it easy for kids to learn.
Teaching with Google Jamboard: 50+ Was to Use the Digital Whiteboarding Too. Keeler, Alice, & Mattina, Kimberly. 2021. Dave Burgress Consulting, Inc. San Diego, CA.
This is a comprehensive guide to using Jamboard in your classroom. It will help you know when and how to use Jamboard, and it’s filled with teaching tips and tricks for your classroom.
ARTICLES:
“6 Ways to Jam on Jamboard: Using the Digital Whiteboard in a Hybrid Classroom.” Edutopia, www.edutopia.org/article/6-ways-jam-jamboard-using-digital-whiteboard-hybrid-classroom. Accessed 21 Mar. 2021.
This article gives 6 suggestions for Jamboard use in a hybrid classroom.
WEBSITES:
5 Reasons to Use Google Jamboard | Digital Learning & Innovation | Boston University. 20 July 2020, digital.bu.edu/5-reasons-to-use-google-jamboard/.
This website article has some great ideas for how to use Jamboards in your classroom. The graphics and examples are very helpful.
VIDEOS:
“Jamboard Introduction.” You Tube, uploaded by Rachelle Mulder, 26 Nov. 2021, www.youtube.com/watch?v=mlgFAWNL2qM.
This is the introduction to Jamboards LOOM video that reviews the basic tools.
Cox, Megan. “Getting Started with Google Jamboard.” YouTube, uploaded by Rachelle Mulder, 1 Apr. 2020, www.youtube.com/watch?v=0_3b9cuxoSI.
Google Jamboard is an interactive whiteboard tool that allows you to sketch, add images, notes, annotations, and collaborate with others in real-time. Google Jamboard is a built-in part of the Google Suite Tools for Education.
Kerry, Sam. “Video_image.” Kapwing, uploaded by Rachelle Mulder, 5 Jan. 2020, www.kapwing.com/videos/61a11ff04ca8e001672c8b87.
This is the “ultimate” guide to Google Jamboards and explores advanced techniques to use when creating a Jamboard.
Modtech, HL. “Google Drawings in Minutes.” YouTube, uploaded by Rachelle Mulder, 29 Apr. 2019, www.youtube.com/watch?v=mq1I9ivQbD0
This video explores the basic tools used in Google Drawings.
“How to Create a Google Jamboard Game.” Loom, uploaded by Rachelle Mulder, 26 Nov. 2021, www.loom.com/share/7e938cbd3a944490b3d5ddf291b4cb9d.
This Loom video explores how to create a Jamboard game that is interactive for students.