My Final COETAIL Project- Course 5: Self-Advocacy Presentations

Unit Introduction

  • As we entered the final quarter of the year,  I started our Advocacy presentation unit off with a brainstorming session around their transition to grade 8 and what kinds of things they would want to share with their teachers. It was a group discussion allowing them to start looking for the words to help describe themselves as learners & individuals. Further lessons would then give them more vocabulary around how to speak about themselves in that same way with confidence and expand their self-awareness and demonstrate how to articulate what they need to get the most out of their learning and more importantly, enjoy the process!
  • Check out our Unit Planner linked here with some slight alterations made that will be shared in the video at the bottom of this post.

The Learning Process

  • After our brainstorming sessions, we had numerous SMART skills lessons allowing us to grow in educational vocabulary and reflect on ourselves as learners. I transformed an old pen and paper Executive Functioning survey to being a google doc, and found success with the reflection piece and debriefing the students with their own personal data.
From this... 

to this...


allowing for a greater level of independence and mini lessons on the vocabulary within the survey to add to their personalized Vocabulary journals.


  • From offering choice selections lessons through “bingo boards” (as seen in the final video) to direct instruction reading lessons my EAP (English for Academic Purposes) and LRC (Learning Resource Class) has a fine balance between independent activities and lessons that require active engagement. Allowing them to choose all activities in 1 language domain or complete one activity from each of the 4 domains (Reading, Writing, Listening, Speaking).
  • Many of which we started the year off completing together as a class and as the year went on similar activities then became some that they could complete independently- such as the Nearpod listening lessons.
  • As we got closer to the final assessment for our project, we dove back into their goals and charts of their progress and continued the reflection process. Partnering up to work on skills in similar areas as well as different partners whose strengths and weaknesses were opposite to them was beneficial. In these partnerships, they were able to discuss strategies and ways they focus on their strengths to help with things that are more challenging for them.
  • Here are a few altered (for confidentiality) screenshots of the final projects showcasing slides of the student’s work and some of their excitement to celebrate not only their growth and success around meeting their goals but to celebrate their differences and truly value the unique individualness of each and every one. Be sure to check out the final video reflection at the end of this post, to see parts of the presentations in action!

ISTE Standards for Students

Empowered Learner

Creative Communicator

Both Images taken by Shalene Huth
  • As an empowered learner my students (1a),  “Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.” and  (1c) “Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.”
  • As creative communicators my students (6a), “Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication” and (6d) “Students publish or present content that customizes the message and medium for their intended audiences.”
  • Allowing students the option of which platform they wanted to use to complete their project authentically embedded the ISTE Standards for students into my content area. It has gotten better as it has become easier to identify which units are using which ISTE standards, and how to go about planning meaningful lessons to help with significantly re-designing the task or to create an entirely new one.

    ISTE Standards for Educators

Image taken by Shalene Huth.      I have deepened my practice of the  educator ISTE standards, by using them in my unit and becoming more reflective in the designing stage, opposed to only at the completion of the unit. Looking at not only the standards I wanted the kids to model, but those designed for educators has allowed me to grow in the planning and implementation of this unit, ensuring that almost each standard is somehow incorporated into this final project.

I also realized that for the future I’d also like to focus on and continue to grow in Standard 3-Digital Citizenship:where "Educators inspire students to positively contribute to and responsibilty partcipate in the digital world."

ISTE Standards I was proud to meet through the implementation of my final project:

    • “Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.”
          • Specifically: “Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.”
    • “Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.”
          • Specifically: “Educators: Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.” and “Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.”
    • “Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.”
        • Specifically, “Educators: Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.” and “Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.”
    • “Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.”
      • Specifically, “Educators: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.”
    • “Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
        • Specifically, “Educators: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.”
    • “Educators understand and use data to drive their instruction and support students in achieving their learning goals.”
        • Specifically, “Educators: Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.” and “Use assessment data to guide progress and communicate with students, parents, and education stakeholders to build student self-direction.”

Meeting Our Goals

  • The main goal for this unit was to present a video recording about themselves as a learner demonstrating clear English speaking and knowledge of their strengths and weaknesses while reflecting on their goals from this year.
  • For myself and this unit, I wanted to open it up to doing the project, not from a standard template- I’ve provided in the past, with explicit step-by-step instructions, but to give them the end goal and give them choice on how to reach it and bring, what I cherish and value: creativity, into my lessons.
Showing my students first hand, it can be extra rewarding to just "go rogue" as you can see here with a painting class I experienced... where I took the liberties to ask for black paint created my own pink and followed instructions in a different way. 

 

Photos taken by Shalene Huth
  • I think this project has challenged me to rethink traditional approaches, in the sense of breaking away from set graphic organizers and templates to allow more room for student choice. Then once students begin follow up with bringing in sentence starters, prompts, or graphic organizers to aid them.
  • It was also a goal of mine, to explore utilizing my own photos and to begin taking more “abstract” ones that could, later on, be used in blog posts- a goal of which I was thrilled to see come full circle in this post and within the images of my final video.

Adding to Our Toolbelt

  •  Movie Maker
  • Screen Casetify
  • Google forms-surveys
  • Google Docs.
  • Padlet & Flipgrid
  • Nearpod
  • Read & Write assistive tech.
  • Most of my students were familiar with a number of these and it’s great to see more and more teachers using them regularly within their classes. So what may be new to you, more often than not, is not new for our students.
  • Choosing the tool to match the task, is also an easy feat once you have a broader knowledge of what’s available to you.  Being able to start with knowing what you want and select a tech tool to best support it allows the focus to stay on the task with technology simply enhancing the redefinition of what we thought was possible in the many learner objectives and endless opportunities to show demonstrate of the expected outcomes. 

Sharing our Transformation

  • Being that I am the only SEN teacher for my grade level I shared this unit with the transition team and next year’s teachers. Teachers received an e-mail with links to each of the students’ videos for whom they will teach for grade 8. I will initiate collaboration through setting up the transition meetings and holding end-of-year progress meetings and support plan meetings with parents and classroom teachers. During this time, teachers will be able to ask the students directly any clarifying questions on their projects. We have been unable to have any of these meetings yet, due to Covid-19.
  • I will continue to share out my learning experiences with my colleagues as we implement new TTT (Teacher’s Training Teachers) sessions at our weekly Faculty and Dept. meetings (not just the monthly PD days) as well as through engaging them in the transition meetings and student support meetings.  Sharing these types of projects and the lessons leading up to our final outcome will also empower teachers better serve diverse groups of learners.
  • All of this will greatly impact the students I service, by taking these skills of self-awareness, self-advocacy, and empowerment and generalizing them into their general education classrooms and with a larger setting and in a subject that may be more challenging to them.

Learning Outcomes

  • Greater self-awareness, confidence, and advocacy skills!
  • Assessment task: creating a presentation (of any kind) with visuals and demonstrating speaking skills that can reflect on themselves as a learner and how they set goals and worked towards achieving them.
  •  They also learned about collaboration and speaking with their classmates and the classroom teacher is of utmost importance to continue to grow as a learner and to take more control over their education.
  • The enduring understandings that students walked away with were the different tools and vocabulary to utilize in ensuring they are getting the most out of every class lesson.
  • In end, the final transition piece will occur after the results of their WIDA language assessment in 2 weeks’ time. I am confident that all the students I worked with this year will reach a level 4 or 5 in the speaking domain as it has been a joy seeing their confidence grow and have some wonderful discussions, debates, and informal dialogue week after week.
Image taken from: https://view.publitas.com/dr-2/wida-speaking-rubric-writing-rubric-typed-1/page/1

Final Reflection

My COETAIL experience will impact my future practice, with whatever field I go into. As I am unexpectedly leaving my job and home in Moscow and on the search for something new and exciting back in Wisconsin! Everything I have gained through COETAIL, I am confident, has allowed me to take the next steps in whatever is to come.  I don’t know what my role will be in the fall, within education, but the COETAIL experience has given me numerous opportunities to expand my PLN and countless new tips and tricks with innovative tech skills that I am sure I will find success.  I will look for a position that allows me to continue to spread the joys of what it means to be a life long learner, eager to try new things, gather data, and continually reflect and meet the needs of ALL learners, who are eager to take control of their own learning and help make this world a better place

Be sure to check out the video for further reflection on the project itself!

From everything available on Google, Youtube, Twitter, our PLN, and helpful links provided by the COETAIL instructor, the 2 tips I really took with me for the creation of my video were:

“…You have to be able to see the feeling…” & “…just lift your chin up, go forward and don’t worry about nothing…”

Take from: https://www.youtube.com/watch?v=k3qlFtZJwP8

Final Project Video Reflection

Week 4: A Mindset for Embedding Tech

Embedding technology into SEN is always a rabbit hole. There are so many different things to try to help students with their executive functioning skills. Finding ones that work for you and your students is important, but also something that changes each year as the needs of your students also change year to year.

In addition to using Reading Plus & Khan Academy on a regular basis to help my students set goals and close skill gaps to achieve grade-level mastery, Trello was another site we found useful in a classroom that is more small group or 1:1 to keep track of what needs to be completed for their general education classes or the APP Ace Your Self-Study to help students with scheduling their time. Whereas for a pull-out English for Academic Purposes class, I found Duolingo for Schools, incredibly helpful, especially when not all students in your small group share a mother tongue language.

When supporting Humanities and Math courses I found Good Reads & Desmos: an online graphing program are another two technology components that really should be added to any classroom lessons; that is both incredibly reliable and easy to use.

What other handy go-to sites would you recommend? These are only a drop in the bucket to what is out there.

I always have my fall back website of Super Teacher Tools that has allowed me to create and save customized review games for any class that students need help in. Other tech-rich lessons I’ve planned for usually happen directly after our Fall and Spring MAP testing. Once my students have completed their Reading, Language, and Math exams, we dissect the scores and set goals with many of the wonderful reports that NWEA offers: Student Growth and Student Profile pages to name a few. We are able to identify the areas where skill gaps exist along with celebrating their strengths. This NWEA Response to Intervention is an easy to use site that helps you target the specific skills and standards students need to focus on to build their confidence in the general education classroom and perform on grade level.

Here is a helpful PDF that explains more about MAP Skills Navigator.

What really stuck out to me this week was the importance of ensuring all lessons include:

Relevant real-world tasks & Authentic Audiences

I find any lessons that have an authentic audience, such as a project with a final parent expo, advice columns for younger grades, or self-advocacy/self-awareness projects for transition years (their next year’s teachers will be reading them) are more meaningful and students tend to put more effort into them. I would love to start incorporating more of a larger audience like things on-line to really engage students in what interests them most.

The example lesson plans from fellow special educators around portfolios incredibly useful and gave me great ideas on how to tweak my own student video reflections. The site Teachers Pay Teachers is yet another example where I would love to be a contributor and not just a lurker (with the occasional interaction).

The ted talk: The Power of belief – mindset and success | Eduardo Briceno | TEDxManhattanBeach does a great job of explaining how hard work, focus, and persistence are all byproducts that are critical for success and that when addressing student’s levels of grit and persistence, we, as educators must address the mindset the underlies the task at hand.

This is all backed by the research of Carol Dweck’s growth mindset. I find her Ted Talk on The Power of Believing that you can Improve even more inspiring.

But whether it’s fixed or growth mindset isn’t what truly matters, but the ability to recognize when you have each one and how to switch it that allows you to be reflective and grow.

What things cause you to have a Fixed Mindset? Change? Technology? How can you overcome this, or better yet, switch it to growth?