Instructional & Learning Design
Transitioning from the classroom into the digital space, my projects range from full hybrid courses, to lesson plans, to learning modules.
01
Coding for Game Design: a Project-Based Learning Hybrid course
In today's world, artifacts of learning are key for the many applications students have to complete for high schools in New York and eventually, for college. This course provides New York City students with a portfolio-boosting opportunity around coding for game design. This project-based learning course teaches students the fundamental principles of game design and coding logic. Then, students create their own game using Microsoft's MakeCode. As the project manager and learning designer on this project, I led consultation with our team's client and implemented learning design theory and practice into our process.
02
Matter & Decomposition Learning Module
Nature recycles. Decomposition is the process of the breakdown of complex organic matter into inorganic substances, like carbon dioxide, water, and nutrients. Since decomposition is essential for recycling the finite matter that occupies physical space in the biosphere, teaching kids this process is necessary. With my cognitive science class team, I designed an interactive, computer-based lesson for kids to engage with essential science concepts.
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The parts of the module I designed can be viewed below:
The grammar crime mystery is a game designed for in-person ESL classrooms to practice the sentence structure and vocabulary “What’s he/she doing?” “What are we/they doing?” and “What am I doing?” with accompanying verb vocabulary found in Hello Kids! English textbook 4.
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In three different scenarios, 5 select students will be assigned “suspects”, and must answer 3 questions asked by the class according to their narrative, and the class (aka detectives) must figure out who is the killer, based on the animation.
To view correctly, please view the crime mystery slides in PowerPoint.
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Process Outline
I approached this learning module design similarly to how I would approach an in-person lesson design. First, I identified the learning needs, the goals & objectives, and the sequence & structure of the learning.
Learning needs
This lesson is designed for a 4th grade Taiwanese English classroom, and the skill my students most struggled with was English speaking (as opposed to reading and listening). So, this narrative is intended to encourage students to participate in speaking practice.
Goal & objectives
Students will be able to use the sentence structure:
“What’s he/she doing?” “What are we/they doing?” and “What am I doing?” with accompanying verb vocabulary and answering sentences found in Hello Kids! English textbook 4.
Sequence & structure
This assignment is scaffolded in the way that it first uses a sentence scramble to activate student schema about the grammar of these sentences. Then, the activity allows students to practice speaking, and then they have to use their listening skills and deductive reasoning to figure out who is the killer.
Statement of Need
This unit is taught in most 4th grade Taiwanese English classrooms, and can be adapted for speakers of other languages. It is an important sentence structures for young learners of English to be able to speak. Thus, this activity helps students practice speaking and listening to this sentence structure, while engaging in a fun murder mystery game.
Target Audience
4th grade Taiwanese English language learners
Relevant Learning Theories
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Universal Design for Learning & Dual Coding Theory: This learning module optimizes learning for many students through its multisensory nature. There are visuals and student-led narration to engage both Dual Coding channels. The Pink Panther music also helps to motivate students to participate and be engaged. There are multiple means of engagement: watching, deducing, talking with classmates, speaking, and listening in a second language.
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Bloom’s taxonomy: This lesson shifts from recall and remembrance of the sentence structure to applying it to a real-world context of the murder mystery, to evaluating which student is “guilty” based on their understanding.