Week 2 Padlet Reflection

Padlet in the classroom

Learning Objective: students will analyze civil rights documents and be able to identify key leaders, groups, and legislation, and their respective role in gaining civil rights for African Americans.

The padlet I put together is designed to give students the opportunity to read and analyze various sources related to the Civil Rights Movement of the 1950s through 1970s.  Students would gain familiarity with a variety of groups and individuals with drastically different civil rights tactics and philosophies as well as be exposed to different landmark civil rights legislation.  Students will use the acronym SOAPS (Source, Occasion, Audience, Purpose, and Speaker) to identify key information in each source.  Once students have completed a review of the listed resources they must locate their own source and add it to the padlet.  As part of this process students must provide a brief annotation of their source and include the appropriate copyright/attribution information.  After analyzing each document students will be required to group the documents into similar categories and then write a response to the question "What approach to gaining civil rights during the 1950s-1970s was most effective?  Provide and explain evidence."  

Application of Instructional Media Design Principles
Overall, I feel that I could've paid greater attention to including multimedia design principles to my padlet.  The principles that I felt like I intentionally included were the modality principle, coherence principle, and segmenting principle.  I included multiple resources that include spoken words along with images and video as opposed to written text - this represent appropriate application of the modality principle.  The very design and structure of padlet allows for easy application of the coherence principle and segmenting principle. Students will analyze each source individually- students are able to take their time and really make sure they understand and comprehend each item on the padlet before moving on.

Reflection
In creating this padlet I realized that I just as easily could've made a lesson plan where students could collaborate in creating a padlet.  Instructional technology opens up new possibilities for student-centered learning and collaboration as opposed to teacher-centered instruction.

I also realized that I am very much in the beginner stage of multimedia and technology use for instruction.  I felt like I fumbled through quite a bit of this project and spent a significant amount of time reviewing the resources posted in the class padlet.  More important than the actual format that this project took was the philosophy and approach to instructional design that it modeled and guided me through.