Learning Adventure – Day 2

Example learning adventures:

PART ONE. Backwards design – project-based learning for the “Show What You Know” section

How good is your question in the Inquiry section? Use the essential question development checklist on the last page of this handout to see how well you did.

After working on the essential questions for your learning adventure, you should now have at least some ideas about the objectives for your adventures in mind. If the essential questions are prepared to get students’ initial interest, or curiosity, into the topic, the Hook, or Anticipatory set, will draw further, deeper interest by providing interesting facts, information, and brief activities that may be meaningful to students in any way.

Before we look for resources for Hook, I first want you to brainstorm the project ideas you want your students to do [Show what you know section in the rubric]. Sometimes the best way to figure out what you want to teach is to first figure out what you want students to be able to do. When you’re cooking, most of the time you decide what you want to eat BEFORE you get together your ingredients. At least, in the more successful times that you are cooking. So, let’s figure out what kinds of projects your students might complete – this week we’ll be working on organizing resources to help them create their projects. Just as we choose a recipe by looking at pictures, a lot of kids will choose your adventure based on the project they will complete.

What kinds of projects might your student do? Will they create a glogster poster to show how the define a hero? Or will they create a video to talk about recycling? Maybe you’ll encourage your student to start a blog to help middle schoolers learn how to make and keep their friends. Here’s a long list of project ideas. Read about Twenty Ideas for Engaging Projects for more ideas.

Once you have a question and a project in mind, it’s other time to figure out how you’re going to help students come up with an answer to your question and show you what they know (i.e. what they believe the answer is) with some type of project.

PART TWO. Finding good resources for the “Hook” and “Explore” sections

Where can you go to find interactive games and resources to use in the “Hook” section and the “Explore” section?  Take a look at Thinkfinity and Wonderopolis – they are appropriate resource regardless of grade or subject area.

PART THREE. Working on the Organize section

When working with your learners you want to make sure you give them specific places to go with specific things to do – an advance organizer will help with this. This is the requirement for the Organize section of your adventure. Students will use the advance organizer while they are going through the Explore section of your adventure – this could be a KWL chart, a cause and effect chart, etc.

This will serve as a “to do” list. Use age appropriate graphics. You may find something you like on this teacher site, you may choose to create an organizer using DabbleboardWebspirationBubbl.us or even using Word,  Google Docs, Google Forms.Here’s a huge list of premade templates. REMEMBER  your advance organizer should be an original – not from a template.

After you’ve selected or created an organizer for your investigation, include a write up on your Google Site for students. Just posting an organizer isn’t enough. You need to write to the students, explaining what they are going to do with it. Do you want them to print it? If so, you need to tell them. Let’s take some time in class now to create an organizer and write directions for students. They won’t start filling it out until they are in “Explore”.

**Make sure you double-check your adventure with the rubric while working on the project.  


    • 4/10 – Creating a Graphic Organizer for Students
    • 4/12 – Creating Exploration Activities for Students
    • 4/15 – Creating ways for Students to Show What They Know
    • 4/17 – Helping Students Find a Career/Parent-Teacher Letter
    • 4/19 – Author Introduction Videos
    • 4/22- 4/26 – Learning Adventures Showcase (Final Group Presentations) – Plan to bring food!!!


    • Complete the ‘Hook’ section of your adventure and post it on your Google Site. 

Learning Adventure – Day 1

PART ONE. What is an essential question?

You’ll want to get students interested in your topic by starting with an essential question. Let’s learn about essential questions and see some examples.

For the rest of class time, work with your partner to create some essential questions to guide your adventure using the handout. Complete the Inquire section of your adventure.

PART TWO. Creating the Learning Adventure site

You’ll also want to create a new Google site (not a new page in your current site) and do the following:

    • Share it with your partner – you need to make your partner an owner of the site (I will show you how in class)
    • Make sure the title of your site reflects the nature of your adventure.
    • Make sure your navigation bar reflects the sections in the Rubric distributed in class today.

[How to arrange the Google Site navigation bar]

Step 1. Click ‘More.’


Step 2. Click ‘Edit site layout.’


Step 3. Click the navigation bar.


Step 4. Uncheck ‘Automatically organize my navigation bar.’


Step 5: Click ‘Add page’ if you need to add a page to the navigation bar. Sometimes you create a new page and it doesn’t show up in the navigation section automatically. After adding the page, it will then show up on this screen.


Step 6: You can use the arrows to arrange the page order. First, you click on the page you’d like to move, and then click the up/down arrows. The left/right arrows will indent pages to create hierarchy and connections among pages.


Step 7: Click ‘ok’ when you are finished arranging.



    • Come to class with the Inquire section completed.
    • We will work on the Hook section in class.
    • Please fill out this form so that I know whom you are working with.

Critical Thinking and Problem Solving

[Housekeeping] Check your creativity/innovation tool project grade. Remember that you have ONE week to revise if you want.

Learning Adventure Project

Today we are starting a new project, one that will continue until the end of the semester. We’ll be calling this the UGA Learning Adventure Project. You have all created lessons, digital stories, a personal website, blog sites and more. Now it’s time to integrate all your skills into one project. You read about Project-Based Learning (PBL)– you are basically creating your own project-based learning  for students. You will create  a website that introduces your project to students, parents, and other teachers. The site is meant to guide a student through an adventure of your choosing.

Let’s Look at an Example

Before we get to all the details, let’s first look at some examples of Learning Adventures created by former EDIT2000 students. Ours will be set up slightly different, but the premise is the same. 


After looking at the examples, what questions do you have? How do you think the adventure could have been improved? Do you notice any missing elements of the adventure that could have made it better? Think on this – maybe as we work through the project, you will want to go about it differently. That’s okay! Just be sure to talk with me to let me know your ideas.

Partners and Groups

I would prefer you worked with a partner for this project. It’s okay if you find yourself planning an adventure in a subject or grade different than the one you identified at the beginning of the semester. I am open to people working alone, but you need to be forewarned that this is a lot of work – being able to share the work load will help you stay on target. You do not have to decide today who you’d like to work with, but be prepared to share this in class on Wednesday.

Project Rubric

Open this Learning Adventure Rubric.  Talking through the rubric will help you understand what is expected of you throughout the project.  You will notice that the criteria for receiving full credit is part of the rubric. Let’s look at this together.


Come prepared to work with a partner on Monday. You should talk with them about the topic you want to address for the project. It can be anything really. We will have time Monday to continue talking about the project and also time to brainstorm/talk with classmates.

Bootcamp Activities

[Special Announcement] Are you looking for courses to take in Fall? Here are some great coures you might like! Gretchen Thomas, the instructor of these courses, will visit our class today in the beginning to go over them briefly.

EDIT 4020 – the non-ed class with the “Big Project”
EDIT 4180 – online mentoring with elementary students using Edmodo
EDIT 5500 – Technology Tools for CMSD majors

Today’s Activities

We’re getting ready to start our unit on Critical Thinking and Problem Solving. Here is the National Educational Technology Standards (NETS) for Critical Thinking, Problem Solving, and Decision Making:

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. Identify and define authentic problems and  significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Today, I want to spend time learning about some important terminologies that you will hear a lot these days. There are 5 centers (see below). Each group of  4 will visit each center today – I’m challenging you to complete as many centers as you can in one class meeting. I expect you to use your critical thinking skills as you complete these activities. Of course, our goal (or my goal?) is to complete all five centers.

Here are the resources for each center. You’ll find what you need to do with them. Make sure to stay with your group.


    • We will start your final project of the course. If you miss this day for some reason, please read the blog posting and the project page.
    • Your tutee is waiting for you to have the LAST tutoring! Please teach your tutee about project-based learning by Wednesday.

Sharing your creativity tool products

Did you watch the video I posted on Monday’s blog? What did you all think about it? Now the name of these toys is “Sifteo.” If you are interested, you can learn more about Sifteo here: https://www.sifteo.com/



How did you enjoy working on your creativity tool project? Hopefully, it gave you some ideas of how you could use these tools in your future classroom. Let’s share your sample lesson materials or products with your peers. We will share your two lesson products/materials for 5 minutes with your partner; and then we will switch the partner and continue sharing for other 5 minutes; then we change the partner again…so on. When you talk to your partner, answer the following questions for each lesson:

  • What is your lesson about?
  • Who is your target audience and subject?
  • What lesson material/product did you create?
  • What is the purpose of including the lesson material/product in your lesson?
  • How did you create it? How did you like the tool you used?
  • What did you most like about the tool?
  • How can this tool be applied differently to the classroom?
  • Anything else you want to share?


We will not have our class in the classroom. I have a doctor’ appointment during the class time; I try to avoid but that was the only time available… I am so sorry about canceling the class. Instead, I want you to use the class time finishing up your Creativity/Innovation Tool page on your Google portfolio. Also, your tutees are waiting for you! Teach them about critical thinking. Both of the assignments are due Friday @ 11:59pm, March 29. 

*The next, but LAST, tutoring is due Wednesday, April 3rd.

Creativity and Innovation Tool Project Workday

TODAY is a workday, meaning you can choose to work on your project from home or in any other lab on campus. You should be now working on your second lesson material/product at least. If you have any question/concern, please send me an email: won10@uga.edu

It is chilly outside again…. Stay warm and don’t get sick!

For Wednesday: We will share your creativity/innovation tools on Wednesday. You should come to class with your two lesson products completely finished. You do not need to have your Google page completed by then. The due of the entire project is this Friday.

And More… Remember that your 4th reading tutoring is due this Friday.
Perhaps, if you are bored, watch this video about a really COOL tool. I am sure that you will be excited about it!

Creativity and Innovation – Day 9

Creativity and Innovation Tools – Building lesson materials

I reviewed your proposals and you should have received my feedback as well. Thanks for submitting on time. After reading your lesson plans, I got excited about seeing your final products! Today, we will work on building your proposed lesson materials. Before we start, I want to bring your attention to a couple of things about the project:

1. In a proposed lesson, students (or a teacher) should engage in creating some kind of finished products using the tool or as a result of using the tool. So, that means that you will work on the proposed product for each lesson for our Creativity/Innovation Tools project. 

2. Make sure your lesson is designed to support CREATIVITY! At the end of the project, you will be asked to write about how your lesson activity support student creativity. How? Review the National Educational Technology Standards (NETS) for creativity and innovation below:

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

For Monday, We will have an independent workday, meaning you can choose to work on your project from home or any lab on campus. Please contact me via email if you have a question about the project.

For Wednesday, We will finish up the project. I expect you to come to class with your lesson materials close to completion. I want you to spend the class time writing the Creativity & Innovation Tools page in your Google portfolio.

For next Friday, We will share the lesson materials that you have created. Also, the 4th reading is due – you will teach your tutee about how to support critical thinking.


An Opportunity to Earn ‘LATE PASS’: A friend of mine is conducting a research study about advertising apps. The purpose of the study is to explore how people perceive and interact with advertising apps. It might be interesting for us to see how companies use apps to promote their brands in a creative way. Please follow the directions below and complete the survey by  TONIGHT (Mar. 22, 11:59pm). It will take about 10 minuets to complete everything.

Step 1 : Download two apps on your smart phone: “Ray-Ban never hide”, “Sit or squat”

             – Go to the app store on your iphone

             – Search  ‘Ray-Ban never hide’, ‘Sit or squat’

             – Download them (by clicking install)

Step 2 : Explore and experience two apps.

             – First, Try ‘‘Ray-Ban never hide app”

             – Second, Try Charmin “Sit or squat”

Step 3 : Take the survey below. It will take about 5 minutes.