CONSTRUCTING INTEGERS Running Head: CONSTRUCTING INTEGERS

Technology Supported Learning Environment: Constructing Integers Group 4 Stephen Hawkins, Denise Flick, Melissa Ayers Students, MET Program University of British Columbia

Submitted to: Diane Janes Faculty, MET Program University of British Columbia April 8, 2010 CONTENTS

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ABSTRACT............ 3 KEY FRAMEWORKS .......... 4 INTENTIONS & CONTEXT ................................ 5 KEY CONCEPTS ...................................... 8 DESIGN ACTIVITIES............... 9 VERIFICATIONS............................................................................................................... 11 GROUP REFLECTION . 12 REFERENCES ....... 14 APPENDIX A (MOODLE ENVIRONMENT) ............ APPENDIX B (ADDITIONAL RESOURCES) .................................. 15 18

APPENDIX C (PERSONAL REFLECTIONS) 20

Abstract

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Constructing Integers is a technology supported learning environment that is designed to support a learners acquisition of integer manipulation spanning the grades six to eight. The learning objectives are supported by the Western and Northern Canadian (WNCP) mathematics curriculum that specifies grade specific learning criteria. Our design is housed within the Moodle course management system, and includes many digital activities and spaces for student and teacher collaboration. With suitable access to computer workstations and the internet, this design supports the ever increasing prevalence and demands of multigrade classrooms. Constructing Integers provides a teacher of a multigrade classroom (grade six to eight) an engaging unit in integer manipulation that adheres to the requirements of a monograde curriculum.

Technology Supported Learning Environment Proposal: Constructing Integers Key Frameworks

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This project is intended for use by teachers and by students who are working within the jurisdiction of the Western and Northern Canadian Protocol (WNCP) mathematics curriculum. Educators must maintain the integrity of both the learning outcomes and pedagogical parameters established by the British Columbia Mathematics K to 7: Integrated Resource Package (2007) and the curriculum documents in use in Alberta, Saskatchewan, Manitoba, and the territories. As this project meets both curricula and pedagogical intent, it is acceptable for use as a supplementary resource to the recommended resources (i.e., resources approved for use in classrooms by education ministries). The recent changes in the WNCP mathematics curriculum have been extensive. As a result of research in the areas of mathematics, learning, and cognitive development fewer concepts are covered at each grade level, some concepts have been moved from one grade level to another, and the instructional pedagogy reflects the theory of constructivism. It is expected that students will develop rigorous and deep understanding of all learning outcomes at each grade level. Therefore the learning outcomes at each grade level are distinct and not repeated. Constructivism, a branch of cognitive psychology, proposes that individual learners combine new information with existing knowledge and experiences in order to create meaning and acquire new knowledge, skills, and abilities. Therefore, the role of the teacher becomes one of creating and/or providing learning environments that enable the needed construction to take place (Dick & Carey, 1990). To enable students to construct knowledge; the use of manipulatives, an emphasis on exploration, project-based learning, and problem solving have increased while rote skill development, procedural memorization, and direct teacher instruction have decreased (Trafton, 1989). The activities developed, linked, or located support social construction of knowledge in the belief that learning is best accomplished in a social environment by which the learner can construct new knowledge and skills upon an already existing schematic framework (Vygotski, 1978). Social constructivist pedagogy has produced purposeful practice that supports students active knowledge building: learners are required to collaborate in the exploration and investigation of challenging problems; connections are made and shared between the new learning and previous learning; opportunities to engage in meaningful practice are provided; and reflections of the new learning and understandings are shared. Our design supports social constructivist ideals where learning is active, social, contextualized, and rich in language use.

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Integral to learning is assessment. Today, educators are aware of not only the importance of assessment of learning as a means of summarizing student achievement, but are also aware of the even greater importance of assessment for and as learning as a means to advance student achievement (Black et al., 2003). To ensure that our design is reflective of this purposeful practice, we will provide opportunities for the teacher to assess the understanding of integers that the students bring to the design; to share learning objectives; to provide timely and descriptive feedback; as well as to provide opportunities for the students to assess their own progress and to monitor their own learning needs. Access to current assessment scales and rubrics are provided and can easily be added to or changed as work by teachers and ministerial forums continue. Numeracy Performance Standards provide teachers and students with language and examples to demonstrate what understanding and performance of the learning outcomes look like. It is an important reminder to educational organizations that demonstration of learning outcome understanding may have a technological component to it; rather than just a pen and paper demonstration Intentions and Context Our technology supported design is intended to support a learners acquisition of integer manipulation, and to inform and support a teachers practice of instruction. Our design, using a Moodle course management system, will span the curriculum from grades six to eight, providing a teacher with the ability to use the level of integer instruction as appropriate to their learner. The project is intended to meet the needs of an educational system designed to support a monograde learning system. Student enrolment in British Columbia and many parts of Canada is on a steady decline as our population ages. Many school districts in BC and across Canada have had to close and consolidate schools to ensure buildings are at a capacity that is fiscally responsible. Multigrade classrooms are becoming increasingly more common. School District # 27 (Cariboo/Chilcotin) in BC has a geographical area near the size of New Brunswick with many rural and remote schools. Five schools in School District # 27 are remote and are at 20% or less capacity (Wright, 2010). These schools have been left open to ensure quality education is being provided in these remote communities. In these schools teachers are instructing classes with configurations of up to five grades. The prevalence of multigrade teaching is increasing, and more than one in seven classrooms in Canada may be of a multigrade configuration (Gayfer, 1991). Teachers of

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multigrade classrooms work within the demands of a monograde system and are expected to provide grade specific programming to their students (Mulryan-Kyne, 2007). These teachers are using grade specific resources and are often expected to meet the learning outcomes for each grade while facilitating the diverse needs of a multigrade classroom. Research indicates that the demands of multigrade teaching are greater than monograde (Mylryan-Kyne, 2007) Teachers of multigrade classrooms have been largely trained in a system where pre and in-service training is focused on a grade specific, monograde scenario. To prevent students from learning in isolation, multigrade teachers often choose what topics to teach while ensuring that important skills and processes are taught for each student (Mulryan-Kyne, 2007). Our technologically supported learning environment will address the needs of a multigrade teacher by providing a unit in mathematics that can be applied to students in three grades. This unit will allow all students to learn within the same mathematical strand and the range in conceptual understanding amongst students will encourage social constructive dialogue where they can assist each other in expanding their unique schematic framework. Many teachers, especially rural and remote, are faced with differentiated classes spanning three or more grades. All teachers, whether teaching in a multigrade or monograde classroom, are faced with a diverse student group that brings varying skill levels, background knowledge, learning strengths and challenges. Our design will provide teachers with a streamlined approach of teaching integers that encourages a social constructive discourse within the classroom. It will enable a teacher to differentiate instruction and activities as needed. The technological learning environment housed within Moodle is designed with features that support feed-forward learning for both the student and teacher, and encourages the use of formative assessment practice. Considering demographic changes in British Columbia and Canada, and the resultant changes in education, our technology supported design is contextualized to appeal to the ever pervasive multigrade classroom. Considering the expanded call for individualization of programming, differentiated instruction, and alternative learning situations, our technology supported design will appeal to many educators. The approach we have included in our design encourages learners in multigrade classrooms to collaborate upon and socially construct an integral understanding of integer manipulation. Vygotsky (1978) believes that social interaction plays a fundamental role in the development of cognition and he argues that the full potential for cognitive development in

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individuals depends upon the zone of proximal development. This means that the necessary prerequisites for learning new knowledge and skills have been fulfilled. It is the zone where students are ready to learn. Ensuring that new knowledge and skills are within each learners zone of proximal development depends upon full social interaction and nimble and responsive teaching. Through this social interaction, in the form of peer collaboration and teacher guidance, the range of knowledge and skill that can be developed exceeds what can be attained alone. Our design provides the necessary social differential that will push learners towards the fruitful limits of their schematic framework. Our learning environment utilizes collaborative, social construction of knowledge where higher order thought process (application, analysis, synthesis, evaluation, and creation) manifest in a dynamic social environment. Social constructivism contends that knowledge and understandings are constructed when individuals solve problems, engage in discussion and interact socially with others (Driver, Asoko, Leach, Scott, & Mortimer, 1994). As our integers unit occurs in a collaborative learning environment, the learners will construct knowledge and understandings within this social context. The students will be connected through interactive digital mediums so they can collaborate and work together. The primary technological platform housing our design is the Moodle course management system. This open source software application is an ideal choice as it can be accessed with only an internet connection and it has multi-functionality lending itself well to our learning intentions. The platform can be easily edited and changed by the teacher so as to differentiate and contextualize any concept. It serves as an online resource with the ability to house multi-media applications, graphics, animations, and other digital tools that can support learning. To address the flaws of traditional summative assessment practice (Black & Wiliam, 1998), our design supports the practice of Assessment for Learning (AFL). Our Moodle environment includes forums for both students and teachers to serve as an ongoing socially collaborative feedback system. The teacher forums are a place for ongoing collaboration between educators who are using our technology supported learning environment. There is also a teachers wiki where professionals can collaborate within a knowledge building platform. Students will use the forums to engage in critical dialogue that will deepen their understanding of integer manipulation. Our Moodle design also includes visible learning objectives, prompts for

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student reflection, and additional assessment tools that both the teacher and student will utilize to promote a reflective learning environment. The portability of Moodle supplies the teacher and student with a learning unit that can be accessed almost anywhere, and will encourage users who benefit from an alternative learning environment. Key Concepts The educational focus of this project is grade six to eight mathematics. We have created a tool by which students and teachers can develop a deep conceptual understanding of integers: to be able to add, subtract, multiply, and divide integers with confidence, efficiency, and accuracy. Our learners will not be passive recipients of direct instruction; rather they will be supported to construct their understanding in a social constructivist environment. Opportunities will be provided so that they may work with virtual manipulatives and scaffold their learning from concrete representations to abstract and numerical representations. Recent changes to the mathematics curriculum make it necessary for teachers to possess an understanding of mathematic concepts and teaching skills more rigorous than previously thought necessary and previously provided for during teacher pre-service training. Research clearly identifies the connection between unsatisfactory student learning and inadequate teacher knowledge (Ma, 1999, p 146). As Ma discusses in Knowing and Teaching Elementary Mathematics, there are three opportunities for which teachers may gain mathematical knowledge and understanding. The first opportunity occurs when the teacher is a student, the second opportunity is during teacher training, and the third opportunity occurs when the teacher is teaching. To help all students learn we believe that we must take advantage of this last opportunity to enable teachers to gain mathematical knowledge if needed. If opportunities are not readily available for teachers to actively learn on the job then student achievement will not increase (Hill, Ball, & Schilling, 2008). This active learning will better enable teachers to engage students in social constructivist learning; will allow teachers greater insight into student challenges; will allow for increased immediate feedback; and will allow for greater differentiation in instruction. Integer understanding and the ability to manipulate integers is needed as a prerequisite to the mathematical requirement of grades nine to twelve. Concepts such as rational numbers, powers, personal budgeting, profit/loss, understanding of slope, relations and functions, statistics, algebra, trigonometry and more, require integer understanding and the ability to manipulate

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integers. Adding and subtracting money, stock market gains and losses, changes in elevation and temperature, and even the plus and minus averages acquired in sports competitions are some of the life examples where integer understanding and the ability to manipulate integers is needed. As important as the mathematical learning are the mathematical processes. Communicating, making connections, problem solving, reasoning, and visualization are the processes highlighted in the WNCP curriculum for grades one through twelve. The activities chosen as part of our design will ensure that students have opportunities to practice, acquire, and demonstrate the acquisition of new knowledge. Design Activities Our Moodle environment has two functions, one to support the teachers professional development and the other to support the learners acquisition of integer manipulation. The design is intended to support a teachers confidence and competency in instruction by providing timely information and the creation of a community of users. This will be met through the use of a teachers forum and a collaborative knowledge sharing and building wiki. Teachers may engage in critical dialogue surrounding the Moodle design itself, practices of instruction, pedagogical foundations, and mathematical concepts. A bank of activities will be available to allow the teacher to tailor the unit to his or her students needs. In addition to instructional lesson plans, the Moodle learning environment will contain videos, virtual online games, simulation activities, and a forum for the students to share and reflect upon their learning. The student platform will contain the following 7 units: 1. 2. 3. 4. 5. 6. 7. Integer Comparison Integer Ordering Integer Zero Pairs Integer Addition Integer Subtraction Integer Multiplication Integer Division

Each unit will include a template that teachers can modify or adapt to meet their students needs. The templates will include the following sequence of items:

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1.

Learning Outcomes & Achievement Indicators - Each unit will commence with a

list of learning outcomes and achievement indicators. These will be provided in student friendly language so as to enable students to assess themselves as to whether or not they have achieved the expected learning. Through the unit the learners will be prompted to refer back to these learning intentions and monitor progress and understanding. Student progress will be clearly visible within the environment as students work their way through the unit. 2. Previous Knowledge Assessment - At the beginning of each unit will be an activity that will assess a students previous knowledge. Equipped with this information the teacher can then provide scaffolding where necessary, group students to maximize learning, as well as adapt and modify the unit to better reflect students needs. 3. 4. 5. 6. Review Activity - A review activity of previous units will be included. Overview Explanation of Unit Concept This section will provide the learner with Visual Simulation Activity Each unit will include an online activity that will Physical Game (group/pairs) Each unit will include a game or activity whereby

an overview of the concepts to be covered in the unit. motivate the learner and support the learning intentions. students will work in groups to manipulate concrete objects. For example, a game such as tug-of-war, described at http://schoolwaxtv.com/math-tug-o-war-game-elementarymath could be used for the unit on multiplication of integers. 7. Problem Solving - A set of meaningful problems will be included with each unit and students will work in groups or in pairs to solve them. The problems will incorporate the investigation of real life applications of integers such as temperature, sports, money, and elevation to illustrate the purposeful use of the integers in real situations. 8. Reflective Activity At the culmination of each unit, students will perform one or CMap - Students in pairs will generate a list of the main concepts covered more of the following reflective activities: in the unit and will link these concepts to produce a concept map that highlights

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their learning. This will provide feedback to the teacher on the students understanding of the concepts. Forum Post - Students will choose one of the activities from this unit and write a blog entry describing the activity, what they learned and what they liked or disliked about the activity. Students will read and comment constructively on other students blog entries. 9. Presentation - In a small group, or in pairs, students will prepare a presentation explaining the concepts they learned during the unit. Assessments Objectives - Students will refer back to the learning outcomes, and by use of a rubric, reflect upon their level of understanding. If students self-assessment indicates that they do not fully meet the outcomes they will be directed to additional activities to further explore and connect with these concepts. For further information on the Moodle environment and teaching resources see Appendices A and B, or if you are a member of the MET Moodle group, visit the actual design at http://moodle.met.ubc.ca/course/view.php?id=102. Verifications The foundation of our technology supported learning environment is based on sound pedagogical research, differentiated instruction, alternative learning environments, and numeracy. We have attenuated the demands of multigrade teaching and numeracy. Our opensource unit is freely accessible, providing suitable access to the internet and a computer workstation. However, we are accountable to the sound practice of diverse educational pedagogy and will suggest measures to assess the learning objectives and intentions of our design. To assist in determining the effectiveness of our design we propose that users, including ourselves, conduct action research following the implementation of the program. The action research question might vary with each user, but should address the question as to whether students are meeting the learning objectives for the integer unit. Whether conducted by one practitioner or several who are using the program, qualitative and quantitative tools would support this assessment. Summative assessment, questionnaires, interviews, and direct observations can all be used to address the question of the action research proposal. In addition

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to the learning objectives, the action research might assess engagement and motivational aspects of the design. An important aspect of our design is to provide ongoing feedback to teachers to support their use of the design platform and their instruction of integers. We have embedded discussion forums in Moodle to assist in this goal, and we also suggest the formation of professional learning communities (PLC). While forums are a good starting point for professional growth, developing a PLC can encourage greater collaboration and ongoing sustained support. At a student level, monitoring student involvement and success in the design activities will indicate the value of our project and design. Ultimately, student success will indicate improved understanding of and operational competency with integers. Group Reflection Constructing Integers brought together two teachers of math for whom the success of every student is foremost and one software engineer, wanting to learn how technology may better support the educational needs and life chances for students in Canada and throughout the world. This project combines the strengths and ideas of all three individuals in an effort to produce a learning environment more effective and purposeful than any could do alone. Within the context of this project, the shared curricular, pedagogical, instructional, design, and technological strengths of the team is available for educators and students to make use of. The development of this technology supported learning environment has occurred within a collaborative learning space where the shared expertise, research, and design production has nourished our growth as professionals. This and other ETEC 510 cohorts are not comprised only of teachers, albeit significant numbers are engaged in that profession. The teaching profession is far too often an isolated one. Classroom doors are closed and individual islands of instruction exist within the larger organization. It is well documented that teacher collaboration is beneficial to both student and teacher learning (Fullen & Hargreaves, 1991). Opportunities for teacher collaboration occurred not only in the design of the project but are encouraged within the use of the project. This assignment has been a reminder to the value of teacher collaboration. Through teacher use and collaboration our project will continue to improve over time and with use. This project also serves as a valuable reminder as to the merits of collaboration among students. UBC's MET program fosters this type of social construction of knowledge and skill

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building, and brings together people from all over the world to offer unique insight into good use of technology in education. Similar collaborations within a design team have produced great tools for use in education, but the group must work within an understanding of social responsibility. When each member understands their responsibility and contributes fully, the level of knowledge and skill building is outstanding. As a group, we have realized this social process and as a result, we have encouraged academic and professional growth within each other.

References Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for Learning. Berkshire: Open University Press. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-144. Cazden, C., Cope, B., Cook, J., Gee, J., Kalantzis, M., Kress, G., et al. (1996). A pedagogy of multiliteracies: Designing social futures [Electronic version]. Harvard Educational Review, 66(1). 1-32. Dick, W., & Carey, L. (1990). The systematic design of instruction. New York: Harper Collins. Chapter 1: Introduction to instructional design (pp. 2-11). Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom [Electronic version]. Educational Researcher, 23. 5-12. Fullen, M., & Hargreaves, A. (1991). What's worth fighting for? Working together for your

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school. Toronto: Ontario Public School Teachers' Federation. Hill, H.C., Rowan, B., & Ball, D. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42 (2), 371- 406. Ma, L. (1999). Knowing and Teaching Elementary Mathematics. Mahway, New Jersey: Lawrence Erlbaum Associates, Incorporated Mulryan-Kyne, C. (2007). The preparation of teachers for multigrade teaching [Electronic version]. Teaching and Teacer Education, 23. 501-514. Trafton, P. (Ed.). (1989). 1989 yearbook of the NCTM: New directions for elementary school mathematics. Virginia: NCTM 6. Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press. Wright, D. (2010). Our kids, our future: Year two. William's Lake, BC: School District # 27 (Cariboo/Chilcotin).

Appendix A Moodle Environment For this design project a Moodle Environment was created to act as a shell or template for teachers to use. This is available at http://moodle.met.ubc.ca/course/view.php?id=102. While this environment has not been developed completely, it has a number of the interactivities and resources available under the framework proposed in this design document. This appendix contains images and descriptions to highlight these.

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Figure 1: Student Moodle Platform Figure 1 contains a student view of the learning environment. Students can chat with other students, contribute to the forums configured for each topic, respond to the topic quizzes, as well as part take in the end of course survey. Additionally, messages from the teacher and quiz results are displayed for the student in the left-hand column.

Figure 2: Integer Comparison Section Figure 2 highlights the activities and resources available to students for each topic; in this case its for the first topic, Integer Comparison.

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Figure 3: Teacher Moodle Platform Figure 3 shows the teacher view of the learning environment. Teachers have access to chat functions (used with teachers and students), a teacher forum and wiki, as well as a database of resource activities and materials. There are a number of administrative features for grading and reporting on students work as well as an email system to communicate with students. The following lists some of the resources available from the Moodle environment: 1. A sample of the types of learning out comes and achievement indicators

http://moodle.met.ubc.ca/mod/resource/view.php?id=4587

2. Videos that can be used as part of a topic overview

http://moodle.met.ubc.ca/mod/resource/view.php?id=4588 http://moodle.met.ubc.ca/mod/resource/view.php?id=4601 http://moodle.met.ubc.ca/mod/resource/view.php?id=4677 http://moodle.met.ubc.ca/mod/resource/view.php?id=4716 http://moodle.met.ubc.ca/mod/resource/view.php?id=4717 http://moodle.met.ubc.ca/mod/resource/view.php?id=4720

3. Online visual simulations activity

http://moodle.met.ubc.ca/mod/resource/view.php?id=4589

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Appendix B Additional Resources The following list contains the start of a compilation of resources to be made available to teachers in the Activity and Resource Database available in the Moodle environment. Many of the resources listed are currently used within the Moodle design itself, and teachers can choose to use and embed these suggestions. Comparisons http://schoolwaxtv.com/notepad-tutor-comparing-integers http://schoolwaxtv.com/notepad-tutor-compare-and-order-numbers-1000 http://themathgames.com/our-games/arithmetic-games/number-balls1/league_-1/country_1/countryNumber_-1 http://www.aaaknow.com/cmp.htm Number Line http://www.mathgoodies.com/integers/integerfootball_demo2.asp http://pbskids.org/cyberchase/games/negativenumbers/negativenumbers.html http://www.mathdork.com/free10/signed1/ http://schoolwaxtv.com/real-number-system Integer Tiles http://www.youtube.com/watch?v=IMsLBLUYuYU http://my.hrw.com/math06_07/nsmedia/tools/Algebra_Tiles/Algebra_Tiles.html

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http://strader.cehd.tamu.edu/Mathematics/Algebra/AlgebraTiles/AlgebraTiles2.html Addition http://schoolwaxtv.com/notepad-tutor-addition-including-carrying-2-digit-addition-regrouping http://schoolwaxtv.com/notepad-tutor-adding-many-numbers http://www.aaaknow.com/add.htm http://schoolwaxtv.com/race-100 Subtraction http://schoolwaxtv.com/notepad-tutor-subtraction-including-borrowing-2-digit-subtractionregrouping http://schoolwaxtv.com/pvsd-3-digit-subtraction-regrouping Multiplication http://www.funbrain.com/brain/MathBrain/Games/GameOpaque.html? GameName=MathSoccer&Brain=math&Gender=M&Grade=4&Language=en_us&GameNumbe r=8&Color=000000&Ha http://schoolwaxtv.com/math-tug-o-war-game-elementary-math http://www.hoodamath.com/games/multiplicationgame.php http://schoolwaxtv.com/pvsd-multiplication-fact-card-fun http://nlvm.usu.edu/en/nav/category_g_3_t_2.html http://schoolwaxtv.com/math-tug-o-war-game-elementary-math Division http://www.savevid.com/video/pilot-math-7-divisibility-rules.html http://schoolwaxtv.com/pvsd-dividing-2-digit-divisors http://schoolwaxtv.com/notepad-tutor-long-division-1-digit-divisor-3-digit-dividend All Operations http://www.aplusmath.com/Flashcards/sub-nflash.html http://www.funbrain.com/cgi-bin/alg.cgi http://mathstar.lacoe.edu/newmedia/integers/add/activities/activities.html http://nlvm.usu.edu/en/nav/category_g_3_t_2.html http://www.watchknow.org/Category.aspx?CategoryID=81

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Appendix C Personal Reflections Melissa Ayers This design activity facilitated my learning in a number of areas including mathematical concepts, teaching primary aged children, the importance and role of assessment to learning, and LMS (what is LMS? name it once) environment creation. Technically, this design project gave me the opportunity to have my first hands on experience with a LMS, in our case Moodle. I drew on my knowledge as a user (as a MET student), my professional IT knowledge, along with a bit of trial and error during the creation of our LMS Moodle environment. While searching for activities and resources to use for our design, I was amazed at the vast quantities of computer based educational materials available. This really drove home for me the ability of technology to provide multiple perspectives of learning materials and how computer based activities can really support learning mathematical concepts. For example, the way they can allow students to play and visualise mathematical ideas and concepts. Programs based on computing languages such as Logo, really offer a new way for students to interact with mathematical concepts from different angles.

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One aspect of our design proposal that really got me thinking was the importance as well as the diversity of assessment. Previously I had not given much thought to assessment and assumed it was more of tool used to measure and meet objectives. I had not given any thought to the role assessment plays in student motivation nor how entwined into the learning process it is. Furthermore, I had little awareness of the vast methodologies and fashions to assess students such as formative assessment, or through using tools such as wikis and blogs. Deciding how to assess students in our design proposal really forced me to think and investigate the multitude of possibilities. Finally, engaging in this design activity enforced the benefits of collaboration and team work as well as the power of peer-to-peer learning. Not coming from an educational background, I really appreciate the knowledge and expertise that my colleagues were able to part upon me through the course of this project. They provided information on concepts like formative assessment and learning objectives, information about the teaching environment in British Columbia, and the difficulties and challenges teachers face in the classroom (e.g., resourcing, classroom sizes, and demographic to technological issues). Further to this, working as part of this team illustrated the power in allowing students to dive into their interests. For this project each of us chose an aspect of the project we were interested and/or knowledgeable in, and as a result I believe both our individual learning and our project to be of a high quality. It really highlighted the power of giving students the ability to lead their own learning.