Course 5 Final Project: My COETAIL Learning Journey

The final version of my Course 5 Final Project is here! I have titled it My COETAIL Learning Journey because most of what I have learned through the course of this program is demonstrated in my final project video. My project itself is explained in quite a bit of detail within my video, so I will spare you those details for now. First, I’d like to highlight some important points.

Use of Technology

My final project video shows obvious evidence of technology use in my classroom. I have chosen to show examples of technology use at each level of the SAMR model – technology that both enhances AND transforms my teaching practice. Within this particular unit, as you will see in my video, the technology used by my students (and myself) allowed for the creation of new learning experiences, made possible by current technology not previously possible. Such examples include using the various capabilities of Google Docs and the creation of a video documentary.

Active Learning

Student-centered activities were at the heart of this unit plan (see below). Using a Google Doc as their notebook (including much of the functionality that comes along with such an app), actively engaging in a Socrative quiz, participating in an online game, and creating a video documentary allowed my students to become independently and actively engaged in their learning process nearly all of the time. Especially with the documentary, students were asked to make most of the decisions for this project on their own, and I was surprisingly pleased with the results!

Classroom Management

The classroom management piece may be the least obvious component as you watch my final project video; however I can honestly say that I have had very little classroom management issues during this unit. I attribute this to the fact that I was actively aware of what all of my students were doing. I was able to freely interact with my students and personally challenge them as they worked. I was also able to connect with them through their Google Doc notebook and the Google Doc that they were using for their documentary project. This unit plan was very well thought out and organized, thank you to the fact that I was able to work on the planning of this project during course 4! During the course of this unit, my students worked in the classroom area, the lab area, and the learning commons (library), which gave them a variety of spaces in which to work creatively. We also invited the librarian into our classroom, as well as visiting her in the library to help us with finding relevant resources, properly citing our sources (especially for the documentary project), and using a resource called Noodle Tools.

School Technology Standards

The ISTE Standards for students have been authentically embedded into their learning experiences during this unit as you will see in my final project video, as well as in the embedded unit planner above. Students were informed of these standards in the beginning of and throughout the unit. The chosen standards are appropriate for this content and age group, and they have been assessed during the unit.

Authentic Assessment

Their were two major products within this unit among many smaller formative assessments along the way. These two products were: The Energy of Evaporation Lab Report and the Documentary Video Project both of which effectively match to our learning outcomes. Both of these assessment tasks reflect real-world application of learning. The lab report allowed the students to communicate like real scientists communicate, and the documentary project allowed the students to create a meaningful video that could inspire others to change how they treat our planet earth. Students were inspired by a documentary that we watched earlier in the school year, titled Before the Flood. Here are some of the documentaries created by my students 🙂


As you will see in my final project video below, I have included citations for all images and sources that were used to create my video. I also required the same of my students for their video documentary project as evidenced in their rubric for the project. I didn’t feel completely confident imparting this information to my students alone, so I asked our librarian (as previously mentioned) to help me with this task before my students began their project. Our librarian did an absolutely amazing job explaining copyright and fair use guidelines in a way that our students could easily understand.

Visual Literacy

I am hoping that this visual literacy piece is evident in my final project video. My classroom lessons, as well as this video have been enhanced by effective use of visual literacy strategies that I have learned about in my COETAIL courses. The video documentary project is the second video project that our students have completed in grade 9 science this year, and we went over some of these important strategies after the first video project when we realized that we really needed to! We also went over the importance of specific visual literacy strategies for creating a video documentary and how that might differ from any other videos that the students create. A documentary has a specific purpose, and our students were challenged with creating a video that effectively communicated their message.

Now, presenting my Course 5 Final Project Video…

Final Reflection

In conclusion, I can honestly say that I am very happy to be done with this project! The COETAIL courses and the final project itself have proved to be quite challenging for me in many ways. I have learned a lot through the duration of these courses, and I believe that I am a more equipped teacher as a result of having taken these courses. It, for sure, was time well spent. My hope, as always, is to continue being a lifelong learner, especially in regards to technology! I warmly welcome your comments below 🙂

Leave a Reply

Your email address will not be published. Required fields are marked *