I really appreciated how you connected UbD to your own experience learning programming. Your point about only truly understanding code structures once you saw their purpose resonates with me. Iâve had a similar realization in teaching math, when students only memorize steps for solving problems, they often forget them later. But when they see why those steps matter in solving real-world problems, their learning sticks. Thatâs exactly what UbD emphasizes: keeping the end goal visible so learning feels purposeful.
Your reflections on design thinking also stood out, especially your example of group coding work. The way you framed empathy, not just as being kind, but as intentionally designing collaboration to meet everyoneâs needs, made me think about how I set up group projects in my own practicum. I sometimes default to dividing tasks evenly, but your example makes me wonder how much stronger outcomes would be if I considered student strengths, schedules or preferred working styles from the start.
I also liked your comparison of Bloomâs and SOLO. I usually lean on Bloomâs for writing objectives, but I hadnât thought as much about how SOLO captures the quality of learning. Do you see yourself combining them, using Bloomâs for planning, then SOLO for reflection?
Your post really resonated with me, especially your reflections on UbD and Backwards Design. Like you, Iâve been told countless times to âstart with the end in mind,â but it wasnât until practicum that I saw how much clarity it actually brings for both teachers and students. I also had moments where my units would lose focus even though I thought I was clear, so I definitely can relate to that challenge. What helped me was keeping the learning goals visible in the classroom, almost like your biology teacher did. It made it easier for students to check their own progress and it kept me accountable too.
I loved your idea of using a design thinking project to build classroom community at the start of the year. That feels like such a powerful way to set the tone with empathy and collaboration. In my own experience, when I gave students voice in designing classroom agreements, they were much more invested in following them, it felt less like âmy rulesâ and more like âour rules.â How would you manage this in a classroom where some students might struggle with open-ended tasks or need more structure?
Your thoughts on deep vs. surface learning also made me reflect on my own language learning. I still remember Spanish phrases from role-play activities because they felt meaningful and interactive, but vocabulary lists never stuck. That really connects to your fashion show idea, where language is learned in a fun, authentic context.
I really appreciate how you connected Bloomâs Taxonomy, Backwards Design, and UbD to your own learning experiences. Your example of the high school teacher who laid out learning goals reminds me of the power of transparency, students feel more in control when they know exactly what theyâre working toward. Iâve noticed this too in practicum: when I share even a simple âI canâ statement with younger students, it gives them a clear anchor for what success looks like. It also helps me stay focused as a teacher, since I can check whether my activities are actually building toward that goal.
I also connected with your story about the student who was struggling in math. I had a similar experience during a guided reading group where one student resisted every activity I tried until I finally asked what would help him. Just like in your story, opening that conversation shifted everything, he became more invested when he felt included in the process. Your post makes me wonder how I can bring that same level of voice into group projects, not just one-on-one interactions.
How do you see yourself balancing student-driven inquiry with curriculum requirements? And do you think involving students in co-creating learning goals could make projects even more meaningful?
On the personal side, my digital identity shows up mostly through Instagram and Facebook. These platforms act like a digital scrapbook, where I share moments from travel destinations, moments with my friends and family or pictures of my dog. For me, itâs a space for connection and expression, highlighting joy, creativity and relationships.
At the same time, Iâve realized that even casual posts have weight. As Danah Boyd reminds us in her discussion of networked publics, once something is online, it can circulate far beyond the intended audience. That idea has shifted the way I think about posting. Before hitting âshare,â I now ask myself: Would I be comfortable if someone outside my circle saw this?
My professional presence feels much more curated and deliberate. LinkedIn and Facebook groups are where I highlight my education and connect with other educators, while my teaching e-portfolio is becoming a showcase of lessons, reflections and my philosophy as a teacher. Even small details, like my school district email signature automatically showing my role and affiliation, add to this professional identity. These pieces together form a more formal impression of who I am in an educational context.
This identity feels more like a portfolio than a scrapbook, organized, polished and future-focused. George Courosâs perspective that digital portfolios tell the story of both who we are and who we are becoming really resonates with me. Each time I add a reflection or lesson, Iâm not just documenting work, Iâm shaping how I want to be seen as an educator.
My email signature
Where the Two Meet
Whatâs interesting is how these identities overlap. Over my last practicum, I shared an Instagram story about a grade 2/3 thumbprint art activity where students explored how tiny, individual marks could grow into imaginative creations. I also posted about a collaborative mural project that brought the whole class together to design and paint a shared piece. Both posts felt personal, moments I was genuinely proud to celebrate, but they also worked as professional snapshots of my teaching style and values. That blending reminded me that my online presence isnât divided into two separate categories, instead, it exists on a spectrum where personal pride and professional identity naturally intersect.
Thumbprint Art ActivityMural Art Project
Moving Forward
I now see my digital identity as an evolving project rather than a finished product. Balancing personal authenticity with professional responsibility isnât always simple, but itâs part of shaping a meaningful presence online.
So, I find myself asking: do we really have two separate digital identities, or are we all just writing different chapters of the same ongoing story?
References
Boyd, Danah. 2010. âSocial Network Sites as Networked Publics: Affordances, Dynamics, and Implications.â In Networked Self: Identity, Community, and Culture on Social Network Sites, edited by Zizi Papacharissi, 39â58. (Draft version). Accessed [date]. https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf
Hi my name is Anna McClintock. Welcome to my blog, Iâm happy youâre here! (:
My mum and I at Run for the Cure
I recently graduated from the University of Victoria (UVic) with my Bachelor of Education in Elementary Curriculum. I am now back at UVic upgrading my teaching category from a 4 to a 5. I currently work as a Teacher Teaching on Call in School District 63 on WSANEC territory. I feel grateful every day to live, learn and teach on this beautiful land, it is my favourite place in the world.
Outside of teaching, I spend most of my time with my dog, Mika, a four-year-old goldendoodle. You’ll usually find us at the beach but on the off chance we’re not there we are likely off exploring or grabbing coffee (and a pup cup, of course).
Taking this multi-media course, I hope to become more confident and comfortable using technology to enhance both my own learning and my studentsâ learning. I am particularly interested in exploring ways technology can support accessibility and pastry more diverse ways for students to engage, express their understanding and participate meaningfully in the classroom.
I’m really looking forward to learning and connecting with new people!
Through my teaching, I have realized that when I clearly envision what students should understand or be able to do by the end of a lesson, it transforms the way I approach teaching. Wiggins and McTigheâs concept of backward design resonates strongly here: starting with the desired outcomes allows me to work backwards in structuring meaningful activities.
When I planned a grade 4 diorama project last spring on natural environments, I began by imagining what a successful final product would look like and how students could demonstrate their understanding of ecosystems. This clarity gave direction to the entire project. I was able to scaffold activities that gradually built knowledge of habitats and ecological interactions, while still leaving space for studentsâ creativity and personal expression. Students experimented with materials, made choices about which natural elements to include, and reflected on how their dioramas represented ecosystems. The process reinforced for me how powerful it is to start with the âwhyâ of learning, helping students find purpose in their work and making lessons both engaging and meaningful.
Table of the grade 4 diorama project (why it connects)
Empathy, Iteration, and the Spiral of Learning
Another insight I gained was the role of empathy and iteration in learning design. Kolbâs experiential learning cycle emphasizes that knowledge is created through a process of experience, reflection, and adjustment, which Iâve seen in action with my students. Some initially struggled with selecting materials or identifying ecological characteristics of their chosen environments. By observing closely, asking guiding questions, and encouraging them to create small prototypes, I could see where support was needed and adjust my approach accordingly.
This iterative process reminded me of the spiral model of learning. Unlike a flat line or simple repetition, the spiral emphasizes moving deeper with each iteration, connecting prior knowledge to new applications. Each time students revised their diorama, they werenât just repeating tasks, they were layering new insights onto their earlier understanding. This spiral of reflection and refinement created a safe, low-stakes environment for problem-solving, where students felt supported but not constrained. It reminded me that learning is rarely linear, it involves trial and error, reflection and growth.
Reflecting on my own learning experiences also underscored the difference between surface-level and deep learning. In one math unit, I memorized formulas for area, perimeter and volume, which allowed me to perform well in the short term but left me without lasting understanding. In contrast, a project where I had to design a classroom layout and calculate space needs required me to apply mathematical concepts in a real-world context.
This connects directly to Wrightâs TEDx Talk, where she emphasizes that early experiences and active engagement shape lifelong learning. When I worked on the classroom design, I wasnât just memorizing formulas, I was actively exploring and problem-solving, much like the meaningful, hands-on experiences Wright describes. Both examples highlight that learning is most impactful when it is relevant, engaging and allows learners to construct knowledge themselves rather than passively absorb information.
Designing for Relevance and Inclusion
This also connects to my teaching philosophy: I want students not only to acquire knowledge but to see how they can use it to make sense of and positively impact the world around them. Universal Design for Learning (UDL) reminds me to plan with flexibility in mind so that every student can access and engage with the content in meaningful ways.
When lessons are designed with clear outcomes, authentic contexts, opportunities for iteration and a spiral approach that deepens understanding over time, they become more than just tasks, they become experiences. These experiences foster curiosity, ownership and deeper connections between classroom learning and everyday life.
Moving Forward
Overall, this module reinforced that intentional planning, empathy, iteration and relevance are central to designing meaningful learning. Designing experiences that are student-centered, hands-on and aligned with clear outcomes allows students to engage deeply, take ownership of their learning, and connect classroom concepts to real-world applications. Like the spiral, my teaching will continue to build on prior experiences, moving deeper with each iteration to create lessons that are purposeful and memorable.
Hello everyone! My name is Anna McClintock, and I recently graduated from the University of Victoria with my Bachelor of Education in Elementary Curriculum this past June. Since then, I have been working as a Teaching Teacher on Call (TTOC) in School District 63 on WSANEC territory. I feel so grateful to be able to live, learn and teach on these lands, itâs a place I truly love and consider my home.
Image credit: Saanich Schools Website
WSANEC territory made up of TSEYCUM, TSARTLIP, TSAWOUT AND PAUQUACHIN first nations.
Alongside teaching, I have returned to UVic to upgrade from a category 4 to a category 5. Balancing these two roles has been both challenging and rewarding, as it allows me to deepen my professional experience in the classroom while simultaneously engaging with new learning opportunities at the university. This is just the beginning of my journey as a lifelong learner. This course feels like a natural fit because of my strong interest in how social media and technology intersect with education. I see these tools playing a significant role not only in my personal life but also in the lives of my students, shaping the ways they communicate, collaborate, and engage with learning.
Image credit: âSee what you meanâ via Pinterest
For me, learning is most effective when it builds understanding through meaningful connections and hands-on experiences. One of the most memorable and impactful learning experiences Iâve had took place during my practicum. I designed a lesson that linked art and science, where students created dioramas of their personal âhappy placesâ in nature. Seeing students engage with the lesson and reflect on their own experiences while learning scientific concepts made me realize how deeply learning can resonate when it connects to something meaningful. I learned alongside them, discovering that teaching is not just about delivering content, itâs about fostering curiosity, supporting creativity and helping students see themselves reflected in their learning.
In terms of my learning philosophy, I find myself most aligned with constructivist approaches. I learn best when I can actively engage with new ideas, connect them to prior knowledge and apply them in practical, hands-on ways. Iâve noticed that motivation plays a critical role in this process for me and one concept from the ARCS model that resonates deeply is relevance. When I can clearly see why a concept or skill matters, whether for my growth as a teacher, for my studentsâ learning or for my own personal development, I feel far more engaged and inspired to invest effort into understanding it. This focus on relevance mirrors a TED Talk I recently watched by Priyam Baruah, which emphasized personalized learning and creating supportive educational environments. Baruah discusses the importance of motivation and excitement in learning and how teachers can implement strategies that allow every student to feel seen, valued, and capable.
A TedXTalk on personalized learning.
I also view my prior knowledge as a key tool in approaching new learning. Experiences in classrooms with Universal Design for Learning (UDL) have provided me with a strong foundation that allows me to connect new course content to strategies I have already implemented. This grounding makes learning feel concrete, practical and exciting rather than abstract. It gives me confidence to experiment with new ideas while remaining anchored in tried-and-true teaching practices.
Overall, Iâm eager to explore these themes further this term, examining how technology, motivation and meaningful connections can intersect to create more engaging learning experiences.
Image credit: Growth Engineering via Google
ARCS Model: Attention, Relevance, Satisfaction and Confidence
When I think about personalized learning, I see it as education that adapts to the learner rather than the other way around. Itâs not just about choosing topics weâre interested in, but also about having flexibility in pace, style and tools so we can connect with content in ways that feel meaningful. Personalized learning makes room for the learnerâs voice, and for me, that has often been the difference between simply completing an assignment and truly engaging with it.
When I first learned about personalized learning I was introduced to this video by TedXTalk.
A time that stands out for me was during my teacher education program here at UVic. In one of our courses, we were given the option to design our final project using any medium we felt best represented our learning, ie. essays, presentations, artwork or even podcasts. I chose to create a gallery walkâstyle project that showcased my learning through text, teachings, discussions and interactive elements. Instead of writing a single long paper, I designed small stations where people could move through and experience different parts of the material. This format felt authentic to me because it combined creativity, collaboration and academic depth. It also mirrored the way I enjoy learning: engaging with ideas actively, from multiple angles, rather than passively consuming information. The freedom to approach the project this way not only deepened my understanding but also gave me a sense of ownership and pride in my work.
Social media has also shaped my learning in important ways, especially outside formal classrooms. Platforms like Instagram and TikTok have been surprising but powerful tools. Iâve found teaching strategies, classroom organization tips and lesson ideas from educators around the world. What works well is the immediacy, I can see real classrooms in action, hear first-hand experiences and adapt ideas to my own practice almost instantly. Thereâs also a sense of connection in realizing that other educators, even those in very different contexts, are grappling with the same questions and challenges that I am.
Image credit: Mungfali.com via Pinterest
At the same time, Iâve noticed the challenges that come with this kind of learning. Social media tends to show curated highlights, not the everyday struggles behind them. Itâs easy to slip into comparison or self-doubt when I forget that what Iâm seeing is a polished version of reality. That tension, between inspiration and unrealistic expectations, is something I still navigate.
For me, both personalized learning and social media connect back to the course theme of networked learning. They remind me that learning doesnât happen in isolation, it grows through choice, community and connection. As I continue this course, I want to explore how to bring that same sense of personalization and connectedness into my own teaching practice.
Image credit: Getting Smart via GoogleImages
Inquiry-based and personalized learning gives students a role in directing their own learning and enables them to grow and become independent.
