Group 6 Module 4 Group Lesson

Mclachlain, DeLair, Barrowcliff
Gender Relations during Segregation/Imperialism (Powerpoint Group Activity)
The Color Purple
High School Level


Overview
This group lesson for an asynchronous/synchronous blended course acquaints students to gender relations in the early 20th century in the American South and West Africa, both settings in the novel “The Color Purple”. Students may need two weeks to web conference, research, prepare, and present this activity, which they can do while they read the novel.
Objectives
Students will:
• Analyze the information they read in The Color Purple.
• Research various aspects of gender relations.
• Read and analyze both primary and secondary sources to learn more about the topic.
• Develop a Powerpoint to present what they’ve learned
Skills Attained
Students will be able to:
• Analyze gender relations in the early to mid-20th century in the United States and Africa.
• Use primary and secondary sources when conducting research.
• Work collaboratively in a group to plan, develop, and orally deliver a research presentation.
• Present information logically and clearly.
• Use the technology of email, web conference, Powerpoint, word processing
Time Required
Approximately two weeks.
Materials Needed
Group topic sheet with instructions/expectations sheets
Rubrics for evaluating presentations ( w/ expectations)
Peer evaluations
Self-assessment
Action plan
Progress report
Internet access
Access to books, journals, periodicals, etc.
PowerPoint® software
Poster board
Colored pencils/markers
The Lesson
Anticipatory Set
Distribute written support materials via the Learning Management System to include:
1. Title sheet with instructions/expectations for each group.
2. Copy of the rubric with information filled in (so that students will know how you are grading them.)
3. A blank copy of each of the following:
• Peer evaluation form
• Progress report form
• Action plan
• Self-assessment
Then, inform students that each group should turn in via the LMS/email one of the following items at the designated time:
• Action plan
• Progress report
Also, tell them that each person should turn in the following items after completing the presentation:
• Peer evaluation
• Self-assessment



Procedures
Step One

1. Divide the class into their research groups and assign topics. (See below)

2. Designate planning time during which students should be organizing their groups and presentations. Review web conference procedures, how to attach documents and other processes that are necessary to correspond with one another. (Provide written instructions and links to tutorials if necessary). Each group should turn in an action plan, making sure every student in the group has at least one designated responsibility, to you before the deadline. If student groups make any changes to their plans, they should record and report them in the final information packet. This activity assumes that students are at least somewhat familiar with the use of Powerpoint. Additional support on the use of this technology may be necessary if students are not familiar with this.

3. Once students have discussed their strategies and turned in an action plan, have them begin their research on their topic using the Internet, books, periodicals, etc. The groups should be corresponding via email, web conference, and IM to share information, images and writing.

4. Remind students to continue reading Chapters 1-47 of The Color Purple.
Step Two

1. Conference with respective groups and review with each one their expectations, making sure the groups understand that ALL members are responsible for their project



Step Three

1. Web conference with each group. Have student groups thoroughly evaluate their progress and report this on the progress report to the teacher. Students also should have their action plans with comments to be sure that they are addressing everything they have planned.

2. Students should submit action plans and progress report via email. Collect and read the reports to evaluate the groups' progress and facilitate their efforts if possible.

3. Send reminder to students to continue reading at Chapters 1-47.
Step Four
1. Send reminder to students of the deadline to do research, artwork, and writing.
Step Five
1. Send link to web conference site for each group presentation.. Have first group of students upload Powerpoint presentation to the virtual classroom.
2. Have the first group give its presentation for 15-20 minutes. Continue with presentations as time allows until all groups have presented. Use additional sessions if necessary.
3. Hold a classroom question-and-answer session after the presentations.
4. Present the group with glow-and-grow feedback.
5. Remind students to continue reading Chapters 1-47
Assessment
You can use a combination of the peer and teacher assessments, already included in the lesson, for this activity.

This lesson was adapted from a classroom activity lesson plan written by Rebecca Hostler, a teacher at Centennial High School in Roswell, Georgia.
________________________________________

Group One
Gender Relations in the American South during the Jim Crow era
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through the packet on the LMS to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.

• Copy of the rubric with information filled in (so that you will know your teacher's expectations).

• A blank copy of each of the following:
1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________



Group Two
Gender Relations in West Africa during Imperialism
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.

• Copy of the rubric with information filled in (so that you will know your teacher's expectations).

• A blank copy of each of the following:

1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________
Group Three
Sexual Abuse of African-American women during the Jim Crow era
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.

• Copy of the rubric with information filled in (so that you will know your teacher's expectations).

• A blank copy of each of the following:
1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________




Gender Relations During Segregation/Imperialism Projects and Presentations
The Color Purple Unit
Presentation Grading Rubric
Delivery Excellent Good Needs Improvement
1 .Speaks clearly and distinctly. Clear and correct speech Slightly unclear speech, volume too low/high Unclear; often cannot be heard
2. Presents information in an interesting and logical sequence. Information interesting, easy to follow Interesting information, unclear format illogical sequence; hard to follow
3. Uses visual media creatively. Variety of relevant visuals; neat Adequate visuals; some effort Minimal effort
4. Listens to questions and responds accurately. Responds to questions accurately Responds to questions, but gives incomplete answers Gives incomplete answers, does not respond to questions
5. Displays a sense of humor Displays appropriate sense of humor Shows some humor Inappropriate or little or no humor
Content
6. Covers the topic in the allotted time. Well Adequately Inadequately
7. Uses details appropriately. Relevant and important information Leaves out some important information Inadequate or irrelevant information
8. Displays knowledge of topic. Subject matter expert- Covers topic in depthh Generally covers subject matter Does not thoroughly cover subject matter
Comments:

Overall rating:
________________________________________



Name: ____________________________

Group # and name: ______________________________
Date: __________________________________________
Action Plan
The Color Purple Unit
Complete the following action plan with your group before you begin your research and development.
Tasks and Stages Who is responsible for this task? Preliminary Date Necessary Materials
Preparation:


Research:


Progress:


Presentation:


________________________________________










Group # and name: ______________________________
Date: __________________________________________
Progress Report
The Color Purple Unit
Complete this report based on your group's action plan and the tasks group members have subsequently completed.
Tasks and Stages Developments Revised Due Date
Preparation:


Research:


Progress:


Presentation:


________________________________________












Group # and name: ______________________________
Date: __________________________________________
Self-Assessment
The Color Purple Unit
Complete the following based on your efforts and responsibility in the Gender Relations presentations.

1. Imagine that someone from another school asked you about your project. How would you describe what you did?

2. What steps did YOU take to get the project done?

3. Do you feel good about the results of your research and presentation? Why or why not?

4. How did you divide the work?

5. Did the group work well together? Discuss in detail.

6. Are there any things that you would do differently if you did the project again? Please explain.

7. What advice would you give to a student planning a project similar to yours?



Collaboration Rubric
________________________________________

Name __________________________________
Beginning
1 Developing
2 Accomplished
3 Exemplary
4 Score
Contribute
Research & Gather Information Does not collect any information that relates to the topic. Collects very little information--some relates to the topic. Collects some basic information--most relates to the topic. Collects a great deal of information--all relates to the topic.
Share Information Does not relay any information to teammates. Relays very little information--some relates to the topic. Relays some basic information--most relates to the topic. Relays a great deal of information--all relates to the topic.
Be Punctual Does not hand in any assignments. Hands in most assignments late. Hands in most assignments on time. Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties Does not perform any duties of assigned team role. Performs very little duties. Performs nearly all duties. Performs all duties of assigned team role.
Participate in Web Conference Does not speak during the Web conference. Either gives too little information or information which is irrelevant to topic. Offers some information--most is relevant. Offers a fair amount of important information--all is relevant.
Share Equally Always relys on others to do the work. Rarely does the assigned work--often needs reminding. Usually does the assigned work--rarely needs reminding. Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates Is always talking--never allows anyone else to speak. Usually doing most of the talking--rarely allows others to speak. Listens, but sometimes talks too much. Listens and speaks a fair amount.
Cooperate with Teammates Usually argues with teammates. Sometimes argues. Rarely argues. Never argues with teammates.
Make Fair Decisions Usually wants to have things their way. Often sides with friends instead of considering all views. Usually considers all views. Always helps team to reach a fair decision.

Total

Group 7 - Kendra, Constance, & Bob

Group 7: Kendra Schipper, Constance Jensen, and Robert Strozeski

Module 4 Activity: Lesson Plan

Lesson Topic: Problem Solving

Intended Audience: Teachers at the junior high school level and above

Lesson Objectives:

1. Students will work as a group to develop a website
2. Students will identify key steps to problem solving
3. Students will develop problem solving activities to be posted on web pages
4. Students will work as a group to complete a web site that focuses on the basic components of problem solving

Lesson Process:

The instructor will divide the class into groups of three, four or five depending on the number of students in the class. Groups will be determined by grade level or subject area taught. Each group is responsible for developing one web site with a homepage and one activity page per group member. Individual members are responsible for their own activity page that must “teach” students about a key aspect or technique of problem solving. The group must coordinate so there is no repetition of concepts and so that all of the activity pages flow and build on the general concept of problem solving. The group must decide on the overall creative metaphor for the website, including accompanying web pages and the homepage. The homepage must have at least three appropriate links OR one appropriate RSS feed.

The goal is for each group to create a website that they can use in their classrooms to introduce their own students to important problem solving techniques.

Lesson Materials:

Must have computers with Internet access for each student. Computers must have software for basic web design.

Evaluation:

Each student will receive a group grade and an individual grade. The rubrics are below:

GROUP RUBRIC

Incomplete = activity pages missing, no theme, no background information, visually messy, little to no color, unfinished pages, no images, no homepage, no hyperlinks, inadequate or no content

Needs improvement = less than 1 activity page per group member, no apparent theme, pages unrelated or missing, little background information, inadequate or unattractive color, font size/style hard to read, no images, activity pages hard to access, broken or missing links, content present but confusing or too simple

Meets criteria = 1+ activity page per group member, theme on homepage, pages related to them, background information present, neat, organized, appropriate and attractive use of color, font size/style easily read, some images, content engaging and meaningful, activity pages labeled and easily accesses, appropriate number of working hyperlinks

Exceeds criteria = 5+ activity pages, engaging theme on homepage, pages flow and build on one another, plenty of background information, content thoughtfully put together & leads students through experience, excellent use of color and images, site easily navigated throughout, exceeds number of hyperlinks that add meaning to content

INDIVIDUAL RUBRIC

Incomplete = theme, directions, outcome, activity, and/or assessment missing or incomplete, page missing or cannot be accessed, no contribution to group work/decisions

Needs work = theme, directions, outcome, activity, and/or assessment unclear or incomplete, page is disorganized, hard to read, no images, difficult to move back to homepage or to other pages, no hyperlinks or broken hyperlinks, minimal contribution to group work/decisions

Meets criteria = directions, activity, outcome fun and engaging, assessment reliable and valid, group theme evident, font easy to read, images present, hyperlinks present and operational, easily navigable within site, contributed ideas and opinions to group work, helped group with decisions

Exceeds criteria = clear, purposeful activity, succinct directions, fun and engaging with color and images (no clip art), additional hyperlinks to relevant and interesting resources, lead group in decision making, contributed equal time to group work as to individual work

Hendrickson, Lovett, Martin: Mod 4 Group Assignment

Hendrickson – Lovett – Martin

Module 4 Group Lesson Assignment

Objectives:

 Improve student’s writing and thinking skills

 Improve digital photography skills

 Enhance computer skills through use of blogs

 Analyze the value of assumptions and judgments students make

 Analyze value of non-verbal communication

 Consider whether someone’s environment, family, and physical belongings contribute to who they are as a person

Activity: “Where I'm From”

Students will be assigned into pairs by the instructor. Before communicating with your partner, take some time to consider the things in your life and environment that make you who you are. These things can be people, places, things you own, animals – anything that contributes to who you are as a person. Then, choose five of those things to photograph. Send those five photographs to your partner with no additional communication.

Once you’ve received your partner’s photographs, study them carefully and develop some assumptions about the person who took them. What is important to them? Who influences their decisions? What do they spend their time doing?

Use these assumptions you’ve made to write a poem about your partner. The type of poem you write is up to you, but it must have enough information to describe the type of person your partner is.

Once you’ve both written your poems, share the poems with each other. Discuss the assumptions you made about each other based on photos. Did the photos send a clear message about the person? Were your assumptions about each other correct? Were there some incorrect assumption made?

Together, write a brief summary of what you each learned from this activity. Give your opinion about whether or not a person can communicate who they are through photos. Both partners are expected to contribute equally to the written part of this assignment. Your group summary should be at least 300 words.

Post your photos and corresponding poems, along with your written summary on the course blog. Be sure to look at the other groups’ postings and make thoughtful comments on at least two other projects.

Evaluation / Grading

1. Overall quality of poem (Individual) - Each poem must be 100-250 words in length. Students may use any form of poetry (ie. free verse, rhyme schemes, etc), but it must conform to the pictures they were given. (40 points)

2. Meeting Deadlines (Individual and Group) - Each person must send his photos to his or her partner no later than one week after this assignment is given. Students will acknowledge receipt of these photos in an e-mail to the course instructor. The group must post their final project on the course blog two weeks later. (25 points)

3. Final Summary (Group Grade) - The instructor will grade each group presentation on the blog in three areas:

a. Pictures from each member (5 points)

b. Poems from each member (10 points)

c. A summary from the group that addresses the questions raised in the assignment (10 points)

4. Commenting (Individual) - Each student must read and comment on the postings of at least two other groups. Address the following questions in your comments: (10 points)

a. Did the poems help you understand the life of each student better?

b. Were the poems interesting to read? Why or why not?

c. How did the project turn out different from the one you worked on?

The total points available for this project are 100.

Group 5 Mod 4 Math Class Group Project

I apologize for the lack of formatting - especially in the team eval and team log. Neither of our charts would copy into the blog post.
Study guide for Geometry
A team project
The main goal of this project is to teach on-line high school Geometry students how to collaborate with other on-line students by working in groups. A secondary goal is to help students develop good study habits. Each team will accomplish this by creating a study guide for all students in the class to use for preparation for the Geometry midterm.
Students will be divided into teams of two or three students and each group will be assigned one unit of the first five Geometry units to prepare a study guide for.
Each individual student within the team will be responsible for putting key concepts together for several lessons within the unit and then as a group the team will combine each individual lesson into a whole unit for the study guide. Each team will place their unit of the study guide on the class blog and also submit it to the instructor. Once all units of the study guide have been completed, then the instructor will make the completed study guide available online for all students to review.
Team members may use WIMBA communication, internet chat, teleconferencing, and email for their collaboration. After each team meeting one team member, selected by the team, will be responsible for filling out the team log. The team log will cover what was accomplished during the team meeting and will be submitted to the instructor. At least three meetings and team logs are required for this project.
After the team has submitted their final section of the study guide to the instructor, each individual team member will be required to fill out a team member evaluation document. The document will allow each team member to evaluate the other team members in their team by grading how they feel each team member contributed to the overall success of the team project.
Each student’s grade for this project will be based on the final team submission as well as each individual team member’s participation. 50% of the student’s grade will be based on the team submission and 50% will be the individual team member’s participation score, which will be determined by the team logs, and team evaluations submitted to the instructor.

TEAM EVALUATION
Name_______________________________________ Date ___________________
USING THE SCALE BELOW, INDIVIDUALLY RATE EACH MEMBER OF YOUR LEARNING TEAM, INCLUDING YOURSELF.
1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree
Name of Learning Team Member:
Preparation
Research, reading, and assignment complete
Attendance
On-time and stayed for duration
Participation
Contributed best academic ability
Interpersonal Relations
Positive and productive
Between Meeting Communication
Initiated and responded appropriately
Overall Contribution score:

Individual Questions for Reflection
1. What are the most important concepts you have learned from this group experience?
2. How will you use this learning to improve both personally and academically?


Team Log
Group: _________________________Submission Date: ______________
Course: ________________________________________________________
Instructor:______________________________________________________
Meeting Type:
_____ In-Person _____ E-mail
_____ Internet Chat _____ Teleconference
_____Other ________________________________________________
Student Name (printed)
X = Participated
Learning Objectives and Assigned Tasks
Activities and Outcomes

Students’ Responsibility: Participation in Learning Team activities is an important factor in determining each student’s final course grade. Team members should work together to complete this form and submit it at the workshop following the team meeting. The log should provide details regarding the meeting, the attendance/participation of members, the results and actions of the team, and reflections regarding how the team process might be improved.
Plus/Delta Exercise: What went well? What didn't go well? What will we do differently next time?
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________

Group 1: Klos, Martin, Chidester, Newton Mod 4 online group project

Hey guys,

So our group project is taking an online Algebra class and splitting them into groups to take a topic, and prepare an online lesson and assignment for other students in the class. I used to do a similar thing in the classroom as a math teacher, and we worked together as a group to figure out how to make it work for an online class, as well as creating a rubric for students to be evaluated with.

Here is the link to get to the assignment.

Group Project

Group 3-Chidsey-Gardner, Hunter, Johnson(Couch), Module 4: Group Project

I believe you will be able to click on the title to view our group educational lesson plan.

Trina Halpain

I am a Native Oregonian. I travel a lot with my family. In my picture left to right is my sister, her son, me, my son and our Mom in front of the DC capitol building. I enjoy the beach with the calming feel and sound of the sea. I have been to Hawaii twice and visited at least 30 of the 50 states. My three sons are unique in their own way. My oldest took on my love for woodwork. My middle son is a football addict. My youngest son loves movie making. All three have an incredible ability to draw. I graduated from Columbia Christian College in 1990.

I am a teacher at AllPrep academy and teach k-12. Like many of my co-workers, we are just getting started with new technology. I am quite overwhelmed at times trying to decide which avenue to venture into. I am in hopes that this program will take away some of the fears that are encountered with new adventures. I am the technology queen of glitches. I am pretty sure that is because I hit the wrong button. I do however finally manage to get the job completed.

I posted my into in a personal blog not the e-learning blog. I saw all of the classmates blogs and could not figure out why mine was not showing up. Again, wrong button.

Module 4 group project posts

For your group project simply create a new post titled:

Group (your group #), module 4 - educational lesson or something along these lines.

Regards,

Dennis

Hello, again-

After seeing the other intro blogs and wondering how folks added an image to their blogs, I figured it out. I have so much to learn about online technologies, I am actually quite proud of figuring the photo thing out all by myself! I'll be catching up with the average five-year old kid pretty quickly! ~ Laurie

Laurie Newton Intro

Hello, all.

I am joining the class rather late in the quarter. This is the thirty-third year of my career in education and I am taking this course as an elective to complete my Continuing Administrator License. This is very likely the last course I will ever take as a requirement for anything and I wanted to choose a curriculum that would be a stretch. Oh, my! This course will give me that stretch. Please think of me as a struggling TLL student (Technology Language Learner). With a late start and so much that is new to me, I am feeling lost and intimidated. I can truly empathize with students who just want to drop out when they feel overwhelmed. I considered it but the PSU folks, especially Dennis Shultz, have been very encouraging and supportive so here I am!

As the superintendent of a very small school district (240 student k-12), I serve as district CEO, district CFO, Title director of all Title programs, director of transportation, director of school improvement, director of facilities and operations, director of human resources, and principal of two schools sixteen miles apart. It keeps me occupied for about 60 hours per week. I taught math for 23 years before becoming an administrator. After four years in Salem-Keizer administration, I accepted the superintendency of the Days Creek School District in Southern Oregon.

I am blessed by the support of a patient, understanding, and neglected husband.

OK. I'll join the blog again when I come up for air after catching up on the readings.

Laurie

Brian Hunter

Hello! My name is Brian Hunter and I am an art teacher and am very interested in expanding my classroom and my students work all over the world. This online resource can help my kids not only show their work but help reflect upon other student work too. I have been teaching art for about 4 years and am really excited to expand my curriculum by utilizing e-learning strategies and tools. I live in NE Portland and enjoy camping, gardening and sharing time with my girlfriend and dogs!

My goals for this class is to better understand how e-learning can impact not only my own learning but my students too. I hope to engadge my students by using pod-casts, blogs and reflection writings possible through word press. I have a lot to learn and a lot to catch up on.
Look forward to working with you this semester!

Kendra Schipper Intro

Hello! My name is Kendra Schipper. I live in NE Portland and currently work for AllPrep Academy. Officially, I am a secondary language arts and social studies teacher, but always seem to find teaching jobs that allow me to wear many hats. Admittedly, I like this. I have also taught art classes, served as a supervisor in school-to-work programs, led wilderness education trips and connected students to the Portland community through service learning. I grew up in the beautiful Rocky Mountains of Colorado and enjoy almost any outdoor activity - the more sun and snow involved the better! Water is good too - spent 8 days last March on Isla Mujeres - a tiny isle of paradise just north of Cancun, Mexico. I am afflicted with general wanderlust, which has led me to travel around the world a bit. I lived in Germany as both a high school and college student and I a few years ago, I spent a year teaching in Brazil. My uncle lives in China and I hope to visit him again soon. This year I have my sights set on planning a trip abroad with students.

Colin Lovett Introduction

Hello everyone,

My name is Colin and I am father of two teen boys, husband of a wonderful woman and director of curriculum for a national after-school program for low-income teens. My team just finished producing a 250+ hour curriculum for this program and are now beginning to roll it out to programs across the country. I really like what I do!

Before this, I was a media producer for my non-profit orginization, doing video, audio and text content for our various web properties. I came to that after 15+ years as an international journalist in Washington DC. We now call Portland home and love it here.

I am hoping this course will help me expand my skills so that I can increase and improve our distance learning options for our students and instructors.

Barrowclifff Introduction

I'm Liz Barrowcliff, an AllPrep Academy teacher for the past two years. Prior to this job, I taught in the classroom for 9 years. I taught a multitude of subjects and grade levels, as I worked in a small school district. However, my last three years were spent at the middle school level as a math teacher. I currently homeschool my two boys, ages 5 and 7, and enjoy the challenges of balancing home and work. We live in a rural area outside of Springfield, where we attempt to be self-sustaining. Currently we have chickens, cows and a large garden that we eat and preserve from. The challenge of feeding our family from what we can grow is quite fun. I am hoping to gain skills that can enable me to be a better educator in the expanding field of e-learning.

Eric Orlinski Intro

Hi, my name is Eric and I am a second year teacher for the AllPrep Academies. I am endorsed in secondary mathematics and love everything about math. I have actually had my teaching license for less than a year and am currently in my first full-time teaching job. I am hoping that this course will help me to become a more efficient teacher in my current environment and help me to gain many different skills involving e-learning.
On a more personal note, I have a beautiful wife named Camia and a 7 year old daughter named Asha. They are what keeps me going. I love to play sports of almost every variety. I am especially a huge football fan and spend every Saturday in the fall rooting on my Ducks, either on TV or at Autzen.

DeLair

Hello. My name is Leslie-Anne DeLair. I just started my second year working for Estacada AllPrep Academy. My certification is in 5-12 Language Arts (LA) and Pre-K through 12 reading. Since most of my students do their work online, using Odyssey Ware, I spend a lot of time creating supplemental activities that enhance their online learning experience. This year, I’m partnering with our other LA teacher to create a high school writing class and individual novel units using WIMBA and Moodle. I’m very excited about these projects.

I enjoy working with technology and learning new programs and tricks that make my life and job easier. However, these skills do not always come second nature to me. I usually tackle new tech projects by staring at them head on. Seriously, I stare at a screen until I understand. It might be surprising, but this actually works (well, sometimes). ;-)

When I am not staring at my computer, I enjoy spending time with my husband, Patrick, and my 8-month old baby boy, Everett. My family and friends mean the world to me, so I try to spend as much time as possible with them. I love spending time in the outdoors. I enjoy cooking, baking, sewing, knitting, taking pictures, watching movies, jogging, riding bikes, and reading. A perfect day for me is grabbing a mug-o-coffee and getting lost in the stacks at Powell’s.

Hello from John Martin

Hello! My name is John Martin and I am excited to start school again! I never thought I would ever say that, but now I know I will be learning new ideas that will go hand and hand with my current job. I graduated from Portland State in 1998 with a Communications degree and after about 10 years of working in sales I have decided to be a teacher. If you think it’s because teachers get summers off then think again; okay I can’t say it didn’t cross my mind. I have finally found a passion with what I want to do and I am grateful to be a teacher with AllPrep Academy. My wife and I have been married for 11 years and have two amazing children. Our daughter Grace is 7 and our son Drew is 4. I enjoy playing old man basketball in the morning, which basically means I don’t feel bad when I can’t make basket. I love watching sports when I can, but most of all I love just being with my wife and kids!! I can’t wait to learn new ideas and put it to use with my students.

Lynsey Intro

My name is Lynsey Martin. I am many things to many people and I can't believe I am back in school! I am actually relieved that I have been kick started back into pursuing education for myself. I have always viewed school as a privilege, and now grad school? Wow, I really never envisioned this for myself.
I am a Mom to two very darling kids. I am a Mom first, no matter what. I am very passionate about dance as an art-form and I am a company member of the dance company, Pure Dance Company, a non-profit organization whose mission is to inspire the arts in everyone.
I teach full-time for AllPrep Academy. It is a very interesting job and it has really pushed the boundaries of myself.
I am also married to a member of this cohort. Guess who?
Finally, to be honest, I am really nervous about finding time to parent properly, fulfill my work responsibilities, and pursue my new endeavor: grad student.

I hope to learn a lot from everyone. Much like all of you, I expect to be exhausted most of this year :)

Jonathan Klos Intro

Hey guys,

My name is Jonathan Klos and you are seeing a picture of my wife Kelly and daughter Ella. I definitely love being a dad and husband, and my daughter is starting to get to that age where you can really interact with her, play hide and seek, tickle, and swing around getting dizzy!

I am a certified math teacher with a charter school that has a lot of online options for students K through 12. I am currently working on putting together an online Algebra class and am learning a ton and having a lot of fun with it. I am looking forward to just getting some new ideas and thoughts about how to be a good teacher in the online world. My students are probably looking forward to it more however.

I've noticed that there are some other teachers I work with representing our school. I think it will be fun working together and trying to make what we do better.