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Running head: ISD PROGRESS UPDATE 1
ISD Progress Update Rough Draft: Design
Genius Hour
Liberty University
Dayna Falzone, Roger Gray, Lisa Peters,
Beatriz Rodriguez, & Melissa Weaver
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ISD PROGRESS UPDATE
Needs Identification
In a world where technology is ever changing, one can find it difficult to keep a student’s
interest in subjects they find boring or consider not worth learning. Genius Hour is a program
where students direct what they are learning based upon their personal interests. The curricular
concept underlying Genius Hour embodies an optimal learning relationship: students embracing
their own power and responsibility in the learning process working in conjunction with educators
who can facilitate and guide that learning to ever-greater heights (Simos, 2011). Genius Hour
provides the opportunity for teachers to differentiate learning based upon what sparks the
student’s interest. Prior to classroom implementation, teachers are trained on what Genius Hour
actively looks like in the classroom. Genius Hour allows teachers to allocate part of their class
time, typically 20%, for student exploration with a topic that interests the student. By doing so,
students are provided an opportunity to explore with critical thinking, collaboration,
communication and creativity. This also allows for the opportunity for students and teachers to
improve on their technology skills. In a world where technology is constantly changing, it is
important to stay current on the latest technology. Genius Hour is a journey students will take to
reach personal, meaningful, educational destinations (Rush, 2015). It is exactly what they want
to learn (Rush, 2015). The use of Genius Hour in the classroom will:
Increase student exposure to technology
Provide more opportunities for teachers to integrate technology into the classroom
Expose teachers and students to current technology
Allow students to pursue topics they are passionate about
Increase technological skill for both teachers and students
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ISD PROGRESS UPDATE
Goal Statement
Given a professional development experience using an online workshop, secondary level
teachers will be able to create a simulated class using creative projects ideas, “Genius Hour”.
Within their classes, they will implement a variety of links between state curriculum standards
and students’ interests while both the students and teacher are integrating new technology.
Task Analysis
The figure above shows a task analysis for an online professional development aspect of
Genius Hour. Classroom teachers will be required to attend professional workshop sessions in
order to familiarize themselves with Genius Hour. During the sessions, teachers will identify
key pieces of technology that can be incorporated into student research projects. The
professional development sessions will allow teachers to collaborate with one another while
exploring the concept of Genius Hour on an in depth level.
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ISD PROGRESS UPDATE
Learner and Context Analysis
Learner Analysis
Our target population consists of secondary educators who will ultimately be
implementing the Genius Hour Project into their classrooms of 7th-12th graders. The educators
will be from various disciplines, teaching backgrounds, and experience. The majority of
educators will have had over 3 years of teaching experience, some with over 25 years.
Technological skills will vary greatly in this population, however, all educators have had
previous training, professional development, and use of; an online learning management system,
Schoology, 1-to-1 devices, blended learning practices, personalized learning, and project-based
learning. Given the backgrounds of these educators and their professional knowledge, it is
highly likely and reasonable that learners will not only be able to understand the content, but be
able to implement the program into their classrooms.
Genius Hour is a relatively new concept to the education realm and is likely to interest
learners due to its potential and applicability to their classrooms. However, some teachers may
be resistant to trying new teaching programs and methods and, in the end, take a step back from
technology. Educators will be familiar with receiving professional development training through
an online learning platform, which they have previously indicated as a positive experience on a
district survey. There will be an optional in-person service day for teachers who need extra
support or prefer hands-on experiences. In order to gauge how the educators are feeling about
the delivery method of this professional development, a survey will be sent out and analyzed to
gauge teacher interest, motivation, and openness to this new technology being used in the
classroom.
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ISD PROGRESS UPDATE
Context Analysis
The nature of the learning environment for this course is an online platform. Learners
will simply need access to an Internet browser, their Schoology accounts, internet access, and a
device to view the course on. Laptops, mobile devices, or tablets would be sufficient in order to
access the content. Educators will have four weeks to complete the online course at their own
pace, in their own time over the summer. This online option is an alternative to the two
traditional professional development days spent in-person over the summer and allows for
maximum flexibility and pacing.
In addition to the resources found within the course itself, the learner will have access to
various other digital resources such as Atomic LearningTM, Lynda.com, and a compiled list of
other digital resources. Furthermore, instructional coaches will be available for individual or
group meetings at designated times throughout the four-week time frame to assist with personal
questions and offer more guided instruction.
While SchoologyTM does not exactly simulate the teacher’s work environment of the
classroom, it is on a platform that teachers are comfortable with and utilize in their own
classrooms. Teachers from this school district have had previous professional development
sessions on SchoologyTM while secondary teachers are required to use it as a part of their own
courses. Teachers will be confident in the SchoologyTM learning environment and it will simulate
a type of course they might design even for their own students.
Instructional Objectives
Goal Statement
Given a professional development experience using an online workshop, secondary level teachers will be able to create a simulated class using creative projects ideas, “Genius Hour”. Within their classes, they will implement a variety of links between state curriculum standards and students’ interests while both the students and teacher are integrating new
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ISD PROGRESS UPDATE
technology.
Goal 1. Provide formal and professionaldevelopment activities to help teachersincrease student exposure to technologyin a differentiated learning environment, ultimately leading students to learn about their own passions.
Goal 2. Provide a formal andprofessional learning environment to
engage teachers in using the Genius Hour instructional platform in which they consider student interests and the topics they are passionate about.
Instructional Objectives
1. Given examples of Genius Hour projects from different grade levels, teachers will be able to differentiate learning using this kind of innovate project in their own classrooms.2. When provided with an online workshop experience, teachers will be able to select at least two appropriate technology tools for the development of Genius Hour research lesson plans for their students.3. When provided with an online workshop experience, teachers will be able to create at least one simulated course to guide their students through their Genius Hour projects.
Assessments
Assessment for Objective 1
During professional development, teachers will be guided in creating a shared folder and
document in Google DocsTM. Upon completion of professional development, teachers will set up
a project folder in Google DocsTM that is shared with their class. They will guide their class in
opening and sharing a document with the teacher within this class folder for Genius Hour. For
more advanced proficiency, teachers will guide students in setting up individual project folders
with Genius Hour documents that are shared with the teacher within the classroom project folder.
While using this technology tool, the teacher will be able to provide additional help to students
who are struggling and challenge students who are advanced.
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Assessment for Objective 2
After completing the online workshop experience, teachers will follow the link
https://www.surveymonkey.com/r/FHRKH9L to complete a survey about the Genius Hour
workshop and identify which two technologies they will use. Teachers must provide thorough
and honest feedback in order to guide further professional development workshops and help their
students reach their full potential with the Genius Hour project. Additionally, this survey will
help ensure that teachers pay attention and complete the required work during the online
workshop session.
Assessment for Objective 3
To assess completion of the simulated course, instructors will create a set of lesson plans
and necessary grading rubrics for use in instructing their students in the participation of Genius
Hour activities in their classroom. Lesson plans will include links to instructional videos and
project examples to guide students in their brainstorming. The project rubrics will be designed
to assess creativity, questioning, and independent research skills, not content. For instance, the
rubric scoring could include completeness and format of the proposal, depth and documentation
of brainstorming and research, preparedness for presentation, and thoughtfulness and
documentation format of written learning reflection. Separate, different rubrics may need to be
designed in order to grade different types of efforts effectively (Conrad & Donaldson, 2011, p.
30).
Instructional Strategies
Instructional strategies provide the opportunity for teachers to differentiate instruction in
their classroom. It is important to include instructional strategies in professional development so
that teachers can take what they have learned back to their classroom. When instructional
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strategies are included in professional development it fosters the teacher’s learning which, in
return, helps to foster the student’s learning. According to Clark (2008):
The challenge in e-learning, as in any learning program, is to build lessons in ways that
are compatible with human learning processes. To be effective, instructional strategies
must support these processes. That is, they must foster the psychological events necessary
for learning.
Instructional strategies can be easily found in educational research or even sites like
Pinterest. Inside the classroom walls the most common instructional strategies used are absorb,
do, and connect activities. Absorb activities require the student to listen or read what they are
learning about. Do activities include the student doing something with the material they are
learning, such as practice problems in math (Horton, 2012). Connect activities provide the
opportunity for students to ask questions and research more on what they are learning (Horton,
2012). According to Horton (2012), different types of subjects and different instructional
strategies will demand a different sequence.
For an e-learning environment, instructional strategies are not going to follow the same
path that they do in a brick and mortar classroom. Engaging content and activities will be
needed to draw the e-learner in and excite them about the journey they are about to encounter.
Instructors need to keep in mind not to overload the e-lesson with unnecessary content.
Instructional strategies provide the opportunity for engaging content in the lesson without
focusing on content that may have nothing to do with the subject matter. The goal is to create
lesson with instructional strategies that aid in the learning process, rather than hinder it. The
order of what instructional strategies will be used when is important to the lesson. An instructor
will need to evaluate the best order for the instructional strategies so students get the most out of
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their learning experience. For Genius Hour, establishing the instructional strategies to be used
during professional development is key. Teachers will want to take these strategies back to their
own classrooms for implementation. The following storyboard details the elements included in
the design of an online workshop for secondary level teachers in which they will implement a
variety of links between curriculum and student interests while integrating new technology using
a Genius Hour project.
Storyboard for Objectives, Assessments and Strategies
Objective #1 Objective #2 Objective #3
Title Introduction to Differentiation for Genius Hour
Technology Tools for Genius Hour
Genius Hour Course Creation
Objectives: Given examples of Genius Hour projects from different grade levels, teachers will be able to differentiate learning using this kind of innovate project in their own classrooms.
When provided with an online workshop experience, teachers will be able to select at least two appropriate technology tools for the development of Genius Hour research lesson plans for their students.
When provided with an online workshop experience, teachers will be able to create at least one simulated course to guide their students through their Genius Hour projects.
Assessments: Teachers will;(a) Create a graphic organizer that summarizes the Genius Hour project.(b) Set up a project folder in Google DocsTM
that is shared with their class.
(a) Pre Assessment: A survey to gauge teachers background knowledge on various technological tools.(b) Post Assessment: A survey about Genius Hour and ways they can incorporate at least two technology tools into their classroom.
Teachers will…(a) Create a set of lesson plans and necessary grading rubrics for use in instructing their students in the participation of Genius Hour activities.
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Activities (a) Explore sample Genius Hour projects showing how students used their personal strengths to produce unique, individual artifacts to demonstrate learning from their research.(b) Create a graphic organizer to summarize what the Genius Hour project is and brainstorm how students can approach projects in different ways based on their individual abilities and learning needs.(c) Guided, videoinstruction to lead teachers through the setup of a shared sample of a Google DocTM.
The teachers will...(a) Use an online survey (pre assessment) to determine their familiarity with the available technology tools.(b) Read and view the learning materials on various technologies.(c) Group discussion with their peers on the technologies they have chosen.(d) Brainstorming to discuss how they could utilize the technologies in their plans with their peers.(e)Use their previously created graphic organizer to align the technological resources chosen for the project.(f) Use an online survey to complete the post assessment.
(b) Use RubistarTM
to create a rubric to guide students as they begin the research for their Genius Hour projects.(c) Use a provided template to create a set of lesson plans for Genius Hour instructing process.(d) Feedback from the instructor about the selection of technological tools for the project.
Instructional Content/Materials
(a) Teachers will discuss examples seen and descriptions of the implementation of Genius Hour projects. (b) Teachers will brainstorm how students can approach projects in different ways based on their individual abilities and learning needs. They will focus on potential uses of technologies and strategies such as speech-to-text, video, and collaboration that are available to accommodate students.
(a) Teachers will be introduced to potential technological tools (PoppletTM, Google DocsTM, Google FormsTM, SocrativeTM, SkitchTM, etc.) through the SchoologyTM course.(b)The SchoologyTM discussion board will be utilized.(c) Guide with instructions (Checklist) as part of the second step of the teachers’ project.
(a) Teachers will use Google DocsTM
to post a template to guide lesson plan design.(b) Teachers will guide students with instructions specific to the planning part of Genius Hour (Checklist) as part of the last step of the teachers’ project.
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(c) Guide with instructions (checklist) as part of the first step of the teachers’ project.
Readings (a) Online guides, sample lessons, and research articles regarding implementation of Genius Hour projects.(b) Explanatory videos on Genius Hour concepts and implementation.
(a) Videos for instructions on various technologies(b) Read instructional guides for the technologies
(a) Online examples of Genius Hour projects.(b) Review and reading of the research process.(c) Teachers will read the ISTE standards about bringing passion and individuality to classroom with Genius Hour.
Teacher Participation
(a)Teachers will follow along on their personal devices with a video example to set up their own sample of a shared Google DocTM.(b) Teachers will create a graphic organizer to summarize the steps of the project.(c) Teachers will practice using a collaborative document in Google DocsTM including the use of editing suggestions and comments.
(a)Teachers will participate in an online discussion about the two tools they identify from the survey. Feedback will be given by course instructors as well as their peers.(b)Teachers will watch and read required materials to develop sufficient background knowledge on various technologies.(c)Teachers will take the online survey identifying their technologies. Feedback will be emailed to them about their selections from the course instructors.
(a) Teachers will come up with the steps students need to take in order to complete a successful Genius Hour project (simulated course).(b) Using the results of the online survey, teachers will identify potential complications students may encounter as they begin their Genius Hour projects and work to come up with solutions.
Media (a) Active GoogleTM Teachers will be Teachers will use
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Development and Implementation
accounts for all participants.(b) Individual technology device for each teacher; laptop, chromebook, tablet, or desktop.(c) Stable WiFi access.(d) A Google DocTM prepared with resource and example links; Genius Hour videos, Google DocTM instructional videos and documents, SchoologyTM
course(e) Media projector or large display screen for additional PD day.(f) Links:Middleweb.comGeniushour.comSchoology.com
introduced to the following media resources through the SchoologyTM course:
PoppletTM
Google DocsTM
Google FormsTM
SocrativeTM
SkitchTM
Other media will include: Links:
surveymonkey.com SchoologyTM
Google DocTM
the following media selections in order to complete the activities:(a) RubistarTM
(b) Google DocTM
(c) Survey MonkeyTM
Time Allotment Notes
Activities:(a) Instructional presentation, modeling, and creation of a sample document are estimated to take 1 to 2 hours.(b) Planning and preparation of the graphic organizer is estimated to take 1 hour.(c) Creation of a project folder that is shared with students expected to take less than 30 minutes.
Estimated time:3hrs. 30min.
Activities:(a)The activities are expected to take 2 - 3 hours.(b)The survey should take approximately 20 minutes
Estimated time:3hrs. 20 min.
Activities:(a) Creating a rubric should take no more than 1 hour.(b) Improving the graphic organizer using technology tools and resources should take no more than 20 minutes.(c) To plan the lessons of Genius Hour project take approximately 6 hours.
Estimated time:7hrs. 20 min.
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Note: The estimated time to complete all the tasks is 14 hours and 10 minutes. The
teacher has four days to complete the online workshop and the project.
Media Development and Implementation
Teachers will be completing this web-based learning module on Genius Hour through
SchoologyTM. Within this learning module, teachers will be required to access other media and
technologies embedded within the course. Some teachers may be unfamiliar with accessing
courses on SchoologyTM or how to navigate the course, therefore, at the beginning of the course
there will be an introductory page supporting the teachers on how to utilize Schoology’sTM
learning platform.
SchoologyTM has both web-based and app-based accessibility, so the teachers will need
either a laptop/computer with a web-browser, or a device that can download the SchoologyTM
application. Overall, as long as teachers have access to basic Wi-Fi and an up-to-date browser,
they should have no problems accessing or using any of the required media.
Below are the requirements from Schoology’sTM (2017) support pages outlining the
bandwidth and computer capability requirements for users:
For optimal performance while using Schoology, we recommend upgrading to the latest
versions of the supported browsers and additional requirements below.
Mobile
If you are using our mobile app, please make sure you are using the latest version. We are
constantly improving the mobile app, and each version includes bug fixes and new
features, so running the latest version is important for optimal performance.
iOS: You can find the version number by opening Settings on your iPhone or iPad, and
tapping Schoology in your list of apps. The latest version of our iOS app is 3.11.2.
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Note: Schoology no longer supports devices running iOS 7 and strongly suggests that
iOS 7 users upgrade to the latest version.
Android: You can find the version number by opening Settings on your Android device,
tapping Application Settings and then Manage App. The latest version of our Android
app is 4.0.0.
Web
We recommend performing the following tasks for optimal performance:
Run a speed test during the school or work day.
Add *.schoology.com to your whitelist.
Check your firewall settings for blocks against common URLs.
o Additionally, if your school has firewall blocks against Google Ad
Services, it will cause Schoology to be very slow. This is because
Schoology has Google Ad tags incorporated into our site so that you, as a
current Schoology user, do not see Schoology advertisements elsewhere
on the internet. These tags do not track any personally identifiable
information or any other sensitive data. Remove any blocks against
Google Ads Services for optimal performance.
Ensure outgoing traffic rules for ports 80, 443, 8080, and 8443:
o Ports 80 and 443 are used for standard Schoology web traffic.
o Ports 8080 and 8443 are used to load SCORM content from Schoology.
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Supported Browsers:
Firefox 3+ Download the latest version
Internet Explorer 11+ (for Windows 8 and previous versions) Download the
latest version
Internet Edge Browser (for Windows 10+) Download the latest version
Safari 3.1+ Download the latest version
Google Chrome Download the latest version
Additional Requirements:
Javascript How to enable
Flash 9+ Download the latest version
Cookies enabled
Websites often store cookies and other data as you browse online. This data may
include information that you have provided in the past, such as your name, email
address, and preferences. This data helps websites such as Schoology identify you
when you return to the site, and helps the site remember the user's preferences or
registration details for a future visit. On Schoology, enabling cookies in your
browser can help prevent login issues to Schoology.com as well as to other third
party apps within Schoology.
Other additional media usage and creation, such as Google DocsTM, PoppletTM, SocrativeTM,
SkitchTM, and RubistarTM, will be required throughout the learning module as outlined in the above
storyboard. Each of them require the same computer capability and bandwidth requirements as
listed above. The original media will be created by the ISD team and hosted on the Schoology
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course. Additional media will be created by the teachers after completing the required training.
Teachers will need the following skills to be able to successfully complete the course: word
processing skills, use of Google DocsTM, use of Google FormsTM, electronic presentation skills,
web navigation skills, video-conferencing skills, etc. While the majority of these skills should be
already developed through their experience as an educator, they will be further developed
through the online training modules as supported by guides, videos, and tutorials.
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References
Clark, R. C., & Mayer, R. (2011). e-Learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning (3rd Ed). John Wiley & Sons P&T,
8/1/11. VitalBook file.
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner, updated: Activities and
resources for creative instruction. San Francisco, CA: Jossey-Bass.
Horton, W. K. (2012) E-learning by design. San Francisco, CA: Pfeiffer.
Rush, E. B. (2015). Genius hour in the library. Teacher Librarian, 43(2), 26+. Retrieved
from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu
/ps/i.do?p=ITOF&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE
%7CA439185867&sid=summon&asid=a807f9b6ac75e6d020fdca0c4a629d17
Schoology. (2017). System requirements & troubleshooting tips. Retrieved from
https://support.schoology.com/hc/en-us/articles/201002153-System-Requirements
Simos, E. (2015). Genius hour: Critical inquiry and differentiation. English Leadership
Quarterly. 38(1), (2-4). Retrieved from http://www.ncte.org/library/NCTEFiles/
Resources/Journals/ELQ/0381-aug2015/ELQ0381Genius.pdf
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