ECI 515 Flat Classroom Project

Student Name: Jeff Brown

Flat Classroom Framework Elements

Project Name:

Project Do Something

Location:

Classrooms in English speaking countries

Communication:

Asynchronous: discussion board, Google Slide comments, GHO

Generation:

5th grade students participating in an after school Kiva Club

Information:

Kiva website, Wikipedia, Google, Canvas LMS

Time:

6 months, possibly ongoing

Learning Legacy:

Students will learn about the reasons for poverty around the world by selecting an
individual in need to loan money. By using good judgement and sound economic
principles students can use repaid loans to fund new projects.

Curricular Elements
Curriculum

Main subject, curriculum areas, interdisciplinary or transdisciplinary:

Integration and

Social Studies, Economics and Financial Literacy

Alignment:

English Language Arts

Guiding Question:

What can we do to change poverty within our community and around the world?

Project Aims:

State clear aims for wanting global collaboration based upon the curriculum idea and
guiding question.

connect students with individuals facing poverty in other parts of the

world
have students make connections between local and global issues
creating poor socio-economic conditions
learn about the history and cultures of other countries through research
identify the qualities of a sound investment through critical thinking and
problem solving
Focus Questions:

Create a list of essential questions crucial to the content and aims of the project to help
with teacher buy in across different educational systems.

How does local, state, and federal governments attempt to combat

poverty?
What are the results of these programs?
What are other ways people living in poverty can improve their financial
situations?

Standards

List any standards that are being addressed in this project (i.e., ISTE NETS-S). You may

Alignment:

want to include international standards here and use a separate planning document for
your local standards.
5.E.1 Understand how a market economy impacts life in the United States.

5.E.2 Understand that personal choices result in benefits or consequences.

Prerequisites and

Clearly state any knowledge or skill prerequisites needed to start the project including

Skill Level:

digital literacy, familiarity with Web 2.0 tools, and digital citizenship requirements.
Students will need to:

know how to conduct research online using wikis, blogs, and search

engines
how to create, add, and revise content on a discussion board
work in collaborative teams
have experience with Google Slides

Required

State what each student is expected to have created as a product by the end of

Outcomes:

the project and what learning experiences are supported (no more than 12).
Students will create a Google Slide presentation documenting the different stages of the
project. This will illustrate the selection process, research conducted, progress of, and
eventual completion and repayment of the initial loan, as well as potential future
investments.
Stage One will be an introduction to poverty, loans, financial literacy, and taking action.
Lessons, provided by Better Lesson, will prepare students for the project by providing
the necessary background information they will need in selecting a loan to fund.
Stage Two will be formation of groups. Groups will browse the Kiva website for potential
projects to fund. Each member will select a project they wish to research further and
ultimately pitch to their team members. Initial funds will be provided by students,
through fund raising. Students will be provided with flyers or encouraged to create their
own to aid them in raising money. Each student will be responsible for raising $25 to
contribute to their loan.
Stage Three will comprise of groups conducting research on their selected loan.
Individuals will research their loans country, climate and weather, economy, etc while

using loan analysis data provided by Kiva to try and persuade the other members to go
with their selection. The teacher will help facilitate this process and be the deciding vote
if a stalemate is reached. Once a loan is selected students will work together to create
a presentation on their loan using information provided by the Kiva website as well as
the Kiva loan field partner.
Stage Four will be documenting the loan process. Again, students will work together to
update their slide as the loan is repaid, using their Kiva loan field partner as their contact
for information. Finally, upon completion of the project a reflection and summary will be
added to the presentation. Students will present their project in a culminating event,
either at a school function or community event.
Optional

Other optional outcomes for participants. (These can come from schools themselves.)

Outcomes:

Creation of an after school club, presenting in front of the school board and community,
spreading the idea through video production and/or local media.

Team Structure:

How are teams going to be designed and structured to promote integration,

collaboration, and co-operative learning?
Students will be placed in 4 person teams, using online collaboration tools such as
Google Hangouts and Google Slides. The teacher will be using Canvas LMS to provide
students with resources, discussion boards, and to check progress of projects.

Required Inputs:

State what each participant is expected to contribute to the project such as wiki
collaborative content.
Each participant will be responsible for contributing to the teams Google Slide that will
be documenting the different stages of the project. Team members will be in charge of
assigning roles and managing themselves, with assistance from the teacher as needed.

Optional Inputs:

Other optional inputs such as team leadership and management.

Questions can be posted in the Canvas discussion boards as well as through the
comments feature in Google Slides.
Teacher input will be given throughout project via Google Slides and Canvas discussion
boards.

Assessment:

Create common assessments for required outcomes.

A template/rubric will be created by the teacher using Google Slides. Each slide within
the sample project will act as an outline for what is expected, along with a scale of
points to be earned. Students can use the template as a guide or create their own

content as long as the objectives are met.

Evaluation:

Determine common evaluation techniques.

At the conclusion of their projects student teams will present their Google slide to the
class. The teacher will share a Google form with the audience to complete after each
teams presentation. This information will be used in conjunction with the teachers
review to evaluate student and team performance.

Step 1: Connecting
Teachers will connect with students via in person and through the Canvas LMS. The LMS allows teachers to
connect to students via announcement, discussion boards, and feedback. Teachers will also connect to
students via comments left on each teams Google Slide presentations. Students will be connecting to each
other via Google hangouts, group chats, and comments via Google, and through discussion board topics via
Canvas. An extension of this connection, which is optional, would be the formation of a Kiva U team, that
connects with another group of students and teachers from another part of the country and join forces to fund
projects faster, gain insight on how to raise money, etc.
The discussion board will have a general discussion area for all students to interact with each other, share
questions, ask for advice, etc. Team members will be issued their own private discussion forum to
communicate with one another as well as the teacher. Globally, students will connect with the field partner who
will be handling the loan through email to accomodate different time zones. All communication with field
partner would be relayed by the teacher so student identity and security is not compromised. Field partners
will provide information, updates, a repayment schedule, and other information students will use in their
project. The field partner will serve as their connection to the impoverished person they are loaning money to,
as direct communication to the person receiving the loan may not be possible . Students will connect with the
community through presenting their experiences with Kiva during PTO or School Board meetings. These
presentations will serve as fundraising opportunities to fund further projects and to report out on previous
loans.
Students will connect with other students within their school, reaching the second level of global connection.
They will however have managed global connection via the Kiva website and loan process with guidance and
assistance of the teacher. Students will be working together to choose the loan they wish to pursue, requiring
a great deal of communication, reasoning, and critical thinking, achieving the 4th level (student to student)
communication.
Teacherpreneurship is present due to the inherent risk of funding a project thousands of miles away, with no
real guarantee of success. Studentpreneurship will be achieved in time as students complete projects and
start researching, connecting, and following through on loans they pursue after completion.

Step 2: Communicating
For this project several conduits will be used for communication between teachers and students, and students
with each other. The primary method of communication between teachers and students will be the Canvas
LMS. The discussion boards will be closely monitored by the teacher, with responses given promptly. A more
instantaneous method of communication will also be available in form of a gchat, or google hangout. If
students and teachers are online at the same time messages can be delivered and replied to quickly, without
the need to wait for a response. This may not be available 100% of the time, but it will be an option.
Furthermore, students will be encouraged to plan a google hangout with all team members and the teacher
during key stages of the project to ensure teams are moving in the right direction. A synchronous time
managing tool would be used by the teacher to accommodate all team members. Google hangouts can be
recorded via screencasting, to serve as a reference for students to use as they complete their projects.
Another form of communication between teachers and students, and students with each other would be the
comments used in the actual documents they are working on. This allows students to work at different times
and leave feedback, questions, or comments for the other members of their team.
Teacher sourcing will occur through the use of lesson plans and resources available on Kiva Us Bestlesson
profile. These resources were creating and designed by other educators that have led Kiva U teams and
conducted similar projects. The teacher can also create tutorials or answer questions that arise during the
project using screencasting, and curating those videos on the Canvas LMS to share with other educators who
wish to attempt the project themselves.
The handshake will occur during the first week of the project. All students will meet online (if possible) and
participate in a google hangout, with the teacher describing the goals of the project, as well as the expectations
for communication, routines, time difference with their loan manager, etc. The gchat feature of google
hangouts will serve as a backchannel for students to type their questions to the teacher without interrupting.
This Q&A will also be recorded, and posted on the Canvas LMS for students to reference in the future.
Next, teams will be established via the discussion board. Students will use a flipgrid specifically for their team
to introduce themselves to each other. Students will start each session by checking the group and class
discussion boards, posting responses or questions they have, and then finishing their day by resolving any
comments or issues on their shared google slide. This will create a routine where communication and
productivity is achieved on a daily basis.

Step 3: Citizenship
Throughout the project there will opportunities to promote digital citizenship. In the first stage, global and
cultural awareness will be taught in conjunction with the lessons on global poverty and taking action.

Technical, individual, and social awareness will be modeled throughout the other stages as students start to
interact with each other online while creating the shared Google Doc.

Guidelines for these will be posted in

the shared discussion board and referenced to in comments left by the teacher.
Safety, privacy, copyright, and legal issues will be addressed generally during the first stage of project, and
then addressed in an as needed manner throughout the project. Students will be instructed on what types of
personal information they are allowed to share with their group partners. The Stop, Screenshot, Block, Tell,
and Share poster will be used as a model for teaching these issues throughout the project.
Before the project begins the teacher will review the latest privacy policy on the Kiva website. To protect the
identity and for the safety of the students involved, the teacher will create a single account that will serve to
fund all loans. Contact with loan partners will be allowed, although not directly. All communication will be
prescreened by the teacher, through the messaging function on Kiva, between all students and loan partners
so that privacy and safety is secure, as well as etiquette and respect is shown. Discussion forums and project
comments will be routinely monitored for language and/or inappropriate or improperly copied media.
Communication between teachers and students will ensure each situation is handled promptly and within the
context of each instance, so that expectations and future consequences are clearly stated.
The Creative Commons website will be provided for students as a guide for selecting material that is
appropriate for their presentations, with credits and references required of each project.
Step 4: Contribution and Collaboration
My plan for contribution and collaboration is centered around the daily routine that will be established early on
in the project. As the Lindsay (2013) text points out the three Rs of global collaboration are a good model for
teachers and students to follow to ensure relationships and trust is developed between team members and
their instructor. The routine students will follow as outlined in the communication step of this project will ensure
that daily interaction occurs between team members and their teacher. The use of a discussion board for both
team and general issues/comments will provide an outlet for all team members to receive, read, and respond
on a daily basis. In addition to the discussion board the comments left on the group document by team
members and the teacher will allow more direct collaboration on specific ideas, questions, or concerns within
the actual final product. This ability to provide general and precise feedback and discussion leads to high
quality contributions by both teacher and students.
The types of activities students will be participating in during this project is another way to ensure high quality
collaboration and contribution. Students are being asked to evaluate, analyze, and form arguments that
require critical thinking and problem solving, key elements of constructivist learning.
Another aspect of this project that will foster contribution and collaboration is potential to join or start a new
Kiva Club through the Kiva website. Connecting with other teams in your area or starting a new team

empowers students to be part of a greater learning community, gaining access to more resources, ideas, and
power to fund larger loans and make a greater impact.
To encourage student participation and identify non-participants students could be required to highlight or use
different colored fonts while adding to the groups Google Doc. This would hold students accountable for
participation and allow an easy way for group members and the teacher to see how much each member is
contributing. If student interaction continues to be an issue the instructor also has the option to enforce a
requirement that students must meet to earn credit such as commenting at least once a week on 3 different
topics, or replying to a comment within the group google slide within 48 hours. These provisions would ensure
all parties are actively involved, checking and responding regularly.
The best method for encouraging participation and collaboration is the role the teacher will take within the
project. He/She will act as a model for students to use in providing quality feedback to each other, taking the
role as an audience member, teacher, and student to ensure that meaningful learning has occurred. If there is
a case of a student or group that is pretending to be participating it is ultimately up to the teacher to engage
those students in a private one-to-one setting, identifying the causes and providing solutions before their
absenteeism causes irreparable harm to the project. This is the instructors responsibility, and exhibits the
same involvement and oversight that is to be expected of participants. Checklists and other methods of
monitoring should be used to stay on top of each group and ensure participation, as students should not be
depended on to relay this information as that is not part of their role in the group. Individual responsibility is
about attending to your role within the group and the oversight of each individual rests upon the instructor.
There are some opportunities for students to collaborate with symbiotic non-traditional learning relationships
with this project. A guest speaker could be integrated into the project through Skype or a Google Hangout.
This guest speaker could be an investment banker, member of a non-profit, anti-poverty activist, etc. Guest
contributors could be invited to participate in discussion boards, Q&As, or as mentors for individual groups
while students are choosing projects and forming arguments during the beginning stages of the project.
Outside sources could be used after completion of the project to provide feedback to students as well.
Community members and parents that are presented to by students will learn about the project by the project
members, and could be asked to participate in future projects, becoming a part of an ongoing process of
learning and growing.
Step 5: Choice
The physical environment for this project would ideally be in a media center, with numerous resources
available for students to access. Chromebooks or other small laptops/tablets would be best suited for students
to use as they allow for mobility and freedom from outlets or internet cables. The media center has many
different spaces that students could work from. Standard tables and chairs, couches and comfy seats, to
carpeted flooring allows for an array of configurations for students to gather and work together. If students
would rather work away from each other the electronic spaces in which they will be working allow them to do
so.

The canvas LMS discussion board and Google Apps for Education platform allows for students to collaborate
both synchronously and asynchronously in a number of ways. Students can chat with each other while in the
document they are editing, type within the same document using different colored text, or leave each other
comments to reply to at a later time. The discussion boards allows for students to engage with their peers in
other groups to gain feedback or answer questions. All of these choices are supported and maintained by the
teacher, who acts as a guide in helping students select the best space and method of
collaboration/communication. The canvas LMS project page will serve as the launching pad, where
announcements, updates, and resources will be made available for students. Students will provide links to
their shared documents to be posted in Canvas for teammates, teachers, and other students to access.
The google apps suite and canvas are the basic framework of tools that students will have access to. However
there are endless choices of apps, extensions, and templates available through the chrome web store as well
as inside the productivity apps created by Google. Students will be given freedom within that framework to
explore the apps, extensions, and add-ons that may enhance their productivity or collaboration. Tags wouldnt
be necessary for this project because of the collaborative and sharing features of GAFE (Google Apps for
Education). The teacher would need to monitor students discussion via comments, discussion boards, and
email to ensure they stay abreast of whats going on within each group.
Step 6: Creative, Critical, and Metacognitive Thinking
My project allows for many opportunities for critical thinking, entrepreneurial situations, and teamwork which
lends itself towards moving students from lower level remembering thinking skills to the highest level of
creating.
As students are working in collaborative teams, emphasis will be placed on teamwork, communication, and
role taking. The use of a planning template will give students a visual of how to assign roles, create and follow
deadlines, and provide each other feedback using the comments within the Google Slide. While the template
will serve as a guide, it is up to each group how the overall design and aesthetics of their project will look.
As for the concept of branding, students will be able to showcase their presentations to each other, the school,
and the community. This will create a feel of professionalism that will strengthen the quality of their work, and
provide them with an opportunity to sell their next Kiva loan venture. Having more funding will allow them to
explore more economic concepts such as diversification.
They will be learning by doing in this project. Planning, tracking progress, and evaluating the success of their
loan are all meta cognitive thought processes. The selection process at the beginning of the project will serve
as an opportunity for them to not only evaluate loans, but to sell their selection to their teammates. They will
then work together to create their presentation. Communication will be crucial in building trust within each
team, and that responsibility will be modeled and facilitated by the instructor. They will serve a dual role within
each group as a contributing member, and as a mediator when issues arise. Students will be taught the

importance of fulfilling their responsibilities and meeting deadlines in order for the group to succeed. A whole
class discussion on the Canvas discussion board during the initial stages of the project would be a great
opportunity for the teacher and students to contribute to a set of guidelines, or rules, such as the ones in Figure
8.2 in the Lindsay (2013) text. This would be an example of co-creation that the teacher can then use to
explain how they will be expected to work within their groups.
Step 7: Celebration
At the conclusion of this project there will be many opportunities for students and teachers to celebrate and
reflect on their project. This will be done individually and as a group. First, the teacher will give each student a
project feedback form to complete. The format will follow the standard 3-2-1 summarizing model. Three things
you learned, two things you found interesting or want to learn more about, and one area that you are still
unsure about or something you would suggest be changed. This allows students to record their own
comprehension as well as provide the teacher some feedback they can use.
In addition to this individual reflection, students will also participate in a final group discussion in the Canvas
LMS. This culminating activity will require groups to post a link to their final project. Each student will be
required to browse the other projects and leave feedback by posting in the discussion board. This showcase
of projects will allow students to see each others projects, finding similarities, successes, frustrations, etc.
This feedback will be valuable to not only the students, but the teacher as well. Its important that the teacher
makes sure they frame the discussion in a way that encourages meaningful feedback.
Students should understand the difference between providing feedback, and complaining, making sure they
provide a possible solution to any of the problems they encountered. In turn the teacher must also model this
concept by posting his/her own reflection for students to read.
Another way students will be able to celebrate their project is the opportunity to present their project to the
community. This would mimic a student summit, by allowing students to show and tell their slides, answer
questions, and recognize the community stakeholders who helped fund their project. Students could be
showcased in the local newspaper or media outlet, featured on the schools website, recognized at the next
Awards Day, etc. These are some additional ways to celebrate the completion of the project that will leave a
lasting memory in participants.