Implementation Overview Assignment
Robotics Course Implementation
Welcome to the implementation page for my Robotics blended course, developed for middle school students using Google Classroom. This page showcases my instructional design in action, featuring the "Start Here" module and the first two weeks of course content.
This video demonstrates how I implemented my Robotics course in Google Classroom, covering the Start Here section, Week 1 and 2 modules, media integration, accessibility features, and more.
Start Here Module
This is the first stop for families and students. The course begins with "Start Here" which includes a welcome video, a simple overview of the course, and classroom expectations. A digital citizenship guide is provided, along with a quick check-in using Google Forms, to ascertain that the students have understood the "Start Here" content. It is meant to ensure that everyone has a clear picture of how this course will function, and to set the tone for the year.
The Start Here module includes:
-
Welcome Post: An introduction to the course and what students will be learning in Weeks 1–2
-
Course Overview: Key learning goals and expectations
-
Digital Citizenship Guide: Clear guidelines for online conduct
-
Google Form Entry Ticket: A check-in to ensure students understand how the course works
-
Flip Video Guide: Instructions for using Flip Video Camcorders (in place of phones due to Texas HB 1481)
Week 1 – 6 Modules
Weekly schedules contain daily assignments that are made accessible via Google Classroom. Students are very much aware of what they are expected to accomplish on a daily basis, and every assignment can be linked back to TEKS and our major learning objectives. Activities are varied and can be described using a few key words: build, inspect, present, and review. All of them are finished by the students in a group setting because of the "two heads are better than one" philosophy used in the classroom. And if I did not mention it yet, the key words used to describe the activities can also be used to describe the equivalent rubric for that assignment.
​
Each module is fully implemented in Google Classroom with:
-
Daily activities and instructions
-
Aligned TEKS for each lesson
-
Rubrics attached to assignments
-
Built-in accommodations (e.g., sentence stems, visuals, flexible formats)
Fink’s 3-Column Table
This table outlines how learning goals, activities, and assessments align for meaningful learning.
Instructional Design Details
The course was built using outcome-based learning and backward design. I mapped out what I want students to walk away with, then designed each lesson to get us there step by step. My 3-Column Table breaks that down clearly and shows how we move from foundational knowledge into application and reflection.
​
-
Model Used: Outcome-Based Education + Backward Design
-
LMS: Google Classroom
-
Media Tools: Custom videos, Flip Video Camcorders, simulations, interactive slides
-
Student-Centered: Emphasis on hands-on projects, reflection, and peer feedback
-
Instructor Role: Coach and Facilitator
-
Delivery Format: Blended – with a mix of in-person and asynchronous online learning
Media Use & Engagement
Media plays a big role in this class. I use short videos, simulations, and interactive tools to support lessons and students get to create media too. One change we will make this year is the use of Flip Video Camcorders due to the Texas rule banning phones in class. These devices are easy to use and let students record reflections, demos, and interviews without needing personal tech. As Bates (2019) explains, students engage more deeply when they’re interacting with content rather than just listening to it, and that’s what I’m aiming for here.
Student-Centered Approach
Student-Centered Approach
This is a course that is blended with a strong student-centered focus. When direct instruction is necessary, I'LL give it. Most of the time I fell like I'm more of a coach, guiding my students, checking in, and giving them feedback. They are solving problems, working in teams, sharing their ideas.
Addressing Infrastructure Needs
Not every student has the same access at home, so we’ve planned accordingly. Students can use campus Chromebooks during class and have time in the mornings if they need extra space to work. Everything is structured in Google Classroom to be clear and easy to follow, with consistent routines to support all learners.
Reflection & Adjustments
I’ve already gotten helpful feedback from my peers and I know things will shift once the students are actually working through the modules. I’m prepared to adjust based on how they respond to the pace and the projects and refine things as needed.
Feedback / Feed Forward from Peers
​
I truly valued the feedback shared by my group. They pointed out various issues, such as the flow of sections and places where I could be more clear. I went back and revised those sections. I thought I was done with this project, but their feedback really pressed me to look at things differently, which I think made the final assignment a lot better.
"Your Google Classroom course looks great. I love the amount of detail that has gone in. It is very thorough and thought out! One thought I had is how are the students going to collaborate for the peer feedback? Also, I thought that the interactive guide was really cool!"
- Katelyn O' Quin
"Yes, the comment sections! I used it for 5th graders during covid, if a student started being inappropriate the teacher can easily mute them so it doesn't distract from the discussion and the teacher has the ability to delete comments. My favorite is taking a screenshot and emailing the parent, since they are virtual parents need that involvement."
- Cristy Silkin
" I know for my Dyslexia kiddos, I chunk for them on their writing. For example, RACES, which is what we use for ECR and SCR purposes, I have them do RA first, but cover up "CES" so they can only focus on the RA. I've had a lot of Dyslexia kiddos score very well on their writing because of that. Too much can be overwhelming for their brains."
- Ann Zastryzny
References
Bates, A. W. (2019). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. BCcampus.
Texas Education Agency. (2024). Technology Applications TEKS for Grades 6–8. https://tea.texas.gov
​
Harapnuik, D. (2021). Instructional Design Example. https://www.harapnuik.org/?page_id=8944