The final project presentation by Stephanie Burak highlights an assessment, rubric, and lesson plan developed for an innovative teaching techniques course aimed at enhancing student learning through group work and gamification. The project focuses on applying backwards design principles to align student activities with learning outcomes and includes peer reviews and feedback mechanisms. Additionally, students will engage in a group project that serves to familiarize them with gamification and effective collaboration tools.

1. STOMP Final
Project
Presentation
Presenter:
Stephanie Burak

2. Final Project Summary
This presentation showcases an assessment, rubric
and lesson idea created for my Innovative Teaching
Techniques course. This culminating project
demonstrates my ability to apply Backwards Design
principles to lesson plan development, for the
completion of Successful Teaching Online Mentoring
Program (STOMP) at Harper College. We were asked
to choose 1-2 learning outcomes that fulfill the
goal(s) of an existing course and then create an
assessment, rubric and lesson idea that align with
those outcomes.

3. Innovative Teaching
Techniques, LFD 300-001
The purpose of the Innovative Teaching Techniques
course is to introduce faculty to new tools and
techniques that may enhance the learning
experience for students. Specifically, this course
covers inquiry-based learning, group work and
gamified learning.

4. Course Goal/Objective
The goal of this course is to empower participants
with new ideas and strategies they plan to utilize in
their upcoming courses.

5. Learning Outcomes
I chose to focus on the following outcomes:
 Explore and experience techniques for
successfully incorporating group work into the
student learning experience.
 Practice enhancing a lesson from an existing
course using the tools and ideas presented in this
course

6. Explanation of Alignment
 In order to ensure that my students can enhance a lesson from
an existing course using the strategy of “group work”, I decided
that my assessment needs to require the students to come up
with group work activities that align with their course outcomes.
To deepen the learning experience, I wanted them to review
peer submissions both to expose them to new ideas and so
they could think critically and objectively about the efficacy,
benefits and potential challenges of different group activities.

7. Explanation of Alignment
 I developed rubrics for the group work idea submissions and
peer reviews that identify the key criteria for a successful
submission. Since this is a pass/fail course, rather than having
multiple levels of accomplishment, students can earn either a
“satisfactory” or “needs revision”. Students are required to earn
“satisfactory” on all assignments in order to pass the course.

8. Explanation of Alignment
 To prepare my students for developing successful group work
ideas, my lesson involves having the participants experience
group work as students by engaging in a group project. They
are also required to review resources on group work.

9. Lesson Plan
In week 3 of this 6-week course I have the students
participate in a group work project.
Introductory explanation to students:
“For the next week and a half you will be participating in a group project. We
will be using CATME.org to manage the group work process from assigning
teams to evaluating the teamwork process. We will be using this tool so that
you can experience what it is like as a student and evaluate whether it is a tool
you will want to use as an instructor.
The goal of this project is to develop a list of resources for instructors who
want to implement ‘gamification’ (the use of games and gaming elements in
education). Everyone is responsible to research resources independently. Then,
as a team, you will determine which are the most valuable resources to share
with the class via discussion board. More details to follow below.”

10. Lesson Plan
Outlines of steps to follow:
(the actual instructions will be fleshed out with more detail and direction)
 Preparation:
 Complete the Teammaker Quiz (so they can get
assigned to a group)
 Contact your teammates and establish your modes of
communication along with preferred collaboration tools
 Establish your roles in the group

11. Lesson Plan
Outlines of steps to follow:
 Project Details:
 Read about gamification (I will provide resources to ensure
everyone is working off the same definition)
 Research gamification individually:
 Introduction to gamification
 Game mechanics commonly used in education
 Tips for implementing game theory, design and
mechanics in a college course
 Whether or not gamification is relevant and appropriate
at the college level
 Gamification examples (educational games, courses
designed as games or using gaming mechanics)
 Web tools available for game creation

12. Lesson Plan
Outlines of steps to follow:
 Project Details: (continued)
 As a team, determine the best resources.
 Post your resources in the discussion board
 As individuals, comment on the posted resources

13. Assessment
In the middle of week 4, after the completion of the group
project experience, I ask the students to develop their own
group work activity ideas and provide feedback to their
peers.
Directions to students:
“Create and share your own group project or activity. Consider your group
work experience and lessons learned from the unit resources as you develop.
Be sure to describe both the project and your plan for managing the team
experience.
 You can use an existing class project / activity and simply modify it
accordingly, or you can create an entirely new one.
 Be sure to list the course objectives / student learning outcomes met by
the activity
 Write a brief explanation about why you think your idea would be an
effective strategy for your course, students and outcome(s).
 Include any challenges your foresee or questions you have for your
peers regarding your idea.”

14. Assessment
In the middle of week 4, after the completion of the group
project experience, I ask the students to develop their own
group work activity ideas and provide feedback to their
peers.
Directions to students: (continued)
“Peer review at least two group work ideas presented by your classmates. Be
sure to share at least one area of strength, one area of potential improvement,
and one idea for how the individual can take the idea a step further. If you
think the idea is perfect the way it is, you may state that in your post but still
offer a potential point of improvement and a possibility for modification.”

15. Assessment Rubrics

16. Assessment Rubrics