Since I believed my lesson to be at the redefinition level, I decided to work backways, and as I worked backwards, the lesson went from a student-focus plan to a teacher-focus plan. The students were losing the use of technology in the classroom. At the modification level, students could collaborate through GoogleDocs to create alliterations; however, they wouldn’t be taking the presentation the step further through the use of Canva. As the lesson stepped down to the augmentation level, it meant that students weren’t using technology as the technology used was a presentation with videos within to enhance the direct instruction. Then substitution took that step backwards even more by simply having that presentation. The technology throughout is clearly changing, but the instructional decisions would also change. Students would be relying on the teacher more, instead of taking control of a creation process.
