Candace V Johnson

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Implementation Overview

By

Candace Johnson

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Implementation

My LMS: Google Classroom

Class Code: rzd6vmph

Hi, this is Candace Johnson! In this video, I’ll walk you through my 8th grade ELA course in Google Classroom and explain how my instructional design and student-centered strategies come to life throughout the unit.
Let’s start with the ‘Start Here’ module, located under the Classwork tab. This is the first section students will see when they access Classwork.
It includes:

  • A welcome video from me to introduce myself and explain the course format
  • Course goals and expectations which includes Digital Etiquette
  • A Getting to Know You Padlet to build community

This module helps students ease into the course, understand the structure, and connect with one another. It reflects my student-centered design by focusing on relationships, routines, and readiness before we dive into content.

I introduce myself through a short welcome video and participate in the Padlet icebreaker alongside students.
This helps set the tone for a warm, inclusive, and collaborative learning community from day one.

Course outcomes and goals are shared in the Start Here module and reinforced in each week’s overview slide.
They’re written in student-friendly language and are always visible in Google Slides, anchor charts, or on Google Classroom. This helps students track their own learning progress throughout the unit.

Next, let’s look at how the instructional design approach appears in the course modules. I follow a backward design model developed by Grant Wiggins and Jay McTighe and Outcome-Based Education. Each weekly module is structured around a clear outcome, paired with aligned learning activities and assessments.

For example, in Week 1, students explore figurative language using The House on Mango Street. The lesson includes an Edpuzzle, a Padlet activity, and an exit slip; all connected to the week’s learning goal.

Each module follows a clear structure:

  • Goal posted at the top
  • Daily Activities that support skill building (journaling, group discussion, text analysis)
  • Assessment evidence such as SeeSaw video responses, Google Docs essays, or peer feedback forms

This design ensures students know why they’re doing each activity and how it contributes to their success.

The approach is highly student-centered. Students have voice and choice in project formats, can collaborate with peers, and are encouraged to self-reflect regularly.

As the teacher, I act as a facilitator and coach—guiding, modeling, and providing feedback, rather than lecturing. This empowers students to take ownership of their learning.

This course is designed to be blended. Core content is available online through Google Classroom, but in-person learning is used for book discussions, writing workshops, and group activities.
The digital platform allows for flexibility and differentiation, while classroom time supports active engagement.

The balance of synchronous to asynchronous learning is roughly 60/40.

  • Synchronous activities include class discussions, Socratic seminars, and writing workshops
  • Asynchronous components include digital journals, independent reading, and recorded SeeSaw responses

To support student access and equity, all resources are mobile-friendly and compatible with Google tools.
Students who need additional help can use built-in accessibility features, join virtual office hours, or access simplified guides.
My role includes not just instruction, but also being a mentor and advocate, making sure every student has the tools and confidence to succeed.

Thank you for watching this course walkthrough! This implementation reflects my commitment to outcome-based, student-centered learning where relationships, rigor, and relevance drive everything we do.

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