Today concluded a unit which was entirely made up of Eduprotocols. My unit question was compelling ended – Which led most to the expansion of Islam – innovation, trade, or conflict? This is my reflection on smashing several Eduprotocols together.

Lesson 1 – Origins of Islam

The unit began with an introduction to Islam. Last year, after switching to remote learning, the students missed out on Islam. Before the students could answer the compelling question, they needed to know some basics of the Islamic faith. To do this lesson I started with a fast and curious with Quizizz, and the students bombed the quiz. Next, I had them skim an article and create a word cloud of unknown words using Mentimeter (found here). The students chose 3 words to Frayer and we created a definition, listed 3-4 examples, and created examples and non-examples (found here). Having the students skim an article and Frayer 3 words allowed them to build some background knowledge on Islam. Now the students were ready for the Cyber Sandwich and reading. Students shared a Cyber Sandwich with each other, read the Origins of Islam article for 10 minutes, took notes, discussed their notes, and summarized their notes (found here). We concluded this unit with the same fast and curious Quizizz and students raised the class average from 48% to 92% over a 2 day period.

Lesson 2 – Innovations

The lesson on innovation attempted to answer this question – Why would new innovations help advance Islamic culture? This lesson took place with 3 days of remote learning. The first lesson was a brief Edpuzzle video about the expansion of Islam through the medieval world. The 2nd day of remote learning involved a Cyber Sandwich combined with a Sketch and Tell (found here). Students chose an innovation from the Golden Age of Islam and took notes. Then students took their information to create a Sketch and Tell instead of writing a summary. When students returned from school, I had them create Flipgrid videos talking about their Sketch and Tell innovations. I gave students Frayer models, on paper, so they could watch Flipgrid videos created by their classmates and take down 3-4 facts they learned about 4 innovations. Finally, they used their Frayer model notes to make infographics about muslim innovations (found here). With remote learning days built in, this lesson covered 5 days (3 remote, 2 in class).

Lesson 3 – Trade

The third lesson in the unit asked the question – What effect did trade routes and travel have on the spread of Islam? I continued using the fast and curious protocol using Quizizz. I kept the same questions from the previous Quizizz, but added new questions about innovation and trade. Students then completed a Cyber Sandwich with a 10 minute read, 5 minute discuss, and 10 minute summary (found here). When the Cyber Sandwich concluded, we took the fast and curious protocol again and raised out class average from 62% to 92%. The next day I followed up the Cyber Sandwich on Islamic trading with a lesson i found from Kevin Roughton called Conversion Factor. This lesson involved taking students on a walking tour through the Islamic Empire. It paired nicely with the Cyber Sandwich on trade. A video of that lesson is found here along with the Google Slides (found here). This lesson covered 2 days.

Lesson 4 – Conflict

The last lesson of the unit had students consider this question – How did conflict advance Islam? I continued with the fast and curious Quizizz and added more questions about conflict. In this particular lesson I wanted to help the students through the writing process so they could successfully create a paragraph with a claim, evidence, and reasoning. I had students work as a group with a Mini Report. They read an article, categorized and typed facts, and summarized their information on the expansion of Islam through Conquests. The next day, we started with a fast and curious Quizizz and went right into a Thin Slide. I used the Thin Slide so students could practice writing a claim. They designed a slide with 1 picture, 1 word, and wrote a claim for the compelling question (Which led most to the expansion of Islam – innovation, trade, or conflict?) in the speaker notes. After 10 minutes, I cycled through the slides and students read their claims word for word. I gave feedback afterwards. Following the Thin Slide, I had students work on an Iron Chef. The Iron Chef slides were collaborative and students designed a slide where they wrote a claim, wrote 2 pieces of text evidence, wrote reasons why the evidence supported the claim, and constructed a paragraph. The Iron Chef slides provided a way for students to give each other feedback. The next day, I began class with the same fast and curious Quizizz. We followed the Quizizz with a Nacho Paragraph. I wrote an awful paragraph – the claim was bad, evidence was vague, and the reasoning was nonexistent. I typed this paragraph on a Google Slide, added it to Pear Deck, and had the students rewrite my paragraph to make it better. Pear Deck made it awesome to give feedback in real time. The Nacho Paragraph was the most powerful Eduprotocol in the entire lesson. The feedback, modeling, and me thinking out loud as I read really resonated with the students. I had students revise their paragraphs on the Iron Chef based on the feedback from the Nacho Paragraph protocol. This lesson took 3 days. Here is a Wakelet collection of this entire lesson.

Final Lesson – Annotated Map

The final lesson was an Annotated Map. I have a strong dislike of premade maps, so I like students to hand draw maps, label them, and annotate the maps with historical research. In this case, the students were going to draw their maps, and write their Iron Chef paragraphs next to their maps. I like this strategy for helping students see the connections between Geography and History. I also had students take the fast and curious Quizizz again – class averages were above 90%! Below are some final products from this unit…..

Success Criteria

I like to post success criteria on Google Classroom for assignments. Most of the Eduprotocols I grade on a 4 point scale. Here’s how I do it (Grading a struggle of mine because I want a focus on learning, not grades. Furthermore, what determines a point total for assignments? I’ve yet to figure it out.)…….

Cyber Sandwich (4 pts):

  • 2-3 important facts from each subheading (or a total of 5 or more notes).
  • The summary paragraph should be 4 or more sentences.


I don’t grade this, but I do circulate the room and check for 3-4 examples and a definition written in the students’ own words.

Number Mania Infographic (4 pts):

  • 4 or more innovations identified.
  • A picture, icons, or GIF showing the innovation.
  • A description for each innovation.
  • A title.

Sketch and Tell (4 pts):

  • The sketch uses Google Shapes or Auto Draw.
  • 2 or more colors used.
  • The tell side successfully answers the question with 3-4 sentences.

Iron Chef (4 pts):

  • A claim was written without using a pronoun and answered the comelling question.
  • 2 valid pieces of evidence from past lessons were used and supported the claim.
  • The reasoning fully explained how the evidence supported the claim.
  • The picture added to the slide related to the claim.

Fast and Curious Quizizz:

  • I will record the score the students get the first time on Quizizz. I exclude this grade from the averages, but I do this to show them where they started.
  • I will record the final Fast and Curious score for a grade to show the students their improvement from day 1 to the end of the lesson.
  • The Quizizz was 16 questions and counted as 16 pts.

The Annotated Map and Final Paragraph (8 pts):

  • The maps I checked for neatness, were continent, countries, cities, oceans labeled correctly and drawn in the proper locations.
  • The paragraphs were graded:
    • to see if the claim avoided use of a pronoun and answered the compelling question.
    • 2 pieces of evidence supported the claim.
    • The reasoning provided more information about the evidence.
    • A concluding sentence.

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