Check out the link below to get an overview of how I structured my course. You’ll see I used scaffolding (Van de Pol, 2010), differentiated assessment (Bondie and Zusho, 2018), and co-regulation and co-construction (Perry et al., 2017).
Know a menstruator who would benefit from this course?
Students can self-enroll in the course with this URL: https://canvas.instructure.com/enroll/TWP9G6. Alternatively, they can sign up at https://canvas.instructure.com/register and use the following join code: TWP9G6
Below, you can view a breakdown of course topics, learning objectives, and activities.
To gain an overview of how I designed modules, check out this doc: MEITE Showcase Handout
| Module Topic | Learning Objectives: the learner will be able to… | Activities |
| Course welcome | •Gain an overview of purpose of course and learning objectives •Introduce yourself and get to know other classmates •Navigate course resources | Introduce yourself |
| Self-regulated learning crash course | •Define self-regulated learning •List the main stages of self-regulated learning •Use self-regulated learning to list steps that can be taken to accomplish a challenging goal | Create a WOOP for a goal you hope to work toward |
| Overview: What is a period? | •Identify who has a period •Describe what a period means about one’s body and development •Describe what happens during a period | Write a letter to a sibling, friend or other menstruator to help provide an explanation of what a period is |
| Anatomy of a Menstruator | •Identify the key body parts involved in menstruation •Explain the function of these body parts | Create a period calendar to help keep track of menstrual phases, hormone fluctuations and impacts on the body |
| Hormones & Menstrual Phases | •Define hormones •List the hormones involved in menstruation •Explain how the hormones interact during menstruation | Use Padlet to co-construct how you would respond (via text, video, audio recording) if you were to hear someone tell you or another menstruator one of these myths or taboos |
| Menstrual Hygiene Management (MHM) Materials & Products | •List MHM materials and products available •Discuss factors important to deciding upon a MHM material or product | Using a values chart, determine what is important to you in choosing an MHM material or product |
| Menstruation is not dirty. | •Exemplify some of the social and cultural taboos and stigma that exist against menstruators •Demonstrate strategies or ways of responding when confronted with stigmatization | After reading about taboos, list in the Padlet how you would respond upon hearing some of the taboos or myths that people might say about menstruation |
| Pre-menstrual Syndrome and Period Management | •Describe examples of PMS symptoms •Explain what to expect during menarche | Co-create a menstruator survival guide of advice to new menstruators |
| Menstrual Hygiene | •Describe how to clean body parts relevant to menstruation and how often to change an MHM material •Identify signs that might indicate that one needs to get help | Co-construct a collection of policies in Jamboard that could help people with access to products or other resources necessary to managing menstruation |
| Conclusion & Final Project | •Review key topics •Receive instructions for summative assessment (final project) | Create a zine that shares advice, information or a message about menstruation based on the 7 related topics covered in this course |
