3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Reflection:
3.3 Online & Blended Learning: Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
To show the implementation of an online and blended lesson I used two different assignments, the first assignment was my webquest in which I created as assignment that promoted student directed learning to help them understand the election process and to learn about political parties. The second assignment I created was my online classroom for U.S. Government which allowed me to use my counties LMS to create a fully functional online class. With each of these assignments I have been able to implement a flipped classroom in my class and have the students use many of these assignments full time at home.
To develop my online and blended learning I first took my brick and mortar lesson plans and assignments and uploaded them to the current Canvas LMS used in my county. I then developed specific online units such as the webquest to create lessons that would allow students to learn on their own and create their own learning. To develop the webquest I focused on resources that caused the students to learn about the concepts and provide their own insights about what is learned. I was then able to model and facilitate my online learning lesson and blended lesson through my flipped classroom I used in module 3 and the use of the webquest. During the module 3 of my U.S. Government unit I had my students learn the unit completely using the LMS and during class time either reviewed the material or had the students perform the mock election using the concepts learned during the webquest.
By creating the webquest and my online course I was able to learn first how to create a website that causes the students create their own learning by having the students understand their political thoughts and how to run a campaign. I then learned how to create a fully functional online web course that promotes rigor and allows students to have a full concept of each government concept taught. The biggest change I would make would be to include my webquest into the online website. I would then change some of the assignments on the webquest to incorporate google docs for easier sharing and completions of the assignments. For the online website I would like to liven up the website with pictures and create a more user friendly site so the students can work on the site without confusion.
The impact on student learning is clearly helping students learning the topics of government in specifically how elections are run and finding a true understanding both political parties. This is evident through the mock election process as well as their scores on the unit tests. By creating rigor in the classroom and a challenging learning environment that directly coincides with the School Improvement Plan concepts. I have then introduced both of these types of lessons to the school faculty through the Technology Tuesday Platform and helped many of the teachers create an online learning unit with our Canvas LMS.
3.3 Online & Blended Learning: Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
To show the implementation of an online and blended lesson I used two different assignments, the first assignment was my webquest in which I created as assignment that promoted student directed learning to help them understand the election process and to learn about political parties. The second assignment I created was my online classroom for U.S. Government which allowed me to use my counties LMS to create a fully functional online class. With each of these assignments I have been able to implement a flipped classroom in my class and have the students use many of these assignments full time at home.
To develop my online and blended learning I first took my brick and mortar lesson plans and assignments and uploaded them to the current Canvas LMS used in my county. I then developed specific online units such as the webquest to create lessons that would allow students to learn on their own and create their own learning. To develop the webquest I focused on resources that caused the students to learn about the concepts and provide their own insights about what is learned. I was then able to model and facilitate my online learning lesson and blended lesson through my flipped classroom I used in module 3 and the use of the webquest. During the module 3 of my U.S. Government unit I had my students learn the unit completely using the LMS and during class time either reviewed the material or had the students perform the mock election using the concepts learned during the webquest.
By creating the webquest and my online course I was able to learn first how to create a website that causes the students create their own learning by having the students understand their political thoughts and how to run a campaign. I then learned how to create a fully functional online web course that promotes rigor and allows students to have a full concept of each government concept taught. The biggest change I would make would be to include my webquest into the online website. I would then change some of the assignments on the webquest to incorporate google docs for easier sharing and completions of the assignments. For the online website I would like to liven up the website with pictures and create a more user friendly site so the students can work on the site without confusion.
The impact on student learning is clearly helping students learning the topics of government in specifically how elections are run and finding a true understanding both political parties. This is evident through the mock election process as well as their scores on the unit tests. By creating rigor in the classroom and a challenging learning environment that directly coincides with the School Improvement Plan concepts. I have then introduced both of these types of lessons to the school faculty through the Technology Tuesday Platform and helped many of the teachers create an online learning unit with our Canvas LMS.
Artifacts:
Rich Webquest
Cold War Unit Module
Online Teaching Portfolio
Growth of On-Line and Blended Teaching
In ITEC 7480, I have been able to learn the value of Blended and On-line teaching. Before I took this course I had one experience teaching an on-line course which, was already set up for my management. I was very discouraged to see how students were able to easily take advantage of the system and pass without obtaining any knowledge of the new course. However after taking ITEC 7480 I feel that I can truly create and manage an on-line or blended course and ensure that all students have learned the required content for them to master the course. I also feel that On-line and Blended learning is a great way to differentiate lessons as students can go at their own pace of mastery, while also using the various tools and resources found in the modules, as well as outside resources they already use to help enhance and sync their prior knowledge to the new content.
Using iNACOL’s standards as a guide (standards) we can ensure that most online lessons are of equal standard and provide each student with a content rich lesson. The standards are perfectly set so that each teacher can verify their lesson is diversified to help fit the students’ needs as well as the assessments are within the various ranges of Bloom’s Taxonomy and is able to apply the knowledge in the real world. The most important part is it ensures that teachers will be in constant contact with their teacher and will be able to get excellent feedback on their progress and their application of the content. Students also will be able to communicate with fellow classmates and see their understandings of the knowledge and provide a different cultural point of view from each student.
The following link is the resource that I made to indicate my mastery of Blended and Online Teaching: Cold War Module. In this module I have first created ways for the students and teachers to communicate with each other through various discussion boards, e-mail, and on the assignments to help ensure mastery. I have also been able to have the students apply their knowledge and show mastery through multiple different assessments. Throughout the module students will be able to have a live online class with the teacher, watch various videos to back up their understanding, have discussions to get various points of views as well as details and facts from the module, create an interactive timeline website, and prove their knowledge through quizzes, essay and test. I believe students would be able to link their background knowledge, and gain and apply the new cold war information going forward in U.S. History lessons and life learning, using my online module on the Cold War.
With my mastery of On-line and Blended Teaching I have changed my old opinion and now believe that this is the teaching of the future. Since students can control their own pace, while also using various tools inside and outside of the module to help them better understand and apply the new learning. Also with the one on one communication between the teacher and student, which at times in the classroom you don’t get while teaching so many student, the student is able to get all the help they need to truly build their pyramid of knowledge.