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)
The Module Unit Plan was developed in the Introduction to Online and Blended Learning course. The purpose of this assignment was to demonstrate my ability to develop, model, and facilitate the use of online and blended learning, digital content and learning networks. The course was designed as a blended course and teaches 4th grade common core math standards. For this project, only the first module was prepared and implemented in the classroom.
This artifact demonstrates my ability to develop a blended unit including digital content and learning networks. The math unit that I created includes a variety of learning tasks that meets the varying needs of my students. By creating varying tasks for my students and allowing student choice, students were better able to meet the learning objectives. Throughout the course students completed WebQuests, performance tasks using various Web 2.0 tools, and video lessons. The blended course also included various assessments including online quizzes, discussion rubrics, and performance task rubrics.
This artifact also demonstrates my ability to model and facilitate the use of blended learning. Some components of the module were taught in a face-to-face environment where I was able to provided help to struggling students and facilitate student needs as many students have not experienced a blended or online course. By modeling how to use the learning management system and the other technology components students were more prepared to complete the assignments independently and successfully.
Through developing and implementing the Module Unit Plan I learned how important carefully planning each module is in order to create powerful learning experiences. I also learned how to differentiate in an online and blended environment, which was more difficult than I expected. However, I found the differentiated tasks that I planned were very thorough and provided clear and specific directions to students in which they understood better than oral directions. I believe that this helped them meet the learning objectives.
After implementing the blended unit I saw many gains in my students and most students met the learning objectives. They were engaged in the online environment and many expressed that they preferred to learn in a blended environment. To this day I am still using blended learning in math because it is a very beneficial tool to extend learning outside the classroom and there is a positive impact on student achievement.
This artifact demonstrates my ability to develop a blended unit including digital content and learning networks. The math unit that I created includes a variety of learning tasks that meets the varying needs of my students. By creating varying tasks for my students and allowing student choice, students were better able to meet the learning objectives. Throughout the course students completed WebQuests, performance tasks using various Web 2.0 tools, and video lessons. The blended course also included various assessments including online quizzes, discussion rubrics, and performance task rubrics.
This artifact also demonstrates my ability to model and facilitate the use of blended learning. Some components of the module were taught in a face-to-face environment where I was able to provided help to struggling students and facilitate student needs as many students have not experienced a blended or online course. By modeling how to use the learning management system and the other technology components students were more prepared to complete the assignments independently and successfully.
Through developing and implementing the Module Unit Plan I learned how important carefully planning each module is in order to create powerful learning experiences. I also learned how to differentiate in an online and blended environment, which was more difficult than I expected. However, I found the differentiated tasks that I planned were very thorough and provided clear and specific directions to students in which they understood better than oral directions. I believe that this helped them meet the learning objectives.
After implementing the blended unit I saw many gains in my students and most students met the learning objectives. They were engaged in the online environment and many expressed that they preferred to learn in a blended environment. To this day I am still using blended learning in math because it is a very beneficial tool to extend learning outside the classroom and there is a positive impact on student achievement.