Standard 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)
Artifact: ITEC 7480 Unit Plan
Reflection:
The Blended Learning Module that I created in ITEC 7480 allowed me to develop effective online tools and learning environment for my students. I was able to facilitate the learning process of my students and see learning through their eyes instead of being in front of the classroom in a more teacher-centered environment. I developed the lesson, created the assessments and activities within the lesson and researched appropriate Spanish vocabulary and content knowledge to be included as learner outcome goals.
While creating this blended online lesson, I researched various other Spanish III Level Lessons to determine what demands and expectations would be appropriate for the learner and better facilitate the learning process. I researched and applied skills and knowledge from Best Practice, then used the LoTi chart to determine what level of technology integration I wanted to achieve and to create and facilitate an online and blended learning, digital content, and learning networks.
Since this was my student’s first blended online lesson, I modeled what they should do to access and utilize online activities. I created a step-process to guide them and also to make the lesson learner-centered. I developed accommodations to meet the needs of my gifted students and also created accommodations for students who may be overwhelmed or not understand what to do.
After students created their final work – writing a short story explaining natural phenomena using the pre and suffixes of Aztec and/or Mayan names of Gods and Goddesses, they had the opportunity to present their work and then display it in the school. This allowed for the unit outcome to be modeled by students and met the by utilizing blended learning, digital content, and an online network to present and display their work.
I also modeled this unit to my peers. Only a few teachers experiment with a blended-curriculum. I was able to take this Unit and present it to my peers. I showed them the resources and digital tools that I utilized to make this unit a success.
Being my first blended online lesson that I created, I learned how to design this lesson. I learned which websites and/or resources would be most effective for each learning goal or outcome. I also learned how to effectively allot time for each activity and going forward will be able to better gauge this aspect of the lesson.
Specifically, I would change the time allowed for creating the names of the characters in students’ work. Students spent entirely way too long trying to decide what to name their characters. Although they were engaged, a time limit needs to be added because they were not time-efficient in this progress and would not move forward without this decision being made. I would also add a lesson about prefixes and suffixes that students could utilize to achieve this standard. Students’ knowledge in this area suffered because I did not allow enough time for the exploration and retention of these goals (applying and demonstrating the meaning of prefixes and suffixes in relation to the theme).
Impact of student learning can be assessed through the integration of the new vocabulary and Aztec and Mayan suffixes and prefixes. Also, overall mastery of grammatical concepts associated with this unit should be demonstrated in the short story. Impact is be determined by the level of quality work modeled in the student presentations.
The Blended Learning Module that I created in ITEC 7480 allowed me to develop effective online tools and learning environment for my students. I was able to facilitate the learning process of my students and see learning through their eyes instead of being in front of the classroom in a more teacher-centered environment. I developed the lesson, created the assessments and activities within the lesson and researched appropriate Spanish vocabulary and content knowledge to be included as learner outcome goals.
While creating this blended online lesson, I researched various other Spanish III Level Lessons to determine what demands and expectations would be appropriate for the learner and better facilitate the learning process. I researched and applied skills and knowledge from Best Practice, then used the LoTi chart to determine what level of technology integration I wanted to achieve and to create and facilitate an online and blended learning, digital content, and learning networks.
Since this was my student’s first blended online lesson, I modeled what they should do to access and utilize online activities. I created a step-process to guide them and also to make the lesson learner-centered. I developed accommodations to meet the needs of my gifted students and also created accommodations for students who may be overwhelmed or not understand what to do.
After students created their final work – writing a short story explaining natural phenomena using the pre and suffixes of Aztec and/or Mayan names of Gods and Goddesses, they had the opportunity to present their work and then display it in the school. This allowed for the unit outcome to be modeled by students and met the by utilizing blended learning, digital content, and an online network to present and display their work.
I also modeled this unit to my peers. Only a few teachers experiment with a blended-curriculum. I was able to take this Unit and present it to my peers. I showed them the resources and digital tools that I utilized to make this unit a success.
Being my first blended online lesson that I created, I learned how to design this lesson. I learned which websites and/or resources would be most effective for each learning goal or outcome. I also learned how to effectively allot time for each activity and going forward will be able to better gauge this aspect of the lesson.
Specifically, I would change the time allowed for creating the names of the characters in students’ work. Students spent entirely way too long trying to decide what to name their characters. Although they were engaged, a time limit needs to be added because they were not time-efficient in this progress and would not move forward without this decision being made. I would also add a lesson about prefixes and suffixes that students could utilize to achieve this standard. Students’ knowledge in this area suffered because I did not allow enough time for the exploration and retention of these goals (applying and demonstrating the meaning of prefixes and suffixes in relation to the theme).
Impact of student learning can be assessed through the integration of the new vocabulary and Aztec and Mayan suffixes and prefixes. Also, overall mastery of grammatical concepts associated with this unit should be demonstrated in the short story. Impact is be determined by the level of quality work modeled in the student presentations.