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Summary  of  Online  Learning  Experience       Summary of Online Learning Experience Iliana Lourie Kennesaw State University Designing Online Learning (ITEC 7481) December 3, 2015 Professor Julia Fuller
  ! ##$%& () *+,-+. /.$%+-+0 123.%-.+4. Summary of Online Learning Experience Iliana Lourie Kennesaw State University Designing Online Learning (ITEC 7481) December 3, 2015 Professor Julia Fuller Fall 2015  ! ##$%& () *+,-+. /.$%+-+0 123.%-.+4. Overview In this course, I developed modules that will be used in the Motion and Forces unit in the Physical Science class taught to 7 th  graders at Tianjin International School (TIS). Tianjin International School is part of the International Schools of China, and therefore, it follows standards established by the organization. The following Middle School Science standards are taught and assessed throughout four different modules: 3c.1 Describe an object’s motion according to its position, direction of motion and speed and represent it graphically. 3c.2 Understand effects of balanced and unbalanced forces on an object’s motion. 3c.4 Identify and describe the different types of contact and non-contact forces. 3c.3 Explain why an object that is not being subjected to a force will continue to move at a constant speed and in a straight line. After the completion and assessment of these standards, the teacher should be able to report students’ mastery of the concepts through the following statement: Student can explain Newton’s three laws and the factors involved, including motion and forces. This will be assessed through a variety of online assessments, including traditional quizzes and tests, application of concepts through simulations or hands-on investigations, discussion forums, and authentic projects. The learners in this environment are primarily English Language Learners (79%), including students with the highest level of Academic Language support at the school (19%). There are also students with Individualized Learning Plans due to disabilities (4%). Finally, there are a large number (about 40%) of highly motivated students that could possibly be identified as gifted if testing was available.  ! ##$%& () *+,-+. /.$%+-+0 123.%-.+4. Context This course will adopt the blended learning model, specifically in the form of flipped classroom. The online modules will be part of the 7th grade Physical Science curriculum  being taught at TIS. Students will attend brick-and-mortar classroom for 45 minutes every day, but the primary delivery of the content and instruction will be online. I will provide teacher guided practice, projects and hands-on experiences. Students will spend some time in the classroom with online learning, but they will also be able to access the content material from home through our Learning Management System, Moodle. The majority of students should be fairly proficient with our Learning Management System and any other technology skills necessary for a successful online experience. This is  because students will access this material several months after the start of their school year. However, it is the nature of international schools to have a fluid student population, which can produce new students at various points in the year. In this case, students may or may not  be proficient with Moodle or technology in general. For this reason, tutorials will be set up for basic functions such as downloading, uploading, saving work and accessing content. Another common characteristic of incoming students is the various levels of English  proficiency. Student population at TIS is primarily Korean (75%) and students may have very different backgrounds in educational history, including students with minimal prior English exposure. Assessment At the beginning of each module students participate in a pre-assessment that allows me to assess their prior knowledge of each standard. These assessments include polls that address the general concepts from the standard. They also include discussion forums that allow students demonstrate their knowledge and understanding of the concept they are  ! ##$%& () *+,-+. /.$%+-+0 123.%-.+4. getting ready to explore. This data allows me to plan for students who may possibly need extra support or extensions throughout the modules. As student progress through the learning activities, I will receive feedback from tools such as Nearpod, Zaption, PBS Learning Media and TedEd about student understanding of the concepts through the different checkpoints in the lessons. This helps me adjust the learning activities as students move along. At this point, I can assess understanding at the  basic level. In addition to this formative assessment, I have put in place an electronic notebook in which students address important vocabulary and answer essential questions. As students progress through learning activities, they will be given tasks that require higher order thinking and application of concepts. This is done through the use of simulations from sites such as PhEt Interactive Simulations or Explore Learning Gizmos. In addition to these simulations, hand-on investigations will be set up for students’ application of the concepts. Finally, students will demonstrate their learning through a summative performance task. In this task students will be asked to engage in cooperative learning as they look for examples in their lives of the application of Newton’s laws. Each group member will contribute to the  presentation via cooperative learning tools such as Google+ or Voicethread. This provides students with an opportunity to demonstrate understanding and application of concepts through an authentic project and an opportunity for collaboration. Accommodations This course accommodates for the needs of special education students through a variety of content delivery options. Students have at least two options of learning activities that will allow them to access the content necessary to meet the standards. Most of the learning activities include options for visual or auditory learners. For example, the digital textbook has audio options for all content and many of the videos have options for closed caption in various languages. Students are also able to work at their own pace which allows
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