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: Online Lesson Plan
Reflection
For this online lesson plan, I created an interactive WebQuest. Through this Internet activity, students worked through a pre-assessment and explored resources related to the preparation of their IB Math SL exam – particularly with the graphing calculator section. On this section, often technology is required to solve the problem, and I wanted students to learn and review how to use their graphing calculator as a tool and a resource. Students would work on the activities in class and at home.
Students worked on this assignment both at home and at school. Students could use class time to ask questions and seek more help from me. I was able to develop and collect the content (mainly videos and digital resources). Additionally, I modeled for students how to create their own content for the wiki.
I do wish I had planned and practiced for students who did not have computer access at home. Many of my students did – but a majority of the students accessed the Internet through their cell phones. Not all of my resources – and the assignment – were easy to do on a mobile device. I ended up having to provide more class time than planned to complete the activity, making it less blended learning than intended.
My students were able to use this activity to review. Additionally, another IB Math teacher at another school in Georgia was able to use my WebQuest with her own students. The impact can be assessed using the Paper 2 scores (calculator section) of the IB Math SL exam. Students had the opportunity to create in math.
For this online lesson plan, I created an interactive WebQuest. Through this Internet activity, students worked through a pre-assessment and explored resources related to the preparation of their IB Math SL exam – particularly with the graphing calculator section. On this section, often technology is required to solve the problem, and I wanted students to learn and review how to use their graphing calculator as a tool and a resource. Students would work on the activities in class and at home.
Students worked on this assignment both at home and at school. Students could use class time to ask questions and seek more help from me. I was able to develop and collect the content (mainly videos and digital resources). Additionally, I modeled for students how to create their own content for the wiki.
I do wish I had planned and practiced for students who did not have computer access at home. Many of my students did – but a majority of the students accessed the Internet through their cell phones. Not all of my resources – and the assignment – were easy to do on a mobile device. I ended up having to provide more class time than planned to complete the activity, making it less blended learning than intended.
My students were able to use this activity to review. Additionally, another IB Math teacher at another school in Georgia was able to use my WebQuest with her own students. The impact can be assessed using the Paper 2 scores (calculator section) of the IB Math SL exam. Students had the opportunity to create in math.