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: Syllabus
Reflection:
I created a syllabus for an online version of the 7th-grade science classes I currently teach for ITEC 7480, Intro to Online Learning. The syllabus included the standards, learning targets, contact information, and expectations for the online class. The syllabus included the expected behaviors in synchronous and asynchronous sessions and when these sessions would occur. The syllabus also included the parent expectations and technology requirements to be in the class. The county grading scale and policies, including grading, academic honesty, and the Acceptable Use Policy, are included. The syllabus also states the school's late work policy and how to handle disputes and tutoring requests.
Expectations of the teacher include the amount and type of online assignments they will see each week and how they should contact the teacher if issues arise—these expectations model my ability to develop an online learning environment. One of the expectations in the online class is that they would be logged in to Microsoft Teams each Monday during their scheduled class period. The students will be online for 50 minutes, with 20 minutes being the whole group and 30 minutes being breakout groups where they will work in collaborative learning groups to discuss questions about the topic. The syllabus outlines all assignment types that demonstrate my ability to model and facilitate learning networks for the students in an online class: discussion posts and peer responses, group projects, and breakout time during synchronous sessions.
In the future, I will include information about how to get the free/discounted internet services provided by Xfinity for economically disadvantaged students. Since Canvas and Office365 are required, I will also include how to sign in to Canvas and Office365 from home. Cherokee County now requires the use of Microsoft Authenticator to log in outside of the school network. Ensuring all students know this information will help lower the digital divide and ensure all students have equitable access to the online course.
I have not taught this as an online class; however, this year, I had two digital students added in December that are entirely online. Both of these students have an IEP, and per Teasley Middle School admin, the co-teacher in the class must have a synchronous session or some video. When she does the synchronous session, she uses my model, but instead of doing a group breakout, the co-teacher has them work independently while the teacher stays on for support and question. I post assignments that I have differentiated for their setting and ability levels. My ability to manage an online learning environment can be measured by the success and engagement of the students each week and by the end of unit projects and tests.
I created a syllabus for an online version of the 7th-grade science classes I currently teach for ITEC 7480, Intro to Online Learning. The syllabus included the standards, learning targets, contact information, and expectations for the online class. The syllabus included the expected behaviors in synchronous and asynchronous sessions and when these sessions would occur. The syllabus also included the parent expectations and technology requirements to be in the class. The county grading scale and policies, including grading, academic honesty, and the Acceptable Use Policy, are included. The syllabus also states the school's late work policy and how to handle disputes and tutoring requests.
Expectations of the teacher include the amount and type of online assignments they will see each week and how they should contact the teacher if issues arise—these expectations model my ability to develop an online learning environment. One of the expectations in the online class is that they would be logged in to Microsoft Teams each Monday during their scheduled class period. The students will be online for 50 minutes, with 20 minutes being the whole group and 30 minutes being breakout groups where they will work in collaborative learning groups to discuss questions about the topic. The syllabus outlines all assignment types that demonstrate my ability to model and facilitate learning networks for the students in an online class: discussion posts and peer responses, group projects, and breakout time during synchronous sessions.
In the future, I will include information about how to get the free/discounted internet services provided by Xfinity for economically disadvantaged students. Since Canvas and Office365 are required, I will also include how to sign in to Canvas and Office365 from home. Cherokee County now requires the use of Microsoft Authenticator to log in outside of the school network. Ensuring all students know this information will help lower the digital divide and ensure all students have equitable access to the online course.
I have not taught this as an online class; however, this year, I had two digital students added in December that are entirely online. Both of these students have an IEP, and per Teasley Middle School admin, the co-teacher in the class must have a synchronous session or some video. When she does the synchronous session, she uses my model, but instead of doing a group breakout, the co-teacher has them work independently while the teacher stays on for support and question. I post assignments that I have differentiated for their setting and ability levels. My ability to manage an online learning environment can be measured by the success and engagement of the students each week and by the end of unit projects and tests.