4.3 Reflection: Social and Professional Networks

I remember the first time I ever used the Internet back in the mid 1990s.  It was a dial up service and the only "websites" really available to view were college bulletin boards. I thought it was exciting nonetheless to be able to view remote information and communicate with others online. The Internet has certainly evolved over the years from simple websites and dial up networking to today's sophisticated websites, high speed wireless access, and Web 2.0 tools that allow anyone to be an online author. 


As the Internet has evolved over the years, it has helped my learning and understanding in a huge way. I can't imagine not having the ability to refer to online resources when I need support, information, or feedback. I use the Internet to collaborate with my colleagues, learn new concepts and skills, and find out best practices through reading articles and watching videos. When I want to learn something new, I am quite driven and goal oriented. When I set my mind to something, I often don't stop until I have completed my task or figured out a way to solve a problem. 
One way I have participated in professional learning with colleagues is through Schoology Groups and Courses. With my grade level partners, I set up a Schoology group with my fellow math colleagues as a place for communication, sharing of ideas, and storing of new resources to meet the new Common Core math standards. Here is an example of our communication:

My district has also created a Schoology course as a place for teachers from across the district to learn and discuss collaboratively as we explore the needs of the Common Core State Standards. Teachers from within the district have developed the modules on learning about the Common Core and also Assessment of the Common Core standards. It has been helpful to view information, videos, and sample tasks/questions/assessments. Even more helpful has been the opportunity to read the comments, ideas, and experiences of colleagues in the discussion postings. Below is an example of one of the questions and the flow of responses in the discussion forum. 

Whenever I have a question about something, the first place I often turn is the Internet via my computer, tablet, or phone. For example, last week I needed to clean my pool filter and had no idea how to take apart the system. Where did I turn? Youtube, of course. I searched and found a video someone had posted showing how to release the internal pressure in the system, remove the screws, and take apart the manifold. Watching a tutorial gave me information and confidence. 

However,  the Internet can distract from my learning in a couple of ways. The first is social networking like Facebook. It is easy to get caught up in viewing pictures and seeing what "friends" are up to. Shopping is also a distraction. I love a good bargain and often enjoy exploring the Internet using sites like Dealnews (www.dealnews.com) to find new things I apparently can't do without.

I think the way I use the Internet is similar to how my students, who have grown up using technology, use it. Whenever I don't know the answer to a question in class, the first thing my students say is, "look it up online!" It is natural for them to use mobile devices instead of computers and their smartphones are almost like another appendage. One big difference between the way I use Internet and my middle school students is with searching techniques. My students tend to blindly click on links without first looking at the composition of the address or details about the site. In addition, they don't spend time analyzing a website for credibility and validity. Learning effective searching strategies and how to analyze websites for validity are two areas I hope to support my students in their personal learning spaces. Another area I hope to spend time is teaching my students how to be good digital citizens, understanding the importance of fair use, treating others kindly, and knowing when it is appropriate and not appropriate to share information online.

3.3 Reflection: Using Web 2.0 Tools

  It seems like with each passing day, there are new Web 2.0 tools popping up online. I think these tools will help support the new implementation of the Common Core State Standards in the upcoming year. In math, students will need to understand concepts in depth, being able to apply, analyze, and create new ideas to demonstrate their knowledge. 

Performance tasks are one way for students to show their ability to problem solve, apply skills and strategies, explain thinking, and create ways to showcase what they know.




Students will be expected to be technologically proficient, taking computer adaptive assessments that are aligned to the Common Core State Standards. It makes sense to incorporate many opportunities to embed technology for collaboration, problem solving, and presentation on a regular basis.


Here is a link to a samplemath performance task from the Smarter Balanced Assessment Consortium at the 6th grade level. In this particular task, students are given the challenge to plan a field trip based on survey results and cost per student. This reaches into the higher level in Bloom's Taxonomy because students must first analyze survey data, then apply skills to determine the cost per student, finally creating a logical and evidence backed plan for a class field trip. 


I can see students first using Google Drive to collaborate and brainstorm together. They can work in groups in the classroom and create a common document. Then they can share with the teacher who can project the work to generate whole class discussion. 

Alternatively, students could share with other groups by linking their work in a Learning Management System like Schoology. In contrast to all face to face work in the classroom, having the brainstorming and problem solving approaches documented online would be a great resource for students to review and engage in reflection. 


Students can use Web 2.0 tools like Create a Graph or Google Drawings to show survey data in a different ways
Once students have had the chance to collaborate and discuss approaches to problem solving, they could then put together a summative account of the task using a presentation tool like Prezi or Google Presentation. They could explain the approach, problem solving, and document the solution created by the team. 

I can also see students solving performance tasks individually and then sharing their presentations with peers for feedback and the opportunity to reflect on the different approaches to the problem. 


One of the biggest challenges will be helping students to become proficient problem solvers, persevering to attack problems with more rigor in which they may be accustomed. Many students now see computers as tools for "copying and pasting" information. It will be important to get students away from this type of thinking with creative and higher level tasks that require analysis, application, and synthesis of information.

Reflection 2.2: Methodologies of the Online Instructor

1. Reflecting on the information covered in this module so far, how might your instructional methodologies need to change in an online or blended learning environment?



The reading this week was very interesting. I especially enjoyed learning about the different types of blended learning models and reading the school profiles to see what has actually been implemented.

My instructional strategies in the past and for much of this last school year have incorporated technology, but were also what I consider to be quite traditional. I’ve used Promethean flipcharts/Keynotes/PowerPoints/etc. for directed instruction in which I lectured and students took notes. However, I also used online assessments and discussions through Moodle and later Schoology. I’ve also encouraged writing/project creation/student collaboration through Google tools and find it to be a great resource to give students access in a variety of online settings without worrying about specific platforms or operating systems.

As this most recent year progressed, I made the attempt to put more customized resources (using iPad/computer screencasting tutorials) online for students and also gave students formative quizzes in which they could retake until they achieved mastery with a concept.

I see a blended learning classroom as one in which the teacher acts as a facilitator or guide rather than as the talking head in front of the classroom. In a blended learning classroom, I think whole class or small group instruction is still very important. However, based on the results of student assessments, participation, or activities, I can plan for targeted interventions, strategic lessons, or ways to provide challenges.

2. What skills and strategies might you improve or expand upon in order to best support student learning in a blended or online environment?

Providing the interactive support, strategic lessons, and opportunities for challenge was my goal for this year, but it became overwhelming with data to manage and also getting students to focus when provided the opportunity to learn online. Some of my students took to the online classroom within the “brick and mortar” walls very positively, while I had to closely monitor others to successfully complete quizzes and review content. A few would actively find other (very off task and inappropriate) websites or games to visit when they were supposed to be working on activities in math and science.

I want to learn how to best monitor assessments, especially as I add “subjective” grading components to my quizzes so I can have students explain their thinking. I also want to learn how to make the blended learning opportunities engaging for all my students. How do I effectively manage all these components, especially with multiple grade levels and subject areas? Finally, how do I provide the right balance of online learning for my middle school students. 

Reflection 1.2

As I finished my last day of school yesterday, summer is finally here! I get to stay home with my three wonderful kids and also reflect and improve my teaching practice as I think toward the fall. I am excited to take this Blended Learning Certification course and think it will definitely benefit my teaching practice. After taking the self assessment earlier in the week, I found it to be no surprise that I am a good candidate for online learning. It is actually my favorite way to participate in professional development and academic learning. I have taken many online courses over the years and also teach online courses in the field of education. I always find it surprising that an online class with an active discussion component can be just as personal and interactive (if not more) than a "traditional" classroom environment.

So... why have I chosen to take this course? 

Although I also love teaching middle school in the "traditional" setting, my most important reason for taking this course is that I want to bring the interactive, engaging, and self pacing aspects of online learning that I believe are so powerful, to my "face to face" students. 

What specific skills, strategies, or tools am I hoping to learn?

In this course, I am hoping to learn the best practices in designing an online/blended component to a traditional course at the secondary level. I currently use Schoology and want to use this learning managements system as I build my courses for my math and science students. I want to also connect this with the Common Core Standards we are implementing this year, finding a balance between skill development and higher level processing/application. I also want to find ways to motivate and engage my students in a way that allows them to interact with content at their own pace. I think the blended learning model will offer these opportunities to my students. I am hoping to spend time developing the best ways to manage an online component to the traditional classroom setting. Finally, I want to fully explore all the options that Schoology has to offer as LMS so I can maximize its use in my classroom.

The result of my online learning assessment is below: