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: mdp_projectreport-reed.pdf
Reflection:
The artifact chosen for this standards was the Webquest I created in ITEC 7445. The webquest was created for an assessment of the students to be able to go through the writing process and compare and contrast between 2 different pieces of literature. This project was created to review and practice writing activities before the Georgia Milestones. While this was an individual activity, I did receive some feedback from my professor and classmates and it made all the difference in creating a fantastic activity for my students.
For this standard, the artifact showcases how I was able to develop an online/blended activity by incorporating activities via the Webquest and completing the activities in the classroom with teacher support. For the readings, we completed those in class and did a group venn diagram for review. While this was done in the class, the online learning was similar to meet assitie needs with videos explaining all the activities and processes and reading of the material. Another crucial part of the standard is how the teacher models and facilitate online/blended learning and create a learning network. This was an easy part to show because I shared this with the other staff members in my school and model for my students how to do it.
The main idea I learned from completing this artifact is I can make learning a lot more fun in my classroom and I can provide authentic feedback. Which is a crucial point of success for students, especially if they want to continue to achieve in the classroom. To improve the quality, I would change it from a nonfiction article to fiction to better balance out the lesson for the first time for the webquest for my upcoming students.
For the artifact, the work that went into did affect student learning because they were able to participate in an online/ blended learning activity. For some of my students, this was the first opportunity they had to be able to experience something like this type of assignment. The impact can be assessed throughout with mini-checkpoints and authentic feedback from me.
The artifact chosen for this standards was the Webquest I created in ITEC 7445. The webquest was created for an assessment of the students to be able to go through the writing process and compare and contrast between 2 different pieces of literature. This project was created to review and practice writing activities before the Georgia Milestones. While this was an individual activity, I did receive some feedback from my professor and classmates and it made all the difference in creating a fantastic activity for my students.
For this standard, the artifact showcases how I was able to develop an online/blended activity by incorporating activities via the Webquest and completing the activities in the classroom with teacher support. For the readings, we completed those in class and did a group venn diagram for review. While this was done in the class, the online learning was similar to meet assitie needs with videos explaining all the activities and processes and reading of the material. Another crucial part of the standard is how the teacher models and facilitate online/blended learning and create a learning network. This was an easy part to show because I shared this with the other staff members in my school and model for my students how to do it.
The main idea I learned from completing this artifact is I can make learning a lot more fun in my classroom and I can provide authentic feedback. Which is a crucial point of success for students, especially if they want to continue to achieve in the classroom. To improve the quality, I would change it from a nonfiction article to fiction to better balance out the lesson for the first time for the webquest for my upcoming students.
For the artifact, the work that went into did affect student learning because they were able to participate in an online/ blended learning activity. For some of my students, this was the first opportunity they had to be able to experience something like this type of assignment. The impact can be assessed throughout with mini-checkpoints and authentic feedback from me.