First of all, a big thank you to those who reviewed and critiqued my module. I appreciate the positive feedback that I received. I’m glad that other educators felt it was overall well put together and even got a few ideas along the way. I also appreciate the suggestions and the questions that were posed. So for this blog, I’m going to focus on the questions and see if I can supply some answers.
Can students contact you through here or is it simply email?
There is a way to message through Moodle as well. I’d like to be able to include a forum add on where students could interact as well. I’d also like to add a Flipgird grid for questions and replies as well as Remind to help all involved stay up to date.
I did wonder what kind of interactions would be taking place, is this a stand alone fully online course or is there some teacher face to face time?
The intent of this class is too deliver it as a blended opportunity, but I would like to develop it into a fully online course. I’d have to reflect on the feasibility of some ideas like the Minecraft project in a fully online environment.
Where do students go if they have questions?
In a blended opportunity they can come see me directly / face 2 face. In any case, I do make myself available online (e-mail, Remind, Flipgrid, Moodle).
What are the outstanding recovery days? (I might have to steal this idea; is it a school wide idea or a personal one?)
That's a division wide idea. We have 4 OAR days where students have opportunities submit missing assignments. Admin/ Learning support team organizes and ‘invite’ students to these days that usually coincide with things like staff meeting days. Assignments are collected from teachers and students work on getting them done. It’s not foolproof, but overall it has been successful.
What program did you use to create the videos as well as write on the screen? I’m always looking for more ideas, especially in math courses!
One Note (love the draw features) and was able to use the screen capture feature in Power Point (able to saw the screen capture as .mp4 and upload to youtube). I have a decent Blue – Snowball Mic that helps a lot too.
How much would you expect a student to complete in a day? (One video and lesson?)
In blended opportunity, a day sounds right but I make the time to review the formative data and take questions. Online students could work at own pace.
Do you give them an answer key as well?
On the formatives I usually select feedback / answers as instant so students get timely feedback. There are pros and cons to this, but I feel that students can learn from mistakes quicker and/or check for understanding (like answer key at back of text book). Obvious draw back is they can click until green maybe without understand and me thinking they got it.
Are all your exams written online?
In blended class no. In an online situation yes. This could be huge drawback/problem. The online finals in math are proctored because they are common assessments as with traditional class.
Do you like that format better?
I have no preference as long as students’ needs are met and data is reliable and valid.
Is this what your summative assessment looks like?
I don’t just use multiple choice. I usually use multiple choice for one step solutions and then provide problems to solve that would involve multiple steps.
Do you find students are engaged in them?
Students love the projects and are engaged in blended situation. I think this would happen online as well with proper conditions.
How do you differentiate between giving 3 or 4 marks for a component?
They would have to be missing a major piece of information understanding to go from a 4 to a 3. I’m am reflecting a lot on the rubric for this project and may employ a fresh evaluation instrument for this. Got some valuable feedback on this.
The modules work well, I assume this course is already being used?
Ya, I’ve housed this material in One Note that could also be seen as an LMS. I’m always looking for way to improve this course.
I think you do a good job of addressing all the assignment guidelines, but how will you address different types of learners in your course?
In my blended situation, I will make accomodations for students like extra time, have tests read, and more. I try to provide different assessments to give students another way to share their understandings. I’m hoping that an online offering of this would provide those opportunities as well.
What are concerns you have for students?
In a blended situation that they stay on task, get the help that they may need, and don’t cheat. My concerns for an online class are similar.
From experience, I have noticed that students are not ALWAYS the most academically studious in this particular pathway?
Workplace Apprentice Math students sometimes do get that label whether it is fair or not. I think it’s my job to help them develop a growth mindset and be able to be ok with mistakes. I think this would be important in an online environment as well.
Will you have challenges in your blended environment with a different demographic of students, than per say you would have in a physics class?
There’s always the challenge to provide engaging and fresh learning experiences regardless of the class. Just because physic students may be more compliant / motivated doesn’t mean it’s ok just to give them same thing all the time.
Do you have modified students in your course?
Not officially … we do have a modified math offering. That being said some students could benefit but parents won’t sign off on either.
Is it totally flipped?
Love the flipped concept and use a lot but my class is not totally flipped (will try this one day though).
Work at your own pace?
I really try to provide opportunities for students to work at own pace.
Great questions and lots of reflection. Thank you!
Check out my latest vlog as I have my pre-interns give me feedback on my module and a bit on online education.
Dean Vendramin. Educator for over 20 years. Currently Education Leader for Math/Science at Archbishop M.C. O'Neill Catholic High School. Have a passion for all things in education with emphasis on technology integration, assessment, professional development, and 21 Century Education. Posts are articles he has written for the Saskatchewan Teachers' Federation monthly newsletter The Bulletin, Saskatchewan Math Teachers' Society The Variable, blog requests from memberships he is a part of, and his own thoughts.