Learning Theories & Online Learning

Assignment 1

EDLD 5318 Assignment 1

Name (Last, First): Claflin, Guadalupe

Link to your LMS: https://app.schoology.com/home/recent-activity

Link to your ePortfolio: https://salvadorclaflin.wixsite.com/eportfolio

Enter your Introduction, Learning Goals, Desired Results, Audience, and Outline for your online course using your previously developed UbD plan or 3 column table for your learning environment below using the space you need:

INTRODUCTION:

I will be working with a team that consists of: campus administrators, 6th Grade Science teachers and other supported staff that assist the students in class. They will be trained with the Blended Learning Model and strategies that have shown high results. The staff, in turn will work with the students applying the strategies. Their training will consist of: weekly and monthly training; individual training, if needed. They will also view videos, classroom demonstrations of strategies and other information pertaining to them. I will also place them online for them to view before and after training, in case they have questions.

Teachers will also be trained on how to locate lessons and strategies aligned to the model. Emphasis will include integrating technology in their daily lessons. I will share lesson plans that they can use but I will stress for them to change them in their own words, so they can know how to use them. The goals are to assure that the students understand the concepts and can be able to explain what it means in their own words. We should be able to increase students’ grades and state test scores and students’ learning. Teachers that have the fear of technology will be guided on how to integrate it into the lessons with success.

LEARNING GOALS:

Established Goal (s):

TEKS 6.8 CThe student will calculate average speed using distance and time measurements.
The student will solve problems by using intervention strategies in collaborative groups.

DESIRED RESULTS:

The results are mentioned below on the UbD plan and the 3-column table.

AUDIENCE:

My first audience will be the campus administrators, 6th Grade Science teachers and the support staff that assist the students in class. We will involve the P.E. coaches, Music teacher, Special Ed teachers and any other staff that will assist the students throughout the year.

OUTLINE: UBD/3 COLUMN TABLE:

UbD

Stage 1—Desired Results

Established Goal (s):

TEKS 6.8 C The student will calculate average speed using distance and time measurements.
The student will solve problems by using intervention strategies in collaborative groups.

Understandings:

Students will understand that…..

They will be able to organize information to show understanding of distance, time, charting and graphing.
They can calculate average speed.
They create original graphs from recorded distance and time; will interpret the motion of the objects.
If they do not recall the formula used to solve the problems have notes or videos viewed beforehand so they will not waste time.they are unable to fulfill their part?
Students must realize that if they are unable to perform their roles, they should ask to trade with someone’s role so the group can be productive.

Essential Questions:

Are there any modifications/adjustments that can be made if materials are lacking?

Are there steps/examples to clarify how to understand the formula in case some students are still confused on using the formula?

How can students switch roles if they feel they are unable to fulfill their part?

Students will know…

Designing a plan beforehand is the first step when preparing to conduct any Science experiment/research.
If they do not know formulas by memory, copy of formulas should be kept in student’s folder. Formulas should be posted on classroom walls if no testing is happening.
Know collaborative learning roles, students assigned to group and roles of each student in their group will perform.

Students will be able to…

Analyze what adjustments/modifications when materials or group members

Locate formulas or samples of solving similar problems in case they

Know all collaborative roles in case they in the spur of the moment.

Explain the problem-solving procedure.

Stage 2—Assessment Evidence

Performance Task(s):

Students will brainstorm over their designed plan with their collaborative group by adding notes as needed.
Students will review formula to assure that they will be able to solve the assigned problems. They will record answers and explain/demonstrate to other groups how they solved the problems.
They will also reflect on the group’s actions to determine if they need the teacher’s assistance for improvement.

Other Evidence:

Students will map their designed plan.

Students will draw graphs to record their results.

Students will record their role reflections especially if they feel modifications need to be made.

Stage 3—Learning Plan

Learning Activities:

Where: Ensuring that the student can see the big picture with their prior knowledge and

interests.

Hook: Immerse the student immediately with the ideas and hold their interest with

challenges and questions.

Equipment and Experience: Provide the students with tools, resources, reteaching of concepts

and information needed for comprehension of concepts.

Rethink: Offer opportunities to rethink using different theories and ideas to revise prior

work.

Evaluate: Students will receive diagnostic and formative feedback including group work.

Tailor: Design personalized learning for those in need using different modalities.

Organize: Organized to maximize mutual engagement as well as effective learning.

Activities:

Class will view a video on the concept demonstrating how to setup the groups’ activities such as materials needed and calculating average speed using distance and time measurements.(H)
Introduce the concept by solving some problems with the students’ help.Explain the formula needed to calculate the average speed.Demonstrate how to calculate the average speed by demonstrating with the use of different objects. Students can assist in solving the problems. (W) (H)
Provide students with materials needed to solve assigned problems. They can use any technology devices in class such as, laptops, iPads, tablets, desktop computers, measuring tapes, rulers, yardsticks, graph paper, formula charts and other resources.
Monitor collaborative groups to assure that they comprehend assignment.Recommend other helpful ways to solve the problems.(R)
Walk around groups and question steps they are using in solving the problems to clarify any confusion.Prepare short quizzes before formative testing to assist students who are still having trouble mastering concepts. (E)
Design and develop personalized instruction and lessons for those struggling students. (T)
If reteaching or extras tutoring is needed, make those accommodations. Make any changes in the sequence of instruction for the concept, if needed.(O)

3 COLUMN TABLE

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

Learners will become critical thinkers through individual or collaborative learning by implementing intervention strategies to comprehend all Science objectives/TEKS standards for them to succeed in all projects/assessments.

Foundational

Learning Goals

Learner will know Science words and definitions for future use.
Learners will follow lab safety rules, at all times, when conducting experiments.
Learner will apply intervention strategies when in need.

Learning Activities

Each student will write terms, definitions and pictures on individual composition book.
Students will use hands-on activities to reinforce what they learned (such as, matching cards of terms and definitions, drawing models, etc.)

Assessment Activities

Formative/Summative Tests for weekly and 6 weeks grades.End semester and end of year tests will be administered.
Group presentations of projects developed.
Computer based tests on individual concepts taught during the year.

Application

Learning Goals

Learners will analyze and evaluate certain type of questions that can be answered by investigations, methods, models and conclusions from the investigations.
Students should be able to learn how to solve Science problems using formulas.

Learning Activities

Students will conduct experiments in the lab setting to discover findings of investigations.

Students will solve problems in collaborative groups.

2. Students will solve problems involving force, velocity, speed and other concepts using formulas.

Assessment Activities

Assessment on hypothesis of investigation.

2. Assessments on problems involving force, velocity, speed and other concepts that involve

formulas.These assessments will involve individual answers and demonstration of group answers.

Integration:

Learning Goals

Students should see the connections of applying intervention strategies for comprehension of concepts.

Learning Activities

Students will display strategy during the solving of the problems.
Oral discussion of steps used to solve the problems.

Assessment Activities

Individual/group assessment of assigned project/experiment.
Formative/Summative assessments on concepts displaying problem solving steps where applicable.

Human Dimension

Learning Goals

Learner will follow lab safety rules in the Science Lab at all times to prevent injuries.

Learning Activities

Students with peers will orally review lab safety rules aloud at least twice a week.

Assessment Activities

Six weeks assessment will include questions on safety rules.

Caring

Learning Goals

Students, especially girls, that have little or no interest in Science will increase their interest at the end of the school year.

Learning Activities

Discuss future careers that will increase their interest.
Students will view videos that demonstrate how their knowledge in Science can result in high paying jobs for their future.

Assessment Activities

Test scores will eventually increase during the school year.

Learning-How-To-Learn

Learning Goals

Learners must be self-directed learners in Science.

Learning Activities

Students should continue studying the concepts learned during the day by reviewing using online activities.
Students can use their technology devices (personal or those borrowed from school) to view videos demonstrating experiments.
Students can also study free computer programs designed for 6th grade concepts.

Assessment Activities

Students can turn in written reports on videos they viewed on experiments.
Students can also submit scores on computer-based programs designed for concepts they are studying.
Students can give oral presentations on additional information on concepts they are studying in class.

Materials to be used:

Videos to be used in training such as, videos found in research articles; in the past and current classes that I am enrolled in and classroom demonstrations.
Examples of lesson plans covering the Science concepts that will be covered in this course.
Quizzes, tests and activities for the different group levels will be developed.
Examples of how to graph individual students’ grades and test scores will be developed.
Status reports of students to be sent home every 3 weeks will be developed.

Planning Questions:

Who are the learners who will be in your course?

My learners will be the campus administrators, 6th Grade Science teachers and supporting staff.

2. What is your teaching style?

I use various teaching style depending on the group of students that I am teaching at

that moment. Cooperative Learning (Collaborate groups) have been very successful in my classes.

3. Have you taught in an online or blended environment?

I have never taught in an online environment, but I have taught in a blended environment for

at least 18 plus years.

4. What is your level of experience with the content and with technology?

I feel that I have a high level of experience with the content and integrating lessons with

technology.After being in the classroom so many years and having all types of students from high

achievers to students that need assistance from special departments, I can say that my teaching

styles depended on who I was working with

5. What learning or pedagogical theories support online or blended learning?

The Cognitivism Theory is the theory that I feel fits more closely with the structure of an online

learning environment. This theory allows the learners to learn on their own by using visual tools,

maps, charts and other methods to facilitate their learning.

Digital Learning & Leading Journey Synthesis

The Goal of My Journey

Assignment 1