A couple of notes on the why's and how's of this website:
1) I used Weebly for two reasons: a) because I haven't used Moodle in oodles of time and didn't want to have to relearn the ins and outs of it to finish this project and b) because I quite like working in Weebly and using the tools that it has to offer. It is limiting in how students can communicate and work together (it's more just a place to store or link to content) which is why I've used other cloud tools to supplement the site. If I were to teach in an online environment, I would also make use of a program such as Collaborate to build in face time with my students or Canvas to house our content. I like Moodle, too, but I've found it to be finicky in some ways when you are adding content. Plus, I'm not sure I have access to it anymore except through my school district site, and then I'm not sure you could have access to it. Weebly just seemed easier this time around!
2) I tried to have fun with this website and include a number of the tools I've discovered throughout OLTD and specifically 507. Things like Powtoons, educreations (which I've just come back to), Khan Academy and discussion forums help to engage the online learner and keep them on track in their learning. To-do lists have always helped me and so I included one here as well. Checking off my assignment outline list, I think I've got all the aspects covered.
3) I tried to incorporate a number of design principles, firstly flipping the class by having students leave our course site to find resources on other sites and including class time to work through the big problem in groups, secondly by trying to structure it in the Standard Delivery model format - using an introductory video to welcome students and hopefully hook their interest and encourage them to investigate further. Lastly I've tried to give real world relevance to their learning by having them plan the budget for our end of the year field trip (yes, our grade sixes do this trip every year - we get locked into the Great Escape (adventure playground) at 9 o'clock at night and are let out at 7 the next morning!) The kids can play a role in designing the elements of our field trip (is $50 too much? Do we have to cut back on our activities?) and can come to a conclusion together. This is project based learning because it's an actual event that is going to take place and benefit them - they'll have a blast (if the last four years can be used as indicators).
4) I've tried to make it as step by step and methodical as I could. This kind of coursework works best for me as I can work my way through my to-do list and achieve all the outcomes. I've mirrored that belief here. I've also tried to emulate some of the courses that we've taken here in OLTD. Aside from using Weebly instead of a true LMS, this module looks similar to other modules in courses we have taken (501, 503, 507).
5) Hopefully I've provided enough resources so that my students can find at least one strategy that they can apply to this problem and that will work for them (as I say all the time in class, it doesn't matter what strategy you use, as long as you can trust it to help you find your way). There are a number of videos, opportunities for practice and input, and links to a variety of resources that can help students learn what they need to know. Hopefully each student will be able to find a resource or trick that fits their needs as a learner.
6) I've also tried to keep the content fairly straight forward and simple so as to reach my target audience, my grade 5/6 class. Most of the language is encouraging and at their level and the website proves fairly easy to navigate - even for my guys. To do this I've included games, activities, partner work, discussions, not a huge amount of reading....oh, and a fairly important question - at least as far as they are concerned!
7) Hopefully we would be able to spend our class time reviewing a number of strategies for multiplication and how we could use them to help us solve this problem. By giving lots of support and guided practice time, students will take away a strategy (or a few) that they can transfer to other real life experiences.
1) I used Weebly for two reasons: a) because I haven't used Moodle in oodles of time and didn't want to have to relearn the ins and outs of it to finish this project and b) because I quite like working in Weebly and using the tools that it has to offer. It is limiting in how students can communicate and work together (it's more just a place to store or link to content) which is why I've used other cloud tools to supplement the site. If I were to teach in an online environment, I would also make use of a program such as Collaborate to build in face time with my students or Canvas to house our content. I like Moodle, too, but I've found it to be finicky in some ways when you are adding content. Plus, I'm not sure I have access to it anymore except through my school district site, and then I'm not sure you could have access to it. Weebly just seemed easier this time around!
2) I tried to have fun with this website and include a number of the tools I've discovered throughout OLTD and specifically 507. Things like Powtoons, educreations (which I've just come back to), Khan Academy and discussion forums help to engage the online learner and keep them on track in their learning. To-do lists have always helped me and so I included one here as well. Checking off my assignment outline list, I think I've got all the aspects covered.
3) I tried to incorporate a number of design principles, firstly flipping the class by having students leave our course site to find resources on other sites and including class time to work through the big problem in groups, secondly by trying to structure it in the Standard Delivery model format - using an introductory video to welcome students and hopefully hook their interest and encourage them to investigate further. Lastly I've tried to give real world relevance to their learning by having them plan the budget for our end of the year field trip (yes, our grade sixes do this trip every year - we get locked into the Great Escape (adventure playground) at 9 o'clock at night and are let out at 7 the next morning!) The kids can play a role in designing the elements of our field trip (is $50 too much? Do we have to cut back on our activities?) and can come to a conclusion together. This is project based learning because it's an actual event that is going to take place and benefit them - they'll have a blast (if the last four years can be used as indicators).
4) I've tried to make it as step by step and methodical as I could. This kind of coursework works best for me as I can work my way through my to-do list and achieve all the outcomes. I've mirrored that belief here. I've also tried to emulate some of the courses that we've taken here in OLTD. Aside from using Weebly instead of a true LMS, this module looks similar to other modules in courses we have taken (501, 503, 507).
5) Hopefully I've provided enough resources so that my students can find at least one strategy that they can apply to this problem and that will work for them (as I say all the time in class, it doesn't matter what strategy you use, as long as you can trust it to help you find your way). There are a number of videos, opportunities for practice and input, and links to a variety of resources that can help students learn what they need to know. Hopefully each student will be able to find a resource or trick that fits their needs as a learner.
6) I've also tried to keep the content fairly straight forward and simple so as to reach my target audience, my grade 5/6 class. Most of the language is encouraging and at their level and the website proves fairly easy to navigate - even for my guys. To do this I've included games, activities, partner work, discussions, not a huge amount of reading....oh, and a fairly important question - at least as far as they are concerned!
7) Hopefully we would be able to spend our class time reviewing a number of strategies for multiplication and how we could use them to help us solve this problem. By giving lots of support and guided practice time, students will take away a strategy (or a few) that they can transfer to other real life experiences.