a. 502- Outcome and Evidence
OLTD Learning Outcome: Critically assess and evaluate resources for best practice in online learning
Evidence to support learning outcome: critique of online learning tool
Reflection to Support Evidence:
One of the assignments in OLTD 502 was to do a critique and a redesign of an online activity. For my project, I chose to look at on online simulation used to teach Biology 11 students Darwin’s Theory of Natural Selection by studying the Peppered Moth from England. Microsoft Word was used to create the critique and the redesign for this activity. The simulation itself is found on the internet. The redesign included a new worksheet that could be used by students that would replace the original document that originally accompanied the simulation. Improvements to the redesign of the lesson were implemented by following the Understanding by Design lesson development introduced by Grant Wiggins. The critique then would explain my rational behind the aspects that were lacking in the original and the necessary improvements that were then added to the redesign.
In creating the redesign and the critique for the Peppered Moth Simulation, I revisited the value of created unit plans, and thereby individual lessons plans, by designing with the end in mind. Although I had been introduced to this concept early on in my practicum, it had been a while since I had studied the concept of backwards design. By using the Understanding by Design template at the beginning of the planning process for this particular assignment, I was able to determine which aspects of the Evolution Unit were pertinent and then focused on how the Peppered Moth simulation could be used to reach these outcomes. Once the learning outcomes were in place, I then designed the accompanying student handout based on the three stages of backward design: identify desired results, determine acceptable evidence and plan learning experiences and instruction. By implementing the backward design approach, it was easy to see the lacking aspects of the original handout and thus, determine which elements needed to be included in the redesign.
The ability to critically assess and evaluate resources for best practices in online learning is an important learning outcome for my personal development because it leads to purposeful and engaging lessons. I often find resources online to use in my face to face class that need to be adapted to fit the desired learning outcome. I found that this assignment allowed me to view resources with a more critical eye and thereby, increase my motivation to redesign a given lesson so that it greater suits the needs of my students. I also found that if I approach the redesigned using the backwards approach to lesson and unit planning, the new product was more focused and therefore increased my students’ understanding of the desired concept. In this case, my students were more proficient in understanding Darwin’s Theory of Natural Selection while studying the online Peppered Moth Simulation.
OLTD Learning Outcome: Critically assess and evaluate resources for best practice in online learning
Evidence to support learning outcome: critique of online learning tool
Reflection to Support Evidence:
One of the assignments in OLTD 502 was to do a critique and a redesign of an online activity. For my project, I chose to look at on online simulation used to teach Biology 11 students Darwin’s Theory of Natural Selection by studying the Peppered Moth from England. Microsoft Word was used to create the critique and the redesign for this activity. The simulation itself is found on the internet. The redesign included a new worksheet that could be used by students that would replace the original document that originally accompanied the simulation. Improvements to the redesign of the lesson were implemented by following the Understanding by Design lesson development introduced by Grant Wiggins. The critique then would explain my rational behind the aspects that were lacking in the original and the necessary improvements that were then added to the redesign.
In creating the redesign and the critique for the Peppered Moth Simulation, I revisited the value of created unit plans, and thereby individual lessons plans, by designing with the end in mind. Although I had been introduced to this concept early on in my practicum, it had been a while since I had studied the concept of backwards design. By using the Understanding by Design template at the beginning of the planning process for this particular assignment, I was able to determine which aspects of the Evolution Unit were pertinent and then focused on how the Peppered Moth simulation could be used to reach these outcomes. Once the learning outcomes were in place, I then designed the accompanying student handout based on the three stages of backward design: identify desired results, determine acceptable evidence and plan learning experiences and instruction. By implementing the backward design approach, it was easy to see the lacking aspects of the original handout and thus, determine which elements needed to be included in the redesign.
The ability to critically assess and evaluate resources for best practices in online learning is an important learning outcome for my personal development because it leads to purposeful and engaging lessons. I often find resources online to use in my face to face class that need to be adapted to fit the desired learning outcome. I found that this assignment allowed me to view resources with a more critical eye and thereby, increase my motivation to redesign a given lesson so that it greater suits the needs of my students. I also found that if I approach the redesigned using the backwards approach to lesson and unit planning, the new product was more focused and therefore increased my students’ understanding of the desired concept. In this case, my students were more proficient in understanding Darwin’s Theory of Natural Selection while studying the online Peppered Moth Simulation.
simulation_redesign.pdf | |
File Size: | 156 kb |
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critique_to_accompany_the_peppered_moth_simulation.pdf | |
File Size: | 388 kb |
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b. 502- Outcome and Evidence
OLTD Learning Outcomes:
Evidence to support learning outcome: final project-design a learning activity
Reflection to Support Evidence:
One of the options for the final project for OLTD 502 was to create an activity that could be implemented into our current teaching practice. I chose this opportunity to develop a review unit on the Digestive System for my Biology 12 class. For me, the goal of this assignment was to take the first steps into transitioning into a blended classroom and thereby seeing the advantages and disadvantages of this pedagogical model. For this unit, Microsoft Word was used to create all of the student documents which were then linked to a variety of different online tasks. The online tasks where aligned to the learning outcomes using the model of Understanding by Design. The review of the Digestive System focused on three main areas: parts and functions of the digestive system, how food is broken down and reabsorbed in the small intestines, and finally, how enzymes breakdown the four large polymers found in our food into the basic monomers for reabsorption.
To cover the learning outcomes for this unit, the students were given three different tasks to accomplish. The first task was to identify the parts of the digestive system by completing a given diagram of the digestive system. Students were then invited to visit as many sites as they needed to determine all the names of the digestive organs. After completing that portion, the students were then directed to a site that timed them while they tested their knowledge of the digestive system. The second learning outcome was achieved by having students answer questions while watching a video that explained the process of digestion. The chosen clip highlights the importance of the duodenum of the small intestine and the processes that occur therein to expedite the digestive process. The final task for this assignment included a digestive simulation that showed how large molecules found in our food, such as starch and proteins, are broken down in the digestive process. To demonstrate their understanding, students were asked to fill in a flow chart that explained the degradation of larger polymers in to digestible monomers. Once the learning tasks were completed, the learning outcomes for the Digestive System would have been completed and the students would be well prepared for their formative assessment.
The ability to develop and design intentional learning activities by selecting resources appropriate for desired learning outcomes is an important learning outcome because designing meaningful lessons is part of my daily practice-regardless of the environment in which I teach. My current position is in a traditional classroom, teaching Science to a diverse group of students. Typically, at the end of a unit, I would have provided my students with a paper review assignment that my students would have worked on independently in the classroom. Designing an online version of the same materials allowed my students to engage simultaneously with the material and technology. In doing so, many advantages appeared with this pedagogical shift. Mainly, the students worked collaboratively in small groups and at their own pace which would not have been the case the classroom. Another advantage of blending technology into this lesson was that it freed up my time to have individual conferences with my students due to a decrease in teacher centered delivery. The develop of intentional learning activities that incorporate the use of technology will continue to be part of my daily practice.
OLTD Learning Outcomes:
- Develop and design intentional learning activities suitable for the appropriate environment and the learner by selecting strategies and resources appropriate for environment, learners and learning outcomes
Evidence to support learning outcome: final project-design a learning activity
Reflection to Support Evidence:
One of the options for the final project for OLTD 502 was to create an activity that could be implemented into our current teaching practice. I chose this opportunity to develop a review unit on the Digestive System for my Biology 12 class. For me, the goal of this assignment was to take the first steps into transitioning into a blended classroom and thereby seeing the advantages and disadvantages of this pedagogical model. For this unit, Microsoft Word was used to create all of the student documents which were then linked to a variety of different online tasks. The online tasks where aligned to the learning outcomes using the model of Understanding by Design. The review of the Digestive System focused on three main areas: parts and functions of the digestive system, how food is broken down and reabsorbed in the small intestines, and finally, how enzymes breakdown the four large polymers found in our food into the basic monomers for reabsorption.
To cover the learning outcomes for this unit, the students were given three different tasks to accomplish. The first task was to identify the parts of the digestive system by completing a given diagram of the digestive system. Students were then invited to visit as many sites as they needed to determine all the names of the digestive organs. After completing that portion, the students were then directed to a site that timed them while they tested their knowledge of the digestive system. The second learning outcome was achieved by having students answer questions while watching a video that explained the process of digestion. The chosen clip highlights the importance of the duodenum of the small intestine and the processes that occur therein to expedite the digestive process. The final task for this assignment included a digestive simulation that showed how large molecules found in our food, such as starch and proteins, are broken down in the digestive process. To demonstrate their understanding, students were asked to fill in a flow chart that explained the degradation of larger polymers in to digestible monomers. Once the learning tasks were completed, the learning outcomes for the Digestive System would have been completed and the students would be well prepared for their formative assessment.
The ability to develop and design intentional learning activities by selecting resources appropriate for desired learning outcomes is an important learning outcome because designing meaningful lessons is part of my daily practice-regardless of the environment in which I teach. My current position is in a traditional classroom, teaching Science to a diverse group of students. Typically, at the end of a unit, I would have provided my students with a paper review assignment that my students would have worked on independently in the classroom. Designing an online version of the same materials allowed my students to engage simultaneously with the material and technology. In doing so, many advantages appeared with this pedagogical shift. Mainly, the students worked collaboratively in small groups and at their own pace which would not have been the case the classroom. Another advantage of blending technology into this lesson was that it freed up my time to have individual conferences with my students due to a decrease in teacher centered delivery. The develop of intentional learning activities that incorporate the use of technology will continue to be part of my daily practice.
final_project_pages_in_order.pdf | |
File Size: | 1383 kb |
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