After learning that our school would like us to be transitioning our classes onto blackboard, and given the opportunity in this class to experiment with it, I decided I would implement my hybrid Algebra 2 class using blackboard in CEP 820. This would allow me to play with the CMS, since it was new to me, and have the opportunity to receive feedback of things to make better within my class.
At the beginning I decided to lay out the beginning unit that I was currently doing within my face-to-face Algebra 2 class, and then I would build on it from there. I had the “shell' of the unit and then my task was to make this an accessible hybrid class based around online access. Since I would not be seeing my kids every day, I had to find out how to get them the material necessary to fulfill the common core state standards within my class. I started creating video lessons for my hybrid class, that I in turn implemented into my actual class as well, allowing me the opportunity to deliver the content in a different way. This gave the students the opportunity to work at their speed in getting the content, being able to pause, rewind, and individualize their speed of notes. This is taking the concept based off of the ‘flipped classroom’ and implementing it into my hybrid class.
After the video lessons, it is set up such that the students will blog their findings, questions, understandings or misconceptions with that particular lesson. My hope is that this gives them that communication with their peers within the class, allowing them to answer each other’s questions, and be able to see who understanding the material, so they have someone to get together with to help them with their questions.
Something that I struggled with, and am still working on, is getting my content to be more connected to ‘real-life’ implementation. I have my lessons laid out such that the students know what dates they are to complete, which, and then have an assignment to accompany this lesson. However, I would like to work on making these assignments have more connection to the students lives, so they feel a better connection to learning the material and implementing it in a way that they will do research and create something to show their understanding. In turn, this would get them to be using technology more within the research and development of their mathematical understanding, which is key to the UDL principles.
At the beginning I decided to lay out the beginning unit that I was currently doing within my face-to-face Algebra 2 class, and then I would build on it from there. I had the “shell' of the unit and then my task was to make this an accessible hybrid class based around online access. Since I would not be seeing my kids every day, I had to find out how to get them the material necessary to fulfill the common core state standards within my class. I started creating video lessons for my hybrid class, that I in turn implemented into my actual class as well, allowing me the opportunity to deliver the content in a different way. This gave the students the opportunity to work at their speed in getting the content, being able to pause, rewind, and individualize their speed of notes. This is taking the concept based off of the ‘flipped classroom’ and implementing it into my hybrid class.
After the video lessons, it is set up such that the students will blog their findings, questions, understandings or misconceptions with that particular lesson. My hope is that this gives them that communication with their peers within the class, allowing them to answer each other’s questions, and be able to see who understanding the material, so they have someone to get together with to help them with their questions.
Something that I struggled with, and am still working on, is getting my content to be more connected to ‘real-life’ implementation. I have my lessons laid out such that the students know what dates they are to complete, which, and then have an assignment to accompany this lesson. However, I would like to work on making these assignments have more connection to the students lives, so they feel a better connection to learning the material and implementing it in a way that they will do research and create something to show their understanding. In turn, this would get them to be using technology more within the research and development of their mathematical understanding, which is key to the UDL principles.
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