Standard 4: Instructional Strategies. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
Rationale 4: This hybrid learning experience was designed for Level 2 students (2nd and 3rd grade) as they work on completion of the learning integrated between music and the Foss Science unit “Pebbles, Sand and Silt”. In connection of the two, student learning will focus on Blues, Jazz, and Rock and Roll as the vehicles for performance, music literacy, music response, analysis and connections to the various styles, historical periods and musicians. A portion of this hybrid unit was used during the 2014 school year as students were in the early process of developing skills and capabilities within the structure of the Blackboard 9 learning management system.
As my first experience in developing an online/hybrid learning opportunity for my students, I gained a plethora of knowledge about student learning and development through this work and feel extremely confident in planning similar experiences for the future. Being very mindful of the overall learning experience and outcomes, as well as the instructional strategies for which student learning can take place, I have created a unit where students can use a variety of methods to highlight their specific learning style and preferences. Within the hybrid unit, students not only interact with technology as a means for creation and communication but use the technology to demonstrate their proficiency in critical thinking, analysis, and response. Acknowledging all learners and their development, this unit will be greatly beneficial for student learning as it addresses components of personalized learning and offers students both face to face learning and technology tools and resources simultaneously.
KSD
4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).
This online unit clearly demonstrates a wide variety of materials and resources. With the ease of accessibility in the hybrid learning experience of this unit, students interact with many audio and video resources, discussion questions, print resources, and interactive learning objects and assessments. The variety of resources is crucial in the success of this type of learning not only for differentiation of activities to occur but also to ensure that multiple learning styles and modalities are being met.
4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
Through a hybrid learning plan, such as this online unit presents, students are exposed to the teacher having multiple roles in the learning process. Within the face to face classroom portion, my role as the teacher could be more of the instructor and facilitator for the hands on portions of the learning and performance. Some of the pre-requisite knowledge will come at this point (face to face) and will serve as a great foundation for the online work where the teacher role changes.With the online component, my role as the teacher serves more as the coach and facilitator of the discussions, and monitor of the progress of the coursework.
4.D.1 The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities.
Through the carefully designed lessons and activities, this unit demonstrates the value of students as 21st century learners (critical thinking, problem solving, etc.). Within a variety of discussions, online learning objects, and performance activities, I have created experiences so that students have multiple opportunities to develop these skills as listed above. In their culminating activity I have highlighted the development of the students’ higher level thinking skills as they are asked to compare and contrast key components of Rock and Roll history as well as demonstrate their skills in analysis in their selections of the final “playlist”.
Standard 4: Instructional Strategies. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
Evidence 4: EDT 672 – Online Learning Final Blueprint
Rationale 4: This hybrid learning experience was designed for Level 2 students (2nd and 3rd grade) as they work on completion of the learning integrated between music and the Foss Science unit “Pebbles, Sand and Silt”. In connection of the two, student learning will focus on Blues, Jazz, and Rock and Roll as the vehicles for performance, music literacy, music response, analysis and connections to the various styles, historical periods and musicians. A portion of this hybrid unit was used during the 2014 school year as students were in the early process of developing skills and capabilities within the structure of the Blackboard 9 learning management system.
As my first experience in developing an online/hybrid learning opportunity for my students, I gained a plethora of knowledge about student learning and development through this work and feel extremely confident in planning similar experiences for the future. Being very mindful of the overall learning experience and outcomes, as well as the instructional strategies for which student learning can take place, I have created a unit where students can use a variety of methods to highlight their specific learning style and preferences. Within the hybrid unit, students not only interact with technology as a means for creation and communication but use the technology to demonstrate their proficiency in critical thinking, analysis, and response. Acknowledging all learners and their development, this unit will be greatly beneficial for student learning as it addresses components of personalized learning and offers students both face to face learning and technology tools and resources simultaneously.
KSD
4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).
This online unit clearly demonstrates a wide variety of materials and resources. With the ease of accessibility in the hybrid learning experience of this unit, students interact with many audio and video resources, discussion questions, print resources, and interactive learning objects and assessments. The variety of resources is crucial in the success of this type of learning not only for differentiation of activities to occur but also to ensure that multiple learning styles and modalities are being met.
4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
Through a hybrid learning plan, such as this online unit presents, students are exposed to the teacher having multiple roles in the learning process. Within the face to face classroom portion, my role as the teacher could be more of the instructor and facilitator for the hands on portions of the learning and performance. Some of the pre-requisite knowledge will come at this point (face to face) and will serve as a great foundation for the online work where the teacher role changes.With the online component, my role as the teacher serves more as the coach and facilitator of the discussions, and monitor of the progress of the coursework.
4.D.1 The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities.
Through the carefully designed lessons and activities, this unit demonstrates the value of students as 21st century learners (critical thinking, problem solving, etc.). Within a variety of discussions, online learning objects, and performance activities, I have created experiences so that students have multiple opportunities to develop these skills as listed above. In their culminating activity I have highlighted the development of the students’ higher level thinking skills as they are asked to compare and contrast key components of Rock and Roll history as well as demonstrate their skills in analysis in their selections of the final “playlist”.