Collaborative communities: easyr lesson
Revisions Made:
-No changes.
Reflection:
I have chosen to make no changes because my feedback on the assignment was: "No changes needed in the lesson plan for the final version due Friday!" It was quite enjoyable taking a lesson I have taught many times in a traditional classroom and changing it for an online environment. I was able to provide more opportunities for students to receive individual feedback. I was also able to build in more opportunities for students to explore the concepts.
I believe this assignment was successful because I have taught this lesson so many times, I know where the areas of opportunity lie within the lesson. Time is always an issue in a traditional classroom setting, so I imagined what I would do in a classroom if I had no time limits. I then figured out how to use those ideas in a way that would allow students to process the information in a reasonable amount of time outside of the classroom.
I will take some of the ideas I came up with for this lesson and incorporate them into my traditional classroom. By creating opportunities for students to explore and relieve individual feedback, I will be helping them deepen their understanding of the concept.
-No changes.
Reflection:
I have chosen to make no changes because my feedback on the assignment was: "No changes needed in the lesson plan for the final version due Friday!" It was quite enjoyable taking a lesson I have taught many times in a traditional classroom and changing it for an online environment. I was able to provide more opportunities for students to receive individual feedback. I was also able to build in more opportunities for students to explore the concepts.
I believe this assignment was successful because I have taught this lesson so many times, I know where the areas of opportunity lie within the lesson. Time is always an issue in a traditional classroom setting, so I imagined what I would do in a classroom if I had no time limits. I then figured out how to use those ideas in a way that would allow students to process the information in a reasonable amount of time outside of the classroom.
I will take some of the ideas I came up with for this lesson and incorporate them into my traditional classroom. By creating opportunities for students to explore and relieve individual feedback, I will be helping them deepen their understanding of the concept.
Synopsis of the original lesson:
This lesson is taken from a sophomore level math class taught in a face-to-face setting. The lesson starts with an introduction to the new idea. Students are given the definition of a function. The teacher then provides additional examples of functions and non-functions. The class spends time examining these examples.
Students then work in groups with additional practice problems. They spend time determining if each example is a function. The teacher walks around the room observing the group work, clarifying and scaffolding when needed.
After students have had a better chance to understand the new concept, the teacher presents different questions for the class. Students are randomly selected to answer the questions.
Class ends with students asking any questions that they are confused about. The students then do an exit slip which contains several problems for each student to do individually. After they turn in their exit slip, they begin working on their homework.
Students then work in groups with additional practice problems. They spend time determining if each example is a function. The teacher walks around the room observing the group work, clarifying and scaffolding when needed.
After students have had a better chance to understand the new concept, the teacher presents different questions for the class. Students are randomly selected to answer the questions.
Class ends with students asking any questions that they are confused about. The students then do an exit slip which contains several problems for each student to do individually. After they turn in their exit slip, they begin working on their homework.
Objectives:
- Students will be able to define a function.
- Students will be able to identify a function or non-function when given a graph, equation, or real life example.
Lesson:
*Changes or new additions are in red.
Explanation of changes:
Introduction:
In creating the online lesson, I was able to put more opportunities for the students to explore. Due to time constraints and available resources, the face-to-face (f2f) lesson has the information provided by the teacher. The teacher is now only giving one example and the students are searching for two examples on their own.
Practice:
Students are still given the opportunity to practice what they have learned, it is just happening in a different way. In the f2f setting, students work in groups on different examples, getting some feedback. In the online class, each student is working through examples on their own receiving immediate feedback upon completion. This allows for each student to develop an understanding of the information and play an active role in the learning process.
Discussion:
This is where the biggest change has taken place. In the f2f classroom, students were answering questions as a class. Random individuals were selected to answer questions. This provided only limited interaction. In the online class, all students are participating. Students are expected to give examples based on different topics. They are then required to compare and contrast the different examples within the group. This provides a greater level of exploration and class involvement.
Reflection:
In the f2f class, students had the opportunity to ask questions. This only helps the students who choose to participate. Then they have an exit slip to complete. This demonstrates if they understood the process, but not necessarily the concepts. In the online class, students are reflecting upon specific questions in a blog. This forces all students to participate. It also allows the teacher to get a view of everyone’s comfort level.
In creating the online lesson, I was able to put more opportunities for the students to explore. Due to time constraints and available resources, the face-to-face (f2f) lesson has the information provided by the teacher. The teacher is now only giving one example and the students are searching for two examples on their own.
Practice:
Students are still given the opportunity to practice what they have learned, it is just happening in a different way. In the f2f setting, students work in groups on different examples, getting some feedback. In the online class, each student is working through examples on their own receiving immediate feedback upon completion. This allows for each student to develop an understanding of the information and play an active role in the learning process.
Discussion:
This is where the biggest change has taken place. In the f2f classroom, students were answering questions as a class. Random individuals were selected to answer questions. This provided only limited interaction. In the online class, all students are participating. Students are expected to give examples based on different topics. They are then required to compare and contrast the different examples within the group. This provides a greater level of exploration and class involvement.
Reflection:
In the f2f class, students had the opportunity to ask questions. This only helps the students who choose to participate. Then they have an exit slip to complete. This demonstrates if they understood the process, but not necessarily the concepts. In the online class, students are reflecting upon specific questions in a blog. This forces all students to participate. It also allows the teacher to get a view of everyone’s comfort level.