Monthly Archives: November 2016

MOOCs

With what we’ve learned so far for online instruction, particularly with high school students, I see the MOOC as a lesson in what not to do.  The large number of students would be way too overwhelming for many adults, but especially for high school age students.  I also think the lack of accountability is a huge problem.  There would be no point to an MOOC if the students didn’t have some structured pacing guide and also assessments along the way.  If they aren’t required to complete it, then most of them won’t.  The only place I can see a Massive Open Online Course in the K12 public education environment would be in some type of seminar capacity and there would have to be more of an accountability element than is present in the traditional MOOC.  High School age students will not be motivated enough to complete the course if it is not required of them in some way.

We’ve also talked a lot about facilitating instruction and the importance of online discussion to increase students involvement in the class and ensure they are finding it worthwhile.  With the MOOC, the volume of discussion and posts described in the readings seems very overwhelming to me and not at all conducive to giving and receiving quality feedback.  I also see the instructors lack of involvement as contrary to what we have been learning about the multiple roles we will play as instructors.  With MOOCs it seems like it would be very difficult for instructors to provide useful feedback and monitor online conversations because there are too many students.

In some respects, our economics and personal finance requirement from the state is like a hybrid MOOC in that it satisfies the virtual class requirement for graduation, but for most students it takes place in a traditional classroom environment with a teacher providing instruction.  I need some confirmation from Lisa Simonick on this one, but if my understanding is correct, the online course that the students are enrolled in for Econ is the same that is offered throughout the state.  So essentially, you’ve got every student in Virginia graduating with a standard or advanced diploma taking the same online course during high school.

I could see my module being offered in an MOOC that focused on study strategies or as part of a freshman seminar.  The topics I am covering in my module are skills for overall success in academics and can be applied toward life in general when it comes to time management and organization.  I could also see adapting it to various grade levels where instruction was offered for SAT prep, planning and applying to college, financial aid and scholarship information, and career building skills.   It would be really interesting to set up a seminar course for each grade level to offer another option for classroom guidance lessons.  In this type of scenario, I still have concerns about the numbers so I think I would like to modify the MOOC to reduce the number of students in each section.  So if I did that, I guess it’s no longer a massive open online course??

Final Plan for Module-Captain

By the end of the semester, I will have at least 3 completed lessons, out of 7.  I am hoping to complete the 4th lesson, but not certain it will happen.  I have the intro lesson, the first study skills lesson, and the test preparation lesson.  For lessons 4, 5, and 6 I plan to cover time management and organization skills, communication and self-advocacy skills, and another round of study skills.  Lesson 7 will be a wrap up session including the post-test and answering any lingering questions for the students.  I also want them to share their changed study habits and how this has impacted their grades.

By the time this class ends, I will have presented three of the lessons.  We will meet twice in January for lessons 4 and 5 and then twice in March for 6 and 7.  I purposely avoided any face-to-face meetings in February because we will be consumed with the start of scheduling for the next school year.

I have mentioned this before, but I would love feedback on what study strategies teachers would most like to see their students improve on?  I would also welcome feedback on the timing of my sessions.  I am leaning strongly towards starting them earlier in the school year next year and having them meet weekly instead of so much space in between.  I would also like to incorporate even more of an online element, but I’m not sure exactly what that would look like.  I would like to add more of an accountability piece to the class to keep the kids invested, since right now they are on a volunteer basis.  Any ideas on how to pair this up with a freshman class so that I can reach more students and also get more buy-in from them?

Final TPACK-Captain

Lesson Description:

Students will use Schoology as well as a face-to-face meeting during Indian Time (40 minutes) to review various study skills strategies, identify which ones they have tried in the past and which ones they are willing to implement moving forward.  Study skills will be presented via videos, website links, and workbook exercises.  Students will discuss the goals they set in a previously answered Schoology discussion question.  Students will work in small groups to complete exercises to develop and practice study skills.

  1. The main Content (C) of this lesson is study skills strategies-how students can implement them in current classes.
  2. The main Pedagogy (P) of this lesson is direct instruction combined with active learning and cooperative learning.  Students are actively learning when they access web links, videos, and pdfs via Schoology.
  3. The main Technology (T) of this lesson is videos, website links, and online discussion-all presented via Schoology course.

Pedagogical Content Knowledge (PCK)

Describe:  Presentation (direct instruction) of the study skills through videos, web links and workbooks will introduce concepts to the student initially.  The short presentations of material and lecture will prompt discussion of the various study skill strategies which will help students decide which ones might work in their particular situation.  Through discussion, students can learn from each other pros/cons of each strategy while they examine how each strategy would or would not fit their needs and personal learning style.  As students talk with each other they will recognize that they are not alone in their struggles and encourage each other to implement new strategies to improve study habits.  This discussion and personal connection will assist students in retaining the strategies and moving forward with implementing them.  The web links, videos, and pdf materials provided through the Schoology course can (and should be) accessed by students following face-to-face presentation to reinforce concepts as they begin to implement new study strategies.

Support:   https://teach.com/what/teachers-teach/teaching-methods/

http://serc.carleton.edu/sp/library/pedagogies.html

Technological Content Knowledge (TCK)

Describe:  Schoology is a familiar tool used by all teachers and students in our school.  The online format for discussion questions provides them with a more comfortable forum for initial sharing and the time constraints of our face-to-face meetings are better suited for a quick re-cap of answers already provided.  Use of videos and website links within Schoology allow us to initially view the content together and prevents the students from being overwhelmed with resources if they conducted their own web searches.  Students have paper workbooks available for some assignments, but these have also been loaded onto Schoology for later recall if needed.  Students are expected to access the web links, videos, and uploaded workbook activities for additional practice and recall as they are implementing study strategies.

Support:  https://www.youtube.com/watch?v=ZLVtIUj2_VE

Technological Pedagogical Knowledge (TPK)

Describe:  Students will have access to all strategies presented via video and web links to review as needed as they start to implement some new skills into their personal study strategies.  The discussion feature is also helpful in allowing students to continue conversations started in the face-to-face meetings and to also contribute in an online environment where they may not have felt comfortable or ready to contribute in face-to-face discussions.

Support:

Technological Pedagogical Content Knowledge (TPACK)

Describe:  The content, method of teaching and technology all work together to provide the students with multiple avenues to receive the content and explore ways that they will select study strategies and implement them.  Students will be able to receive the content through videos, access to websites and various group exercises and study sheets that will be given in hardcopy and available through Schoology.  Students will have the opportunity for face-to-face and online discussion to examine strategies and determine which study strategies they will implement in their classes.

Support:

SRL

Self-regulation is defined as “the self directive process by which learners transform their mental abilities into academic skills.  Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching.”  I feel like this is right in line with the learning goals of my module.  It is my goal that by the end of the module students will have engaged in self-examination of their study strategies and be able to recognize areas of weakness and start to utilize new strategies that will result in lifelong learning skills.

My module will focus on traditional strategies of SRL like notetaking, getting organized, and prioritizing work, but I will also encourage online adaptation of SRL.  Through the weekly discussion questions and update posts students will develop the habit of logging onto Schoology for my module and their other classes.  Participation in the discussion questions will give them feedback on their study strategies and also provide encouragement and a sense of connection to the process to keep them engaged.

Students should engage in self reflection as they employ various study strategies and see if their assessment grades in classes improve.  They will also self reflect on their confidence levels at the end of the module regarding how they feel about resources they have for study skills, ease of communication with teachers, and a reduction in test anxiety.  Students should assess what is working for them and what isn’t and make adjustments based on that information rather than engage in defensive reactions like avoiding tests, adopting negative views on their abilities, and overall withdrawal from academics.

 

 

TPACK take 2-Captain

Lesson Description:

Students will use Schoology as well as a face-to-face meeting during Indian Time (40 minutes) to review various study skills strategies, identify which ones they have tried in the past and which ones they are willing to implement moving forward.  Study skills will be presented via videos, website links, and workbook exercises.  Students will discuss the goals they set in a previously answered Schoology discussion question.  Students will work in small groups to complete exercises to develop and practice study skills.

  1. The main Content (C) of this lesson is study skills strategies-how students can implement them in current classes.
  2. The main Pedagogy (P) of this lesson is direct instruction combined with active learning and cooperative learning.  Students are actively learning when they access web links, videos, and pdfs via Schoology.
  3. The main Technology (T) of this lesson is videos, website links, and online discussion-all presented via Schoology course.

Pedagogical Content Knowledge (PCK)

Describe:  Presentation (direct instruction) of the study skills through videos, web links and workbooks will introduce concepts to the student initially.  The short presentations of material and lecture will prompt discussion of the various study skill strategies which will help students decide which ones might work in their particular situation.  Through discussion, students can learn from each other pros/cons of each strategy while they examine how each strategy would or would not fit their needs and personal learning style.  As students talk with each other they will recognize that they are not alone in their struggles and encourage each other to implement new strategies to improve study habits.  This discussion and personal connection will assist students in retaining the strategies and moving forward with implementing them.  The web links, videos, and pdf materials provided through the Schoology course can (and should be) accessed by students following face-to-face presentation to reinforce concepts as they begin to implement new study strategies.

Support:   https://teach.com/what/teachers-teach/teaching-methods/

http://serc.carleton.edu/sp/library/pedagogies.html

Technological Content Knowledge (TCK)

Describe:  Schoology is a familiar tool used by all teachers and students in our school.  The online format for discussion questions provides them with a more comfortable forum for initial sharing and the time constraints of our face-to-face meetings are better suited for a quick re-cap of answers already provided.  Use of videos and website links within Schoology allow us to initially view the content together and prevents the students from being overwhelmed with resources if they conducted their own web searches.  Students have paper workbooks available for some assignments, but these have also been loaded onto Schoology for later recall if needed.  Students are expected to access the web links, videos, and uploaded workbook activities for additional practice and recall as they are implementing study strategies.

Support:  https://www.youtube.com/watch?v=ZLVtIUj2_VE

Technological Pedagogical Knowledge (TPK)

Describe:  Students will have access to all strategies presented via video and web links to review as needed as they start to implement some new skills into their personal study strategies.  The discussion feature is also helpful in allowing students to continue conversations started in the face-to-face meetings and to also contribute in an online environment where they may not have felt comfortable or ready to contribute in face-to-face discussions.

Support:

Technological Pedagogical Content Knowledge (TPACK)

Describe:  The content, method of teaching and technology all work together to provide the students with multiple avenues to receive the content and explore ways that they will select study strategies and implement them.  Students will be able to receive the content through videos, access to websites and various group exercises and study sheets that will be given in hardcopy and available through Schoology.  Students will have the opportunity for face-to-face and online discussion to examine strategies and determine which study strategies they will implement in their classes.

Support:

Learning Activities

There are multiple learning activities I can use in my module from this week’s reading.  First, is conversation.  I would love for this to happen mostly online and I realize this is the point, but given my population, I feel like more of this will occur during the face-to-face sessions.  It is my hope that after multiple face-to-face sessions and answering some online discussion questions from me, the students will start to engage in a dialog through Schoololy with each other.  I think this is inquiry learning (??) as they ask questions of one another and offer feedback.  If they are able to build connections with each other I think this will increase their confidence as they gain peer support.

I also plan to utilize group activities.  This is another way for students to connect to each other and to absorb the content.  I plan to give them mnemonics exercises, have them prioritize their responsibilities to build time management skills, give them various study scenarios to improve, and also engage in role play exercises in small groups to practice communication and self-advocacy skills.  These group activities will take place during our face-to-face meetings so will not incorporate technology.

One activity I wish I had built in for my first sessions is icebreakers.  I felt like the students were a bit nervous and definitely too quiet when we first met.  When I run this module again, I plan to have them log onto Schoology and do online introductions (while in the same room) and maybe have some type of Scavenger Hunt around the room with online components where they have to work together.

As mentioned when I discussed group activities, I plan to use role playing during the communication and self-advocacy session.  I will give students various scenarios in which they are teacher/student and they have to role play asking questions in class scenarios, asking for help in preparation for studying, and also understanding how to advocate for themselves and access academic resources.  I am having a hard time seeing role playing as an online activity so I am curious to see if and how anyone else is planning to do this.

Finally, all of my content loaded into the Schoology course can be considered study aids.  There are multiple youtube videos, links to study skills websites, and pdf files with tips on note taking skills, reducing test anxiety, ways to set up a study space, and general information on study strategies.

 

Instructor Roles

Instructor Roles that I will play in my module:

Course designer-I am building my course from scratch, not modifying it from a traditional face-to-face classroom.  I will definitely be using the “trial and error” approach mentioned in the reading as I determine not only which content is most effective, but will also be evaluating the way in which it is delivered.  I want to make sure that I am not overwhelming my students with too much information, but also providing them with enough information on study strategies (while differentiating instruction) that they can successfully implement new strategies into their study habits.

Profession-inspirer-this one is my main goal.  I want students to be exposed to study strategies, organization tips, time management skills, communication skills, and ways to reduce test anxiety that they can incorporate into their daily lives as learners.  Everything we do is designed to give them information and options for integrating the tips/skills into daily practice and ultimately life-long learning skills.

Feedback-giver-I will be giving feedback during the module as a way to pace the module and participate in online discussions.  Feedback will also be given during face-to-face meetings and in online discussions as students discuss the various study strategies they plan to use.

Interaction facilitator-the online discussions will take place based off of the discussion questions I post in between face-to-face meetings.  I anticipate needing to provide a lot of faciliatation because my group is comprised of 9th and 10th graders and while they did volunteer to participate, I do not see them engaging in a lot of online discussion without prompting.  It is a fine line though because this module is not part of a required class and it would go against all learning goals for the module to overwhelm them with participation requirements.

Conference manager-I do not see me utilizing this role.  I anticipate that it will be challenging to get the students to respond to my discussion posts, much less engage in online conversations that will requirement my management.

Organizer and planner-I have been very straightforward in my organization of the course.  I think the dated materials folders in Schoology really help keep the course structured.  The updates section is a bit cluttered with messages from me; however, this age of the students dictates that I need to provide steady reminders for meeting times and responding to discussion questions.

Social rapport builder-due to the hybrid nature of my module, I am not as concerned with establishing an online prescence since we will be meeting face-to-face over the next couple of months and I will focus my relationship building during those times.

Technical coordinator-I am using Schoology for my module and since this is a schoolwide technology option, I am relying on our school tech support for any issues students may have.

Media designer-thus far in my module I have relied on links to websites and youtube videos as well as uploaded pdf’s of documents I am planning to give them in face-to-face meetings.  I do not plan to expand this role to create any additional multi-media tools.

Technology integrator-Again, we are using Schoology and face-to-face meetings so I do not plan to use any additional technology for this initial run with the module.

TPACK Lesson-Captain

Disclaimer: this is the furthest out of my comfort zone I have been so far.  TPACK was a completely foreign concept to me and is now only a little less so.  I welcome any and all feedback, but especially in the pedagogy area.  My content is on a much smaller scale than most everyone else’s so that was also a challenge.

 

Lesson Description:

Students will use Schoology as well as a face-to-face meeting during Indian Time (40 minutes) to review various study skills strategies, identify which ones they have tried in the past and which ones they are willing to implement moving forward.  Study skills will be presented via videos, website links, and workbook exercises.  Students will discuss the goals they set in a previously answered Schoology discussion question.  Students will work in small groups to complete exercises to develop and practice study skills.

  1. The main Content (C) of this lesson is study skills strategies-how students can implement them in current classes.
  2. The main Pedagogy (P) of this lesson is active learning and cooperative learning.
  3. The main Technology (T) of this lesson is videos, website links, and online discussion-all presented via Schoology course.

 

Pedagogical Content Knowledge (PCK)

Describe: Discussion of the various study skill strategies after they are presented will help students decide which ones might work in their particular situation.  Students can learn from each other pros/cons of each strategy while they examine how each strategy would or would not fit their needs and personal learning style.  As students talk with each other they will recognize that they are not alone in their struggles and encourage each other to implement new strategies to improve study habits.  This discussion and personal connection will assist students in retaining the strategies and moving forward with implementing them.

Support:   https://teach.com/what/teachers-teach/teaching-methods/

http://serc.carleton.edu/sp/library/pedagogies.html

 

Technological Content Knowledge (TCK)

Describe:  Schoology is a familiar tool used by all teachers and students in our school.  The online format for discussion questions provides them with a more comfortable forum for initial sharing and the time constraints of our face-to-face meetings are better suited for a quick re-cap of answers already provided.  Use of videos and website links within Schoology allow us to initially view the content together and prevents the students from being overwhelmed with resources if they conducted their own web searches.  Students have paper workbooks available for some assignments, but these have also been loaded onto Schoology for later recall if needed.

Support:  https://www.youtube.com/watch?v=ZLVtIUj2_VE

 

Technological Pedagogical Knowledge (TPK)

Describe:  Students will have access to all strategies presented to review as needed as they start to implement some new skills into their personal study strategies.  The discussion feature is also helpful in allowing students to continue conversations started in the face-to-face meetings and to also contribute in an online environment where they may not have felt comfortable or ready to contribute in face-to-face discussions.

Support:

 

Technological Pedagogical Content Knowledge (TPACK)

Describe:  The content, method of teaching and technology all work together to provide the students with multiple avenues to receive the content and explore ways that they will select study strategies and implement them.  Students will be able to receive the content through videos, access to websites and various group exercises and study sheets that will be given in hardcopy and available through Schoology.  Students will have the opportunity for face-to-face and online discussion to examine strategies and determine which study strategies they will implement in their classes.

Support: