Standard 3.3
The online course syllabus is the artifact that I am using for
this standard of online and blended learning. I put together a road map for
students to follow while they take my blended class. The blended learning
syllabus is a mixture of class time (face to face) and online learning that is
done on their own or with free time in class.
The syllabus gives students guidelines of what will be expected in my
class. Along with these guidelines I
have detailed what students will need to be successful in my blended classroom. This syllabus is a blueprint to success in my
online blended learning class.
Throughout the online learning syllabus I lay out my plan for the whole year on what is expected to be completed by students. I developed this online syllabus using the Alabama course of study and used information learned from the online learning class in the master’s program. In the development phase I first used my county’s technology statement on appropriate use, along with the county’s academic honesty statement. The Alabama course of study was used to develop the curriculum map to show students when we will be working on certain concepts. Along with those parts of the document, I had to give students guidelines about discussion posts and answering their classmates. In the beginning weeks of the blended class I would have to model how to get to certain places and as show rubrics of what is expected. Throughout the syllabus I give clear insight to how information will be communicated and how I expect information to be communicated back to me and their classmates. In the blended classroom I have laid out what will be expected in the classroom setting as well as what I expect them to do on their own. Reading about the content on their own and discussing among their colleagues is a large part of the blended class. During the first two weeks of class I modeled parts of the blended syllabus so students would know how to use the platform and when it would be used. By modeling the use of the platform it made it easier to facilitate learning when the time came. Modeling effective use made it easy for the higher level learners to move on and work at their own pace. This also gave me the ability to work those who needed more help with use of the platform from the syllabus. The syllabus is the second thing that I do when students return to school. By doing this I let the students know early what is expected of them.
By creating this syllabus I learned about the amount of time that goes into creating such a large document. There is a great deal of research that goes into developing this type of document. The syllabus has to be very specific so students will not have the ability to stray from it. So I learned that you have to be precise when creating this type of document. I also learned that I had been leaving parts out of my traditional syllabus for years. The syllabus needs to be upfront and very informative to your students. I listed my school email and phone number to give students access to away from the classroom. The one thing I would change about this syllabus is I would place a more in depth overview of how I plan to go about teaching each of the standards listed. Which standards and parts would be online and the others in the standard classroom. This type of learning will not only impact student learning, but will impact school improvement in the long run. Teachers that choose to use online platforms will be creating an atmosphere of higher level thinking in their classrooms. Creating higher level thinkers should be the goal of any school and this platform will help lead students on the path to discovery. This can be assessed through student engagement from observations and through higher standardized test scores.
Throughout the online learning syllabus I lay out my plan for the whole year on what is expected to be completed by students. I developed this online syllabus using the Alabama course of study and used information learned from the online learning class in the master’s program. In the development phase I first used my county’s technology statement on appropriate use, along with the county’s academic honesty statement. The Alabama course of study was used to develop the curriculum map to show students when we will be working on certain concepts. Along with those parts of the document, I had to give students guidelines about discussion posts and answering their classmates. In the beginning weeks of the blended class I would have to model how to get to certain places and as show rubrics of what is expected. Throughout the syllabus I give clear insight to how information will be communicated and how I expect information to be communicated back to me and their classmates. In the blended classroom I have laid out what will be expected in the classroom setting as well as what I expect them to do on their own. Reading about the content on their own and discussing among their colleagues is a large part of the blended class. During the first two weeks of class I modeled parts of the blended syllabus so students would know how to use the platform and when it would be used. By modeling the use of the platform it made it easier to facilitate learning when the time came. Modeling effective use made it easy for the higher level learners to move on and work at their own pace. This also gave me the ability to work those who needed more help with use of the platform from the syllabus. The syllabus is the second thing that I do when students return to school. By doing this I let the students know early what is expected of them.
By creating this syllabus I learned about the amount of time that goes into creating such a large document. There is a great deal of research that goes into developing this type of document. The syllabus has to be very specific so students will not have the ability to stray from it. So I learned that you have to be precise when creating this type of document. I also learned that I had been leaving parts out of my traditional syllabus for years. The syllabus needs to be upfront and very informative to your students. I listed my school email and phone number to give students access to away from the classroom. The one thing I would change about this syllabus is I would place a more in depth overview of how I plan to go about teaching each of the standards listed. Which standards and parts would be online and the others in the standard classroom. This type of learning will not only impact student learning, but will impact school improvement in the long run. Teachers that choose to use online platforms will be creating an atmosphere of higher level thinking in their classrooms. Creating higher level thinkers should be the goal of any school and this platform will help lead students on the path to discovery. This can be assessed through student engagement from observations and through higher standardized test scores.
online_syllabus-__intro_to_online_learning.docx | |
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File Type: | docx |