Created by Samara Marin Using Microsoft Copilot

When I set out to create my online course, my goal was to implement my face-to-face learning experience into an online course for students who may be experiencing a classroom with a long-term substitute teacher due to the current teacher shortage. This was the problem I was attempting to fix within our district using this course. Through the feedback received in the course discussion post, I have successfully implemented most of my blended teaching techniques into an online classroom. This is mostly because most of my face-to-face courses are already mostly digital, aside from very few lectures and homework assignments. The main feedback I received was my interest in Nearpod, which I currently use in my classroom. However, one adjustment I made to the course was adding the introduction module due to feedback I received during the weekly conference in which I demonstrated my course. I added the syllabus and tutorial videos to this module. The second adjustment I made was to my video and not to my course; I specified where student assessments and reflections would be within the course. The video overview of the course I created is below.

In order to support students in their learning journey, I have incorporated various avenues for student engagement within the course. Formative assessments will be integrated into their discussion posts, while summative assessments will be present in their questions related to the weekly readings. Additionally, students will have the option to either read or listen to the chapters. This flexibility is especially beneficial for many students in our district who juggle jobs and can only listen to course materials while wearing headphones or during their commute to work.

The second module consists of background knowledge. I am developing a unit for senior students at the small charter school where I previously taught most of them during their 10th-grade year. As a result, they are familiar with using Nearpod for lectures. Nearpod is an excellent tool for integrating asynchronous lectures into an online course, as it allows students to answer questions while watching the videos. However, if a teacher prefers, Nearpod can also be used in a teacher-led manner in front of the classroom. Nevertheless, for this course, Nearpod will be utilized asynchronously for delivering lectures. In order to accommodate all students, I plan to utilize Nearpod for delivering lectures and YouTube for accessing audiobooks of the required class materials. Additionally, I will incorporate text-to-speech tools for students who require them, as well as color-changing plugins for those with dyslexia or other learning disabilities. Formative also offers the option for students to listen to their assignments, which can be a useful accommodation for those with an Individualized Education Program (IEP). Even in face-to-face classes, I rarely use lectures. I prefer to use discussions to ensure students understand what they are learning. When lectures are necessary, I will use Nearpod, but for the most part, I will also use Weekly Discussion posts to which I will respond. Discussions and discussion posts make it easier for students to demonstrate their knowledge without feeling as though their responses will harm their grades.

In my class, I address cognitive overload by providing students with fidgets such as stickers, plushies, and pop-its to help them stay focused. I am considering extending this support to my online students if needed. While I cannot require students to purchase these items, I can offer them alternative ways to access information. For instance, I always provide assignments in multiple formats. Students can choose to read the PDF online, print it out, or listen to an audiobook. Additionally, I enable text-to-speech for assignments to accommodate those who prefer not to stare at a screen.

In my teaching, I consistently strive to provide students with choices for their learning. As a result, I encourage students to analyze the themes of our course materials through their weekly discussion posts. Similarly, when I assign open-ended questions, I make it clear to students that there are no incorrect answers, as long as they support their responses with sufficient evidence and explanations.

Many students are already in an Early College High School or Dual Credit online college course. I attempted to model each of their units similar to that of their college courses to create a sense of normalcy for them. I also ensured that my platforms were compatible with their phones, tablets, Chromebooks, and laptops.

The modules are designed with a focus on providing clear reasons for each assignment. I structure my modules by explaining the purpose behind each activity, such as “We are reading these chapters with this paired reading because of this…” and “We are creating this research paper because of this…” I aim to connect the rationale for the assignments to real-world applications rather than just focusing on the TEKS. Each module will have a clearly defined goal, and the main goal for each six weeks will be displayed on the welcome screen and announced at the beginning of the unit. The unit is designed to be student-centered, catering to senior-level students who are accustomed to taking charge of their learning, having been exposed to online college courses from their 9th-grade year. This online course is my attempt to replicate the blended learning experience I provide in my face-to-face classes, where I act as a facilitator. Therefore, I will continue to fulfill the role of a facilitator in this fully online course. I also conduct reflection check-ins after each assignment to gauge how students are feeling about their progress.

The entire purpose of my courses is to implement the COVA strategies to enable students to take control of their learning by creating a student-led, outcome-based, asynchronous online classroom in which students can still contact the teacher through office hours or email. This creates the idea that the educator is the facilitator of student learning and not the gatekeeper. By moving my strategies online, I am making my assignments more accessible to students, creating courses for classes that don’t have an educator due to staff shortages, and preparing students for college/universities that will also implement a learning management system when they reach that level of education.

Created by Samara Marin Using Microsoft Copilot 2024

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