Creating an online course is fun as the ideas and possibilities are endless. I've created a course online before but the course was a flipped course not a 100% online course. Plus my flipped course was designed for 6th graders and my online course I'm creating is a professional development for teachers to learn various digital platforms to use within their classrooms with their students. I am in the beginning phases of this course where I've created an outline of what I'd like to have in my course, however I know that as the building begins I may make some changes to my initial thoughts. Here is my outline that I have thus far keeping in mind of the OSCQR Standards. References:
OSCQR - The Open SUNY Course Quality Review. (n.d.). Retrieved July 28, 2019, from https://oscqr.org/
0 Comments
Well, I've been researching and studying about flipped classroom for a little over 5 months now. Back in November and December when I took EDLD 5305, Disruptive Innovation, where I decided to do flipped classrooms I had to write a proposal, write a literature review, create a catchy video to sell my idea, and design animplementation timeline to follow. I've learned so much more since these orignal projects so that now in EDLD 5314, Digital Learning in Local and Global Contexts, I reworked many of my original products.
I've created this video to share with my collegues so they can learn the benefits of a flipped classroom and why they should implement it in their classroom. It takes time and can not be done over night so I recommend to start flipping a lesson or two or three in each unit (depending on the size) or record your video lessons after you've taught for the day to build your video lesson library to use in the future. Also, teachers all across the globe are using this method of teaching in their schools. Also, a lot of Asian countries have flipped and they have been thriving with this method. As I reflect on my blog posts over the past five weeks I realized that I have grown a lot. Why do I think this? Well, I think back to my very first course in the Digital Learning and Leading Program when we had to learn about the growth mindset and read Carol Dweck’s book Mindset: The New Psychology of Success. This book taught me the difference between two different mindsets: a fixed mindset versus a growth mindset. Watch my PowToon video, Power of a Growth Mindset, which I created to express my understanding. I realized back then I had mostly a fixed mindset, but understood that I could learn anything if I put my mind to it and that I was not born with the abilities that I will have the rest of my life. This week I had to create an Understanding by Design learning plan with the course/unit that I created last week when I developed my 3 Column Table. I created a project on statistics where students would research the social media platforms that teenagers use. Below is my UbD template for my course.
In this course, EDLD 5313 Week 3, I had to create a BHAG! BHAG stands for Big Hairy Audacious Goal... which is a pretty funny phrase to use in education, but I think of this cute little hairy monster to the left. Just think we teachers or educators have a BIG HAIRY AUDACIOUS GOAL!! Hahahaha!!
I didn’t go to school to be an educator so I was never taught the three primary learning theories, behaviorism, cognitivism, and constructivism, until this week after reading Dr. Harapniuk’s blog on Four Keys to understanding learning theories. A learning theory, according to James Kelly of The Peak Performance Center, is an organized set of principles explaining how individuals acquire, retain, and recall knowledge. Now that I have learned and researched the various learning theories I feel that all of them are important and play a major role in our learning. Learning is something we do from the moment we are born until the moment we die and I believe that one theory trumps another dependent on what stage of life we are in or what it is we are trying to accomplish. I’d like to explain each one and share why I feel each one is important.
The learning environment is crucial to the success of our students in the twenty-first century. Teachers need to focus on creating a significant learning environment for each student where learning is student centered. In A New Culture of Learning (2011), Doug Thomas and John Seely Brown state that “learning takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries.” We are in the twenty-first century and the digital world is growing astronomically, but yet we are teaching our students using the traditional methods that we have been using for nearly 200 years now. Basically, we are teaching our students to be successful within the industrial age which by the way we are no longer in this era so students will not have the tools necessary to be successful today. I invite you to read my book on crucial conversations which I created to share what I've learned from the book Crucial Conversations: Tools for Talking When Stakes are High written by K. Patterson, J. Grenny, R. McMillan, and A. Switzler. Within my book below, I've also explained how I will implement the 7 principles: Start with Heart, Learn to Look, Make it Safe, Master My Stories, State My Path, Explore Others' Paths, and Move to Action as I initiate change in my organization as I introduce my innovation plan, flipped classrooms. I've broken down each of the 7 principles and explained what it is and how I will use this knowledge if and when these crucial conversations are had within my school. References:
Image Citations:
As I sit here and put this piece together I realize that change is bound to happen whether we are for it or against it. Most times we are against it as it affects our whirlwind, our day-to-day operations – our “norm”. Change doesn’t happen overnight, it takes work and it is NOT easy. However, after creating my innovation plan, flipped learning, I thought this was MY innovation to act upon and maybe partner teacher. Boy, was I wrong! Actually, throughout this course it has opened my eyes to the idea of sharing my plan with the entire campus. Recently, I've had a few different co-teachers in and out of my room helping out with my special education inclusion classes and each of them were in awe of the flipped classroom model. They asked lots of questions and are wanting to implement it in their classrooms and wish more teachers did this. They have been able to see the benefits of flipped learning first hand and the engaging classroom activities that we are able to do because of it. So why not, make my innovation plan go campus wide. I'm so excited to start this transformation on my campus! Throughout this class and the help of this book: The 4 Disciplines of Execution: Achieving Your Wildly Important Goals by Chris McChesney, Sean Covey, and Jim Huling I've created my wildly important goal (WIG) to share with my campus and I now feel that my change initiative is possible. |
Jill HobbsMatthew 6:34 'Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own.' Archives
February 2020
Categories
All
|