Topic #5: Share Your Work

For this forum, you will need to share either 1) the instructional unit that you made, or 2) the instructional lesson that you made.  You will do so by creating a post with the link to the item, as well as any login information that is required.  If no login info is required, just state so in your post.

Note: This is the submission step for Assignment #2 in the course; if you do not provide the necessary login information to access the content here, then you will not be able to complete that assignment.

After doing so, identify:

1. What is your target audience for the instructional item that you created?  (Age/grade/subject/etc)
2. What are the objectives for the instructional item (what did you want students to learn)?
3. What is one question that you would like fellow teachers to answer?


THEN:

You will view one other participants' submission and respond to #3 above, giving your advice. on that.  Do so by clicking the appropriate reply link for that person's post.

LMS-   Google Classroom '
Login - k8yt70

1. What is your target audience for the instructional item that you created?  (Age/grade/subject/etc)
               Grade 4 Math
2. What are the objectives for the instructional item (what did you want students to learn)?
 4.NF.3a - Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a.Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.3b -  Understand a fraction a/b with a > 1 as a sum of fractions 1/b.b.Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.


3. What is one question that you would like fellow teachers to answer?
 What are some ways you might have students share and discuss their work online?  

A sample lesson for those just starting the course (please use another participant's submission over this one if you can)

https://softchalkcloud.com/lesson/serve/9kMNoO2KYTAUSB/html


1. What is your target audience for the instructional item that you created?  (Age/grade/subject/etc)

This is designed for adult learners taking a professional development course called "Presentation Zen".  It is on how to give better presentations, including ones that use Power Points.  It is old... it was originally created in 2009 and the most recent revision was in 2014.

2. What are the objectives for the instructional item (what did you want students to learn)?

The main objective for the lesson is for learners to understand the concept of Presentation Zen in basic terms, but more importantly to understand that the process of learning is one of discovery more so than simply "figuring it out".

I have objectives for my own purposes in teaching the class.  I wanted the lesson to establish a certain instructional tone and to interject some humor into the course, since it is entirely online.  Plus, by using personal experiences and anecdotes, it helps to reinforce the message.

3. What is one question that you would like fellow teachers to answer?

The lesson is not very interactive.  What would be something that you would add to make it more interactive, that helps a person learn more about the content without becoming busy-work?

1. High School Mathematics - Advanced Algebra
2. The students will be able to graph quadratic functions through transformations, reflections, and translations by using the graph of the parent function, y = x^2.
3. What suggestions do you have to promote student discussion through the online forum?  What suggestions do you have to use a rubric with this unit?

Hi Evan,
I think the material on presentation zen can be difficult to make more interactive, but here are a couple of thoughts.
1)  I think you could share a couple of different presentations that you have made through the years that show your progression in the presentation zen that your are trying to communicate.  Then, the audience could make observations about what they thought was better about the newer and most 'zen' presentations that you have used.

2)  I think you could find presentations or videos online that you think are or are not models of what you are trying to communication with the presentation zen topic.  Then, the audience could reply through a forum or online assignment about what made them good or effective presentations.


Hope this helps,
Matt Hanawalt

Blended online learning class:

LMS: schoology.com
 join code is 3NTG8-7JMNT

Class lesson is an introduction to Financial Literacy

This is a start to the class I would like to continue to use in a Personal Financial Literacy course.

Orbiting Jupiter Hyperdoc

https://docs.google.com/presentation/d/1Td9_WkDqBuGSb3uWyxeCrUR9xypTykJXJpHt1XK-0yw/edit?usp=sharing

1. The target audience for this hyperdoc is middle school students, 6th-8th grade.   Although this can be used in language arts, we used it during our Advisement time as a way to discuss social issues and teach digital citizenship.  

2.  Students learned how to contribute to online discussion boards and communicate with other readers through a shared reading experience.  While working on literacy skills they also developed technology skills.  

3. How could you use a hyperdoc in other disciplines?  Could you modify this doc to meet the needs of your students?

One idea I've used in the past is to have students use screencastify to share their work and thinking with me. It was helpful when I couldn't get to every student to confer on their work.  It was  also a great thing to link up to Seesaw as part of their digital portfolio.  

Google Classroom Join Code: vwbo91y

I have posted important reference documents in the "About" section.  The assignment list starts in reverse order so you'll need to scroll to the bottom to begin the series of lessons.  This is a blended learning experience that will supplement what we do in the classroom, or keep those on track that are out of town.  

Target Age: 6th grade science
Objective: Students will be able to identify both the structure and function of cells. They will also be able to compare how cells and viruses are similar or different .   This relates to our life science strand.  
Question: What other online lesson resources do you find most helpful besides the textbook online or Kahn Academy?  

https://canvas.instructure.com/courses/1087117

1. This is a college level lesson

2.  My objective is that the students will understand what an intellectual is, and strategies and resources that can help them in the classroom.  They will create a pamphlet explaining what an intellectual disability is, and what the characteristics might be.

3.  I would like to know if this was easy to follow.  Did you understand which order you should complete the items in the module?

I don't have any experience with teaching math, however I find it helpful to use online videos, or voice tutorials that explain what is happening while the students are seeing it.  I am personally more a visual learner, and find that I am more engaged with video rather than just written directions.  I too would like to know more about online resources that are suitable for all students.

One of our district's instructional coaches added you (Evan Abbey) to the Canvas site that I set up my unit with.  You should receive a link that will let you into the class to look around.

https://centralcsd.instructure.com/courses/82

However, our Canvas page is not public.  Therefor, I do not feel comfortable listing log-in information in this forum.  Even though it appears to be a requirement for this course, I do not have the authorization to open access to our system to people outside of it.  I gained permission to do this for Mr. Abbey, but nobody else.  Apologies.

1. What is your target audience for the instructional item that you created?
This Unit is supposed to be for advanced middle or high school students that have the aptitude and self-control to drive their own learning autonomously.  Students should necessarily have an interest in robotics, programming, or engineering.

2. What are the objectives for the instructional item (what did you want students to learn)?
I want the students to understand the various aspects of the design process, and how each contributes to the production of practical solutions for an identified problem.

3. What is one question that you would like fellow teachers to answer?
How much time would you devote to the Project given in the first unit?

How could you use a hyperdoc in other disciplines?  
I use such docs as a collaborative tool that allows students to work together or contribute to a group project without necessarily having to be in the same place at the same time.  It also makes it easier to share and re-share student work with their classmates and myself.  This use is not affected by content, and is therefor adaptable to a variety of needs.


Could you modify this doc to meet the needs of your students?
Absolutely.  There are numerous writing/thinking prompts that would be useful in lots of different ways.  Change the topic of the lesson, and you'd still be able to use most of the slides.  You'd just have to edit accordingly to connect the individual slides to the broader purpose of the lesson.

Google classroom
Class code:  zia02vx

1. Target audience:  5th grade
2. Objectives:  After completing other units about the American Revolution, students will be discovering what happened at Yorktown, VA and why it was important in our fight for freedom.  *It's important to note, that at this point in their learning, students will have already chosen a colonial job and whether they are a patriot or loyalist.  They will already understand these concepts at this point in time and have a diary they've been writing in.  
**Note about the rubric:  Our district uses standards based grading with multiple opportunities to relearn and reassess.  The diary entry assignment and rubric was created to keep in mind this option.  I will give them feedback and they may go back and add to their diaries to show stronger understanding.
3. Was the sequence of assignments easy to follow?  I have not used Google classroom for this type of unit before.  I usually mix more face-to-face lessons in, so I'm curious if this worked well to move more online?

I really like your hyperdoc.  We have reading response journal google slides, but what we are missing are the lesson aspects being right in the document!  I'm going to add those!  I also think I may try doing something similar in my social studies class.  I usually have them keep a journal (for example an "explorer journal" during our exploration unit.  It is a google doc they add to during the unit simulations, but I could condense my website information links/lessons with the journals if I tried something similar.  Thank you for the ideas!

Introduction to Javascript

Enrollment key:js1

http://www.aeak12online.org/course/view.php?id=3831

The target audience is middle school students 6th through 8th grade who have had HTML and CSS coding practice. Furthermore, the goal is introduce the topic to students with a wide range of abilities. There are many Javascript tutorials and lesson out there but usually require a certain amount of prior computer knowledge and reading ability.

The object of the lesson is to introduce Javascript with the focus on 1.Where it goes 2. Basic syntax with data types and joining them together 3. And basic understanding of how the code(input) is executed as output.

The question I have is regarding the assignment in terms of assessment. Should I add a simple (very simple) project for additional assessment?

This is a really unique approach of on-line class within Google Classroom. I can see how this would be an efficient way to monitor learning while simultaneously looking right at the lesson plans. This setup would provide great opportunity to modify or tweak individually in response to each student's input for the purpose of differentiation. For example add a slide in between for clarification or asking questions to help  bridge understanding.

Turns out, I can use a hyperdoc for my teaching subject! It's given me a idea which would help in teaching students learn programming by identifying, labeling, and explaining what the code is doing. I can place images of code in a the slides and use the *pencil* idea to ask students label via highlighting and to write in a field what a line or lines of code do or in short decode it in into English.

AI chose to create a lesson in SoftChalk based on Color, an element of art.  The lesson is about the color wheel and how it is used to create works of art in oil pastels.  The lesson is geared towards 5th grade students. It is a blended lesson that would be used after in class instruction and practice using oil pastels as a medium.  
I am a high school art teacher at Sumner-Fredericksburg and I chose to create a lesson for upper elementary/lower middle school for two reasons.  First, I would like to create 6 more SoftChalk lessons so that I would have 1 lesson for each of the 7 elements of art.  I would then like to share these with the other art teacher in the district to develop a more cohesive K-12 art curriculum in our district.  Secondly, I would like to start this database of lessons so if I ever have to teach elementary of middle school art I would have some resources.
I thought SoftChalk was very easy to use to develop lessons that covered the main objectives we focused on in the class. I like the visuals and the different types of activities you can add to enhance the lesson.
I did encounter a hang-up at the end with trying to save my lesson to the SoftChalkCloud but after some digging it finally went through.
One question that I think is important to keep in mind when creating an online digital lesson is "Is the lesson informative and interesting for the student?"   I think that this is important for the creator of the lesson to keep in mind when developing his/her lessons.  I also think that it is important to keep the lesson "to the point" when presenting the information to the student.
I believe the lesson can be seen in my SoftCloud account.

Question #3 How could I use this in other disciplines?  
As an art teacher I think many students develop an idea of what a character looks like in their head. I think it might be possible to have the students do detailed drawing about a character to share with the rest of the class.  

SoftChalk Lesson - Color Unit
https://www.softchalkcloud.com/lesson/BPcOm7hqSXrb9o