In the fourth week of class, I finished my course. Google Classroom worked very well and helped to keep the structure simple for high school learners. Since each of my learners will have a Chromebook, Google Classroom was the logical choice - all learners will have access. Students should not need special training on how to use Google Classroom because all of their classes have been delivered in Google Classroom on their Chromebooks in the past. The learners in this class would have taken an Algebra 2 class previously and used Google Classroom.

 

I was able to keep the lesson structure for each week the same and used hyperdocs to organize the information in a way the students could understand. This also helped to chuck information into small bites that build on each other. The lessons are consistently delivered in EdPuzzle and interactive games and readings are provided when available. The games and videos bring to life the concepts because students can see the triangles and how the math works with them.

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The students will have the opportunity to self-assess using EdPuzzle Videos, then application assessments each week with an edia.app quiz. The quizzes are structured so that students have to get the questions right before they submit the quiz. The summative assessment will be the end-of-course project that brings together everything the students have learned. The project asks the students to build a house on a lot in a new neighborhood.

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Identify and describe two existing courses in your school that you could redesign into online courses. 

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Geometry – I would lay this out in a manner similar to what I’ve done with my course. Geometry is a very visual math so it makes sense to teach it in an environment that allows students interactivity.

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History – History comes to life on the internet. History is a collection of facts and stories about the past. There’s no way to fit everything into one book, but using an online class students can explore and discuss perspectives about historical topics.