I have created a six-week unit in the 7th grade math curriculum. The geometry unit asks students to not only know how to use formulas of two and three-dimensional figures, it asks students to apply that knowledge to a real-life situation. It is not enough to teach a learner a skill, they must be able to find information, analyze, organize, and apply that information to their own personal and professional lives (Bates, 2015). The geometry unit helps students begin to see how geometry is around us every day.
Instructional Design Theories
I find value in most learning designs and find it difficult to choose one type over another. When looking at teaching middle school students, not only do their academic skills vary drastically from one student to another, their maturity levels also vary greatly. Middle school students simply are not developmentally ready for some types of learning. Using a small scale of the ADDIE model, I analyzed the general type of learners at this age, designed a plan, and developed a unit. The geometry unit was designed to help middle school students transfer from basic geometry knowledge to application of geometry skills. Using the constructivist idea of on-line collaborative learning allows the unit designer the opportunity to give students choice and ownership in their learning and communicate with others about their ideas. The unit allows time for students to discuss ideas through designated meetings. It also, gives students a choice of the type of pool to design and encourages them to think of other ways geometry is used. After the unit is complete, students have an opportunity to communicate struggles and success within the lesson design.
UbD Plan Implementation
The idea of this unit has been on my mind from the beginning of my graduate studies. Designing a course is time consuming if it is done correctly. I began the process of designing an online math unit using Fink’s Learning Outcomes 3-Column Table and the Understanding by Design (UbD) template developed by Wiggins and McTighe. The 3-Column Table is a broad look at the Geometry Unit and helped me organize my ideas. The Understanding by Design template is much more detailed. It allowed me to focus on smaller parts of the unit, looking at specific skills needed for performance tasks. As I worked with this model, I found myself focusing on authentic learning activities that would allow students to connect learning objectives with real-life experiences.
Importance of Online Learning
Online learning eliminates barriers to education. Learning can occur anytime, anyplace and anywhere. Information about any topic is at the tips of their fingers. The Office of Educational Technology suggests that the internet provides limitless possibilities to create lessons that will connect to the interest of students. (Horizon, 2016). Teachers can collaborate with other teachers and individualize learning for each student. Students can communicate with students around the world or experts in fields of interest. There is no question that technology is growing at an expeditious rate. We can either be proactive, embracing change or be reactive, fighting what will inevitably come. Beginning the process of collective learning is a step in the direction of the new culture of learning.
Enduring Understanding
Creating a significant learning environment does not just happen. It takes thought and planning. Classroom lesson plans are carefully developed to meet the needs of students in the classroom. Online courses require the same attention, but also need to consider delivery methods and technology needs. The challenge of building relationships and student collaboration will need to be addressed. By creating a safe learning environment, building relationships, and focusing on a significant learning goal, we can build learners and not just students. Our job is to help students learn how to learn by understanding their intellectual development (Ambroise & Meyer, 2010).
Resource
Ambroise, S. A., & Meyer, R. E. (2010). How learning works Seven research-based principles for smart teaching. San Francisco, Ca.: John Wiley
Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Horizon (2016). 2016 K-12 Edition. The NMC/oSN Horizon Report, 10. Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horixon-report-k12-EN.pdf
Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Horizon (2016). 2016 K-12 Edition. The NMC/oSN Horizon Report, 10. Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horixon-report-k12-EN.pdf