OLTD 502 - Digital Learning Continuum
An exploration of the continuum of learning that can take place in online environments from supplementing face-to-face class teaching to mounting hybrid/blended or fully online courses. Topics include comparing pedagogical approaches, creating and selecting resources, building levels of interactivity for learning, Universal Design for Learning (UDL), and facilitating change.
Lesson Critique
Kolb's Learning Style Model
Evidence: Lesson Critique
OLTD Outcome Addressed: Develop and design intentional learning activities suitable for the appropriate environment and the learner.
In this activity, I took one of my student teachers lessons and
critiqued it using David Kolb’s learning style model. After reviewing the lesson and comparing it with Kolb’s learning styles model, I feel that the original learning activity only focused on students learning about the “What”. Thus, the activity will only have the students “watching and thinking.” The redesigned learning activity would focus on more stages of experiential learning. Thus, the redesigned learning activity will have the students “watching, thinking, feeling and doing.” This allowed me to tune into my own teaching practice and so that I can find ways to enhance the learning capabilities of all my students.
Although I have been teaching for 15 years, it has been a long time since I have written lessons plans. Going through this process has allowed me to rethink the tasks that I have my students participate in and why they are participating in the tasks. I learned that it is important for me to design activities for my
students so that they can think deeply about the topic. In addition, it is important to provide students with opportunities to discover and learn things for themselves.
When students are given an opportunity to represent their learning in a variety of ways, the learning activity will become more meaningful to the students. Furthermore, by providing my students with alternate ways of
representing their learning, I will be increasing the number of students who succeed in reaching the objectives. This is an important component of Universal Design for Learning (UDL) principles. In addition, I need to share my knowledge and experience with future student teachers so they can find ways to enhance the learning capabilities of the students they teach.
OLTD Outcome Addressed: Develop and design intentional learning activities suitable for the appropriate environment and the learner.
In this activity, I took one of my student teachers lessons and
critiqued it using David Kolb’s learning style model. After reviewing the lesson and comparing it with Kolb’s learning styles model, I feel that the original learning activity only focused on students learning about the “What”. Thus, the activity will only have the students “watching and thinking.” The redesigned learning activity would focus on more stages of experiential learning. Thus, the redesigned learning activity will have the students “watching, thinking, feeling and doing.” This allowed me to tune into my own teaching practice and so that I can find ways to enhance the learning capabilities of all my students.
Although I have been teaching for 15 years, it has been a long time since I have written lessons plans. Going through this process has allowed me to rethink the tasks that I have my students participate in and why they are participating in the tasks. I learned that it is important for me to design activities for my
students so that they can think deeply about the topic. In addition, it is important to provide students with opportunities to discover and learn things for themselves.
When students are given an opportunity to represent their learning in a variety of ways, the learning activity will become more meaningful to the students. Furthermore, by providing my students with alternate ways of
representing their learning, I will be increasing the number of students who succeed in reaching the objectives. This is an important component of Universal Design for Learning (UDL) principles. In addition, I need to share my knowledge and experience with future student teachers so they can find ways to enhance the learning capabilities of the students they teach.
Instructional Practices -
Questions for Reflection
Evidence: Instructional Practices - Questions for Reflection
OLTD Outcome Addressed: Develop skills to optimize learning
experiences through personalization.
In this piece, I was able to reflect on own teaching practice and determine what I do to create a teaching presence, social presence and cognitive presence in my class.
This piece of evidence was completing the “Ministry of Education Quality Review: Internal Review Guide.” The Internal Review Guide is a series of 11 questions that are designed for a teacher to use to reflect on their teaching. This activity enable me to get a better understanding of what I do as a teacher and help me make a connection as to why I do the things that I do in my classroom. Although, as teachers, we often reflect on our teaching, but we don’t always spend the time to think deeply about why we do it. This activity, although I didn’t see it at first, was a very effective tool that has and will continue to help me optimize the learning experiences for the students that I teach.
Completing the “Instructional Practices – Questions for reflection” was a challenge because I have never thought deeply about why I do the things I do within my classroom. Because I was able to think about my teaching practice, I was able to personalize the learning for me and use it to further enhance my
teaching and enhance the learning experiences for my students. After completing the “Questions for reflection”, I had a few colleagues at my school complete the same set of questions. They too found it challenging to come up with responses but, it did create a lot of deep thinking and discussion in the staffroom.
At first, I thought I would be able to write something short and sweet about my teaching. Instead, it forced me to dig deeper and think about why I do what I do. After going through the process of reflecting on my teaching, I think it was a very effective way for me to enhance the way I teach and provide more
meaningful learning experiences for the students that I teach. I am going to keep this document that I have created and keep it as a work in progress. I can add to it every year as I see fit in an effort to further enhance the learning experiences of my students. In addition, I can also share this reflective practice with colleagues and future student teachers.
OLTD Outcome Addressed: Develop skills to optimize learning
experiences through personalization.
In this piece, I was able to reflect on own teaching practice and determine what I do to create a teaching presence, social presence and cognitive presence in my class.
This piece of evidence was completing the “Ministry of Education Quality Review: Internal Review Guide.” The Internal Review Guide is a series of 11 questions that are designed for a teacher to use to reflect on their teaching. This activity enable me to get a better understanding of what I do as a teacher and help me make a connection as to why I do the things that I do in my classroom. Although, as teachers, we often reflect on our teaching, but we don’t always spend the time to think deeply about why we do it. This activity, although I didn’t see it at first, was a very effective tool that has and will continue to help me optimize the learning experiences for the students that I teach.
Completing the “Instructional Practices – Questions for reflection” was a challenge because I have never thought deeply about why I do the things I do within my classroom. Because I was able to think about my teaching practice, I was able to personalize the learning for me and use it to further enhance my
teaching and enhance the learning experiences for my students. After completing the “Questions for reflection”, I had a few colleagues at my school complete the same set of questions. They too found it challenging to come up with responses but, it did create a lot of deep thinking and discussion in the staffroom.
At first, I thought I would be able to write something short and sweet about my teaching. Instead, it forced me to dig deeper and think about why I do what I do. After going through the process of reflecting on my teaching, I think it was a very effective way for me to enhance the way I teach and provide more
meaningful learning experiences for the students that I teach. I am going to keep this document that I have created and keep it as a work in progress. I can add to it every year as I see fit in an effort to further enhance the learning experiences of my students. In addition, I can also share this reflective practice with colleagues and future student teachers.