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How will I embody my philosophy in my work after the pandemic? 

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How will I embody my philosophy in my work after the pandemic? 

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Education is continually changing especially after the last couple of years we have had due to Covid. I believe it is important to make sure we are equipping students with the appropriate tools to make them successful.

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How can online learning environments be used to support student's social and emotional well-being? What roles do synchronous and asynchronous interactions play in this?

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How can online learning environments be used to support student's social and emotional well-being? What roles do synchronous and asynchronous interactions play in this?

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In any learning environment building a community is an important part of making sure students feel safe, comfortable, and successful. The numerous resources educators have access to online, can make the implementation and supporting SEL easier. However, how one supports SEL among the students might look different if it is a synchronous or asynchronous interaction.

Synchronous interactions with students can be easier to build relationships as educators can do a quick check-in throughout the interaction and witness their expressions and hear their tone as they speak. Having synchronous sessions can also allow students to be more engaged with one another and help build a sense of community as they are able to speak more freely and work collaboratively. Students having a sense of community is important as it students have shared "reduce stress and the sense of loneliness" (SPM page 162). When students have a sense of community they are able to be more comfortable and feel safe to make mistakes in the learning environment.

Asynchronous interactions with students can create obstacles for educators to able to support SEL in their learning environment. Chapter 2 explains due to not having regular interactions teachers have "to make significant adjustments in how they communicate with students and in identifying different ways to encourage students" (page 29). Teachers need to be more intentional when interacting with students to make they are not only getting their educational needs met but also their social-emotional as well to do this they might have to draw from more online tools.

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My online teaching/learning philosophy is to make learning accessible and to promote engagement. To do this I believe it is essential to implement collaborative thinking opportunities, use different online tools to present information, and allow students to explore at their own pace. The National Standards for Quality Teachers, states that educators need to "tailor the environment to meet students' specific needs" which I believe is an important aspect to make learning accessible to all. This can be achievable with the resources we have explored in this class. Over the course of this class, we have learned about numerous online tools shared in Module 3 that can be used to help support individual students and keep them engaged such as Padlet, Gimkit, Blooket, and more.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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This course has opened my eyes to the benefits of implementing different technology resources. By providing students with different types of tools allows them to see alternative modes of representation. I try to focus on a handful of online tools and then rotate between them so students are able to establish a strong understanding of the resource but do not get tired of using the same one all the time.

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One of my biggest AHA's from this course is the endless possibilities there are to support online teaching. Whether you are a face-to-face teacher or an online teacher there are different resources which can be used to aid in learning, build community, or engage students.

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Unleash the "power of doing".

ExploreLearning Gizmos are interactive online simulations and case studies for math and science that power inquiry and understanding through hands-on learning and experimentation. With more than 450 Gizmos covering STEM topics for grades 3-12, students can dig deeper into subjects and really understand challenging concepts as they form, analyze, and test ideas to find solutions, just like real mathematicians and scientists.

What's so great about Gizmos?

Excite curiosity and invite interaction in STEM.

Gizmos uses an inquiry-based instructional approach that promotes investigation and discovery. Their highly visual, interactive design fosters active learning by doing.

Build deep conceptional understanding.

Studies show that simulations are powerful tools for effective STEM instruction. Through interactive “what-if” experimentation, Gizmos allow students to learn by doing as they explore a concept or phenomena and then apply it to new situations and problems.

Support teachers with resources they can use to create impact.

All Gizmos come with extensive teaching resources that help make classroom implementation easy. They are classroom-ready, standards aligned, and easiily adapted for the needs of every learner in whole class, small group, 1:1, or individual instruction.

Gizmos gets more "ah-ha!" moments.

Inquiry-based Exploration

Gizmos uses a proven “structured inquiry” approach. In a typical activity, students perform specific actions and record the results. They then make predictions about new situations and verify their hypotheses using the Gizmo.

Featured Gizmo

Senses

Explore how our senses help us experience the world around us. Use each of the five senses to see the different ways they detect stimuli and convert them into nerve impulses in the brain.

View Gizmo

Everybody's Talking About Gizmos

“You could hear a pin drop from start to finish. The students were extremely engaged and excited to have part in helping diagnose or treat individuals in the different Gizmos STEM Cases.”

- Gizmos STEM Instructional Specialist, Monroe 2-Orleans BOCES, NY

You might also like these stories...

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Gizmos are virtual math and science simulations that bring powerful new interactive STEM learning experiences to grade 3-12 classrooms.

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DeltaMath  -  allows teachers to assign content to middle school and high school students

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Problems are randomized, allowing students multiple opportunities to get the practice and feedback they need on the road to mastery.

Go beyond right and wrong. As soon as a student submits an answer, they get a detailed age-appropriate explanation.

DeltaMath allows teachers to mix and match problem-sets, control rigor, vary due dates, and, with PLUS or INTEGRAL, create tests and problems of their own.

Use DeltaMath's modules to create high-leverage assignments and track student learning. With DeltaMath PLUS or INTEGRAL, students also get access to help videos. Create and assign tests, assign specific problem-types, even create your own problem.

Learn More

Problems solved with DeltaMath

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Flip is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Secure Collaboration Tool for Hybrid teams | Conceptboard

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Secure online collaboration tool and GDPR compliant online whiteboard with over 14M+ users around the world. Experience the power of visual collaboration!

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Blooket - Game-based learning platform. 

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After learning about the numerous different ways Blooket can be implemented into a classroom I have started using it. I like to use it as a learning opportunity for students to practice skills we have already learned. If we finish class early my student enjoy doing a Blooket to practice things such as their fact fluency or I will assign it as homework which it is then self-based but is presented in form of a game.

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How has this class informed the work you're currently doing? What activities/concepts will make their way into your classroom?

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How has this class informed the work you're currently doing? What activities/concepts will make their way into your classroom?

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Some of the activities that will continue to make their way into my classroom are the concept of Blended Learning. As I stated in Module 6, I use Rotation Station Module in my class which employs a variety of different methods of learning such as small group, technology, collaboration work, or independent work.  I would like to continue doing so I am able to implement it more in my class which I believe would be beneficial to my students. In Chapter 2 it explains that by doing this type of module “allows students to discuss class topics or to collaborate” (Graham et al, 33) in a way in which they feel comfortable and can seek help without the fear of judgment when in a whole group setting. Working with rotation allows students to be in more control of how they are learning.

One thing that I would like to try is the Flipped model by having my student preview a topic prior to meeting with me in a small group so they have a foundation of what we will be doing prior to meeting with me.

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How has this class informed the work you're currently doing? What readings have opened your eyes? 

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How has this class informed the work you're currently doing? What readings have opened your eyes? 

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This class has given me a better understanding of what I could alter in my classroom to ensure all students can be successful. In Module 4 we looked into Online Accessibility and I was able to reflect on materials I have been using in my classroom. After reflecting, I realized some of it would not support the needs of students. Moving forward I have made it a habit to become more aware of color, font, and how I create equations.  I have started to use MathType when creating my worksheets which have been helpful as it has a Google Workspace add-on. Before, I would use the equation builder on Microsoft, but according to the Online Accessibility Handbook (page 5A), this is not accessible when using a text-to-speech tool.