Reflections

**Reflecting on the Face-to-Face Environment**

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A key point in learning, whether it is in a f2f or online classroom, is ensuring that the learning is available to all. This means designing lessons which are not necessarily based on the materials, curriculum or the great technology that is available. Instead the lessons must be designed with the needs of the students as focus. This is what Ally (2004) calls “Doing it right”; the learning materials designed with the learners and learning as the focus.

“Doing it right” brings about a combination of theories, learning principles and instructional strategies. There is not one single way to teach or one single way to learn but for I have found that incorporating the “16 habits of mind” is a great way to “do it right.” The strategies of persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all sense, listening with understanding and empathy, creating, imagining and innovation, thinking flexibly, responding with wonderment and awe, thinking about thinking, taking responsible risks, striving for accuracy, finding humor, questioning and posing problems, thinking interdependently, applying past knowledge to new situations and remaining open to continuous learning are all strategies with the learner in mind; the learner in the classroom and the life-long learner (Costa & Kallick, 2009).

“Doing it right” in my eye means having students who are actively involved with lessons, other individuals, instruction, materials and other online learning experiences. As a result of this learner and learning focus, student envelop the 16 habits of mind and ultimately develop the “attributes of successful, intelligent, creative, effective decision makers and problem solvers” (Costa & Kallick, 2009).

"Doing it right" can be done. It can be done in the f2f and the virtual classroom. One factor that must be considered when tranistioning from the f2f classroom to the vritual classroom is interactivity. Students who view and utilize interactive websites make larger learning gains, are more satisfied and spend more time on task than those who students who view static sites (Brady, 2004). This includes simulations that mimic real-life activities, links to training databases or test sites when a student cannot interact with the “real system,” instructional games and simulation games (Gendelman, 2008). Providing students with such interactive resources can positively influence the learning outcomes, satisfaction and time-on-task for the virtual classroom. Just like the f2f classroom, the virtual class room must be full of activity and energy; not one which is static and stale.

"Doing it Right in the f2f Classroom" "Doing it right" can be seen seen through out my f2f classroom, lessons, activities and Team Jordan Mathematics webpage.
 * From the very start of the year, students are asked to brainstorm ways in which they can incorporate reposibility into the classroom by individually describing [|13 Ways I Can Show My Sense of Repsonbility]. From here we categorize their ideas into the categories to develop a [|Habits of Mind Rubric]. Through out the year, students are asked to **think about thinking** by utilizing this rubric to assess their progress and development.


 * Within my f2f classroom is important that the students **create**, **imagine** and **find humor**. One way in which they do this is by using online tools such as Make Beliefs Comics, ToonDo, Chogger , StripGenerator or BitStrips to create a [|Triangle Inequality Comic Strip]. Sample comic strip**.**


 * To allow students to experience online interactivity and gather data through all senses, they are often offered work with utilizing online tools/resources. This can be readily seen in Integers with Mrs Hall Wiki.


 * Literacy has become a common strang through all core subjects. To support students in being literate as well as increasing their abilities to think and communicate with clarity and precision students utilize Quizlet and StudyStack. Both resources allowing for student interactivity.


 * Within my studies to become and online instructor, I developed a unit connecting environmental packaging concerns with surface area and volume. This artifact not only incorporates interactivity but shows how easy much of the f2f classroom can be transfromed to an online learning environment.


 * **Title: Environmental Packaging** ||

This unit is based on the mathematics behind surface area and volume as well as the environmental impact of packaging. Students will study various package shapes and designs focusing on those units, which use the same amount of material, varying dimensions and the overall impact on these factors have on package volume. Students will then study the configurations of rectangular prisms with the same volume and determine the configurations that minimize surface area. The unit will culminate with students applying what they have learned about environmental impact and configuration of packaging by making recommendations to various companies based on their findings. **The following learning objectives are addressed either with the in-class environment or through the online class.** || **Class time is used to present and discuss these selected class topics and perform these class activities. The following outline provides the general topics addressed.** || All numbered f2f assignments correspond with the same number online activity. F2F assignments will precede the online activity. 1. Hold a class discussion on characteristics of a prism followed by the creation of an unorganized cluster web displaying the characteristics. Students will be introduced to the grading rubric for the class wiki postings. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">2. Investigate and create nets for rectangular prisms using [|Building Blocks] and [|Cubed Nets Tool]. Students will be introduced to the discussion pages of the class wiki. A discussion will be held regarding the expectations of wiki discussion and the grading policy for wiki discussions. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">3. Investigate the practice of minimizing surface area for rectangular prisms using [|Fishing for the Best Prism]. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">4. Investigate "better" package designs (cylinder or rectangular prism) using [|Cubed Cans]. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">5. Students will be introduced to [|Our Environment] (the class blog). A discussion will be held regarding how they will be graded and a review of the expectations. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">6. Discuss the components of the Final Project (refer to class wiki as well) including Project Tools. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">7. Create a class rubric for the Final Project (which will be displayed on the wiki). <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Online time is used to present and discuss these selected topics and perform these activities. The following outline provides the general topics addressed.** || <span style="font-family: arial,helvetica,sans-serif; font-size: large;">All of the following components can be found at HallPackaging, the class wiki. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">1. **Class Prisms** - Post first name, prism image, image link and a explanation on how to calculate the surface area of this prism. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">2. **Creating Nets** - Find an online image which is an example of a three-dimensional prism that is NOT a rectangular prism. Post a copy of this image on the Class Prism page. In addition, post the image link and explain how to calculate the surface are of the prism. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">3. **Minimizing Surface Area** - Within the discussion page post the following information for a rectangular prism: <span style="font-family: arial,helvetica,sans-serif; font-size: large;">4. **Cylinders vs Rectangular Prisms** - Within the discussion page post the following information: <span style="font-family: arial,helvetica,sans-serif; font-size: large;">5. [|Our Environment] **Blog** - Making connections between mathematics, human actions and our environment by making comments within the classroom blog. Students will begin this task by reviewing our blogging policy, having it signed by both a parent and themselves and returning it to the classroom. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">6. **Final Project** - Within the discussion post components which will be vital to the Final Project. These components will be used in class to create a rubric. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">7. **Final Project Display** - Post Final Projects within the class wiki for all to see. <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Describe the overall assessment of the module.** || <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**To assess students in their learning they will be asked to:**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Introduction:** ||
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Learning Objectives for Module:**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Create nets for different 3-dimensional figures
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Create different nets which form the same rectangular prism
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Create nets and rectangular prisms that have that the same volume but different surface areas
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Calculate the volume of cylinder and prisms using formulas
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Create dimensions for a prism based on a fixed volume
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Solve problems using the volume formulas
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Compare the surface area and volume of similar shaped objects
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Compare the surface area and volume of different shaped objects
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Identify which dimensions have the largest impact on volume
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Discover the type of rectangular prism that can be built to minimize costs
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Apply real-life considerations to minimizing cost
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Face to Face Activities:**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Online Activities:**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">length, width and height measured in centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">volume measured in cubic centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">surface area measured in square centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Explain how to create new dimensions for a rectangular prism so the surface area is minimized
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">volume measured in cubic centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">surface area measured in square centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">volume measured in cubic centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">surface area measured in square centimeters
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">how to create a rectangular prism that has the same volume and minimizes the surface area
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">**Assessment:**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Find a food container at home which is not environmentally sound.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Calculate the surface area and volume using centimeters as the base unit of measure.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Calculate the dimensions of a new container which would minimize the surface area.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Draw, sketch, create or model this new container design.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">List other ideas which would make this container environmentally friendly.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Choose a mode for presentation. They may use any of the tools listed at Project Tools or another aspect of technology which has been approved by the teacher.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Create a persuasive presentation for the container company that would convince them to change their food container design to the new student design.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Display the final presentation on the class Wiki.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: large;">Students will be graded according to the student created Final Project Rubric (done as a whole class assignment).

"Doing it Right in the f2f Classroom" <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Transitioning to the online classroom with such learning strategies as those listed above, would be one I would expect to be easy. The teaching theorie and learning strategies are there. The interactivit is there. The greatest transition would be that of moving all discussion to the online environment and ensuring that all students achieved the honest, specific, and timely feedback they deserve.

<span style="font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Ally, Mohamed. "Chapter 1." //CDE News//. 2004. Web. 15 Oct. 2010. <http://cde.athabascau.ca/online_book/ch1.html>. <span style="font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Brady, Laurie. "The Role of Interactivity in Web-Based Educational Material." //Software Usability Research Laboratory//. Web. 29 Oct. 2010. <http://www.surl.org/>. <span style="font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Costa, A. and Kallick, B. (2009) Learning and Leading with Habits of Mind: Sixteen Essential Characteristics for Success. Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: arial,helvetica,sans-serif; font-size: large; text-align: left;">Gendelman, Joel. "Energizing Virtual Instruction - 2008 - ASTD." //ASTD - ASTD//. Web. 29 Oct. 2010. <http://www.astd.org/LC/2008/1108_gendelman.htm>.