Course Profile: Let's Mix in the Math
A topic to create a module on? Go no further, we are embarking on a mathematical unit adding two-digit by two-digit numbers, utilizing Google Classroom. My unique group of students helped me to immediately come to my decision as they have diverse needs, with mild intellectual disabilities. Within my group of students, only being 10 students, they need specialized learning experiences that are tailored to their needs and need to build upon basic mathematical skills. For this blending learning course, I chose to focus on N2.2 within the Saskatchewan Curriculum, as the outcome focuses on 2-digit by 2-digit addition; focusing on place value and adding from right to left. This is an essential unit for my students, as they struggle immensely with numbers up to 100 and this would allow my students to dive in deep through different learning activities to understand these skills to a greater degree.
Bates stated the need for knowing your learners to meet their needs, in order to have successful learning experiences. Knowing that I know blended learning is suitable to their needs and allows them the opportunity to have an equitable learning experience. Each of my students has their own SETT device (Chromebook), from the division, where they get their own computer to have for their entire time in school. However, the main limitation to the students' own Chromebooks is they can only stay at school and students do not always have access to technology at home. So although some learners miss more school days than others, it is important to modify and adapt lessons to each student's needs as they are mainly learning within their school days.
There are various opportunities and limitations to the learners, facilitators, domain and discipline, learning technologies, and access/cost, within the blended classroom. Although it is very flexible for the students to work and creates independent learners with access to one-on-one support, open discussions within small groups and partners, and access to technology daily, there will inevitably always be limitations to this. Limitations include some students not being as familiar with some platforms, especially Google Read & Write, as this is a main component in completing work due to my student’s abilities and fine motor skills. It will be important at the beginning of the year to focus on these specific platforms to ensure all students have the opportunity for a fair education with support. Further, other limitations include attendance issues but students not having access to technology at home and therefore, they will need assignments assigned to them one day at a time, so they do not feel too overwhelmed when they return to school and have multiple missed assignments displaying on Google Classroom. Finally, the teacher only sees this group of 10 students for half the day and therefore, working on these skills and learning experiences is limited. Students need to have a structured morning and therefore, through a blended classroom, this is made possible.
Focusing on N2.2 - Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100, students will have opportunities to create, model, and use strategies to solve addition problems.
Students will have opportunities for on and offline learning activities. Students will participate in daily rotations where there will be a timer for each rotation for the day. The rotation will be displayed on the board and before beginning rotations, students will have opportunities to understand how rotations work and what their job is within each of them. This is important to create flow from rotation to rotation and develop independence and responsibility skills. From there, students will have rotations where they will have small group activities, meet with the teacher, independent learning tasks, and lastly, technology. Through these, students are able to have open discussions, learn from each other, and have support throughout the entire learning process. Students will have instant feedback and check-ins with the teacher, daily. Within the classroom, this is lots of repetition and practice through different platforms, activities, interactions, and independent activities. Students will have frequent formative assessments for the teacher to see where they are at and summative assessments to see how the students did with the overall learning tasks.
Examples of formative assessments will include online activities completion (teacher is able to check progress of students activity on Prodigy & Mathletics), Quizizz, small group discussions, observing, check-ins, Google Forms, Lumi, and Blooket. Summative assessments will be flashcards (keeping a running record), small one-on-one assessments with student/teacher (verbal and visual responses), and Google Forms, when applicable.
Educational platforms that will be used, will be the following:
Focusing on outcome N2.2, objective d) Generalize and apply strategies for adding 1 and 2-digit numbers (with answers to 100). Students will have opportunities to complete learning activities on and offline. Offline, students will have various board/card games and modeling activities with manipulative and interactive whiteboard sessions with their teacher. Online, students will watch Lumi videos (created with YouTube) to watch videos and check in with their learning along the way. Further, they will play Mathletics and Prodigy, which are designed to have learning experiences based on where the student is at. Further, students will participate in various Blookets, Quizizz, and Google Forms. Through each of these activities, the teacher can provide feedback, check-ins, and see where the students are at.
There is still lots to do but I am excited for the challenge! I am prepared to create a flexible learning experience for my students, as Irvine discusses, which means providing choice and encouraging my students to see themselves within the learning process. Now, let's get learning!!
For further information please refer to my ADDIE Template!