Post 2

Question 1

I found the ELA case study interesting. I think the teacher utilizes many useful strategies. The use of the comment feature is invaluable when a teacher is grading papers on the computer. The use of quick writes are also a great tool to gauge a student’s understanding. A negative I see in teaching writing on line that a lot is lost when you can’t sit down with the student and talk to them about writing. I have edited and held “conversations” with students on the computer, but it is generally more effective when I am sitting with them in the classroom.

Question 2:

The face to face contact that lacks in an online environment is a major issue for virtual learning environments. Connecting with the students (addressed in the social studies review) and the feedback (addressed in the ELA study) are two areas that are critical for student success. I think that that the social studies teacher does a good job of making up for the lack of connections being made by uploading pictures of his family and using other images. This lets the students know about his personality and also keeps things fresh for students. The teacher in the ELA study really was thoughtful in how she was providing feedback to her students and their use of writing. It was clear she took the students’ needs into consideration when she was planning. 

Post 1

Scenario 1:

There are several problems that could occur for students with the new state requirements regarding online class requirements. One of the major problems could be that students could not be ready to take an online class and may need more than a teacher just facilitating learning. Another issue could be the access to technology. The school and/or the students could not have access to the necessary technology. It would very quickly create more of a gap with the graduation rates from high SES schools and low SES schools. Another challenge that could occur is the lack of technology experience, both from the students or teachers. Many schools do not teach basic computer skills because they feel the students come to school knowing them now. Much of the time this is not the case. Students often struggle with the practical skills when it comes to computers. On the other side, some teachers may not have the skills or feel comfortable with the technology needed to complete the state requirements. If this is the case, technology becomes nothing more than a video without discussion.

Scenario 2:

Independence: As the school year continues the teacher can start to take a back seat to the inquiry questions that students have. Instead the teacher can encourage the students to find the answers themselves.

Self-motivation: Find topics that the students can relate to and are interested. If it is a research project, they are more likely to be interested in it if it is something they like.

Self-Regulation: During an extended project, the teacher should encourage the students to set their own deadlines so they aren’t rushing at the end to get it all done.

Time management: Setting deadlines with negative consequences and being consistent with the consequences. When the students are first learning about deadlines, it is important to be consistent with reminding them of upcoming deadlines and encouraging them to use a planner.

Scenario 3:

My school focuses on teaching the students the skills needed to use a computer and also teaching the soft skills needed for online learning. The students that I deal with most are 6^th graders, so this is the first year that the students are changing classrooms every hour and the first year that they experience letter grades. I am not 100% sure what the school could do to increase the students’ access to technology. This is my first year at the school and I am still learning the curriculum. I do know they are pushing using technology in all classes, but aren’t giving clear guidelines to teachers about what that should look like. Some guidelines and expectations would be nice for the teachers.