- What are your subject, level of instruction, and intended audience?
- High school level Algebra 2 learners, focusing on the topics of quadratic, square root, cubic, and cube root functions and equations
- What are the key institutional documents (i.e., syllabus, outline, accreditation standards, etc.) that will influence your design process?
- Syllabus
- TEKS (Texas Essential Knowledge and Skills) for Algebra 2
- District curriculum scope and sequence
- Are you using competency-based education (CBE) or outcome-based education (OBE)? Why?
- I am using competency-based education in the focus of the TEKS and essential standards that need to be mastered before progressing to the next topic or subject. Components of outcome-based education come into the course when addressing learning 21st century skills, such as critical thinking, communication, and collaboration as well as the connections identified, built, and strengthened between the mathematical topics and other content areas.
- What design approach have you chosen? Why?
- I am choosing a blended learning approach that incorporates a variety of aspects of blended learning models, such as station rotation, individual rotation, and flipped classroom. Rather than sticking to one type, the mix of the different modes of learning will reach more learners who have multiple needs and circumstances that impact their learning.
- How will you balance Assessment Of/For/As Learning?
- Assessment of Learning
- Summative assessments at the end of each module will be the assessment of learning. This approach is common practice in the high school mathematics classroom so it will satisfy my campus requirement of collecting objective data through an online testing platform. It also aligns with the competency-based approach and the foundational knowledge, application, and integration learning goals from Fink’s 3 Column Table.
- Assessment for Learning
- Formative assessments throughout each module will be the assessment for learning. These formative assessments can mirror the summative assessment structure through the online testing platform, but they can also take on other forms, such as quick checks, discussions as whole class, small groups, or pairs of learners, check your understanding questions, and conferences with the teacher.
- Assessment as Learning
- Reflection opportunities throughout each module will be the assessment of learning. As learners receive feedback and feedforward through the assessments for learning, intentionally incorporating the reflective component brings in the human dimension, caring, and learning how to learn learning goals from Fink’s 3 Column Table.
- Assessment of Learning
- Are you moving your learners into deeper learning? If not, why not?
- My Big Hairy Audacious Goal is that in the nine-weeks cycle, learners will develop deeper, more internalized mathematical patterns and logical reasoning by actively participating in specific and intentionally designed modules that facilitate connection building between prior knowledge, current topics, and other subject areas. Patterns and reasoning expand on connection building and bring mathematics from the traditional classroom expectations of rote memorization and regurgitation of facts and procedures to a constructivist viewpoint that most aspects of life rely on.
- Who controls the learning?
- While the teacher controls the topics addressed, the learners control the approach, pacing, and utilization of resources to explore, acquire, and enhance their understanding of a topic or objective. Because the course is restricted by the calendar and grading cycles of the campus, it is not necessarily flexible for learners to go fully at their own pace but within a specific time frame, they can move through checkpoints at their own pace.
- While the teacher controls the topics addressed, the learners control the approach, pacing, and utilization of resources to explore, acquire, and enhance their understanding of a topic or objective. Because the course is restricted by the calendar and grading cycles of the campus, it is not necessarily flexible for learners to go fully at their own pace but within a specific time frame, they can move through checkpoints at their own pace.