Mrs. Henry’s Algebra Online Learning Community
Part I: Design Proposal
Background Information
Needs Assessment:
This is State Superintendent Sandy Garrett's summary of Senate Bill 1792, which became effective July 1, 2006. It affects the 2006-2007 SY seventh grade class and those who follow.
1. These students will be required to pass the State's eighth grade test in math and reading in order to apply for a driver's license.
2. These students will be required to pass four (two of which must be Algebra I and English II) out of seven end of instruction tests in the high school in order to graduate from high school. They will also be required to take the end of instruction test for each class they complete for which an end of instruction test is provided.
3. End of instruction tests will include Algebra II, English III, and Geometry, in addition to the current EOIs, Algebra I, English II, Biology I, and US History.
Purpose/Goals:
The purpose of this online learning community is to prepare students for the End of Instruction test in Algebra I. The purpose of the Algebra I End-of-Instruction test “is to measure Oklahoma students’ level of proficiency at the end of instruction in Algebra I. On the Algebra I End-Of-Instruction (EOI) test, students are required to respond to a variety of items linked to the Algebra I content standards identified in the Priority Academic Student Skills (PASS). Each Algebra I test form will test each identified content standard and objective as listed below. The following content standards and objectives are intended to summarize the knowledge as identified in PASS” (ACE Algebra I EOI Test Specifications)
Priority Academic Student Skills (PASS
Algebra I
Content Standards and Objectives
| Number Sense and Algebraic Operations
| 27% |
| Relations and Functions
| 56% |
| Data Analysis, Probability and Statistics
| 16% |
| Total Test | 100% |
(Algebra EOI Test Specifications)
I will be able to determine whether or not the online learning community is successful by determining the specific areas in which students are struggling with, and being able to see their progress as they work through the discussion forums, self check lessons, and other activities areas of the online community. Also, by including areas for students to identify their difficulties for themselves within the online community, then they can work together with other students and the teacher to help themselves work through and address their week areas to become more proficient in the content areas of Algebra.
Learners/Community Members:
The learners/community members of my online learning community are students who are interested in becoming more proficient in Algebra.
Moodle Features:
Moodle learning management system developed by educators and offers many channels for differentiated learning activities. Faculty can upload documents, assignment instructions, links to web sites and media. In this secure, password protected environment, learning can be extended beyond the limitations of a traditional classroom setting through chat sessions, discussions, collaboration spaces, quizzes, surveys and more. (http://fcpe.adelphi.edu/moodle/introduction/)
The Moodle tool is a great management system for creating a constructivist learning environment by utilizing the following features: Moodle allows classroom facilitators and administrators to create activities based on emphasizing hands on learning experience in which learners (and not just teachers) can contribute to the educational experience. The Activity Theory framework is also in line with the accountability-focused ideas about education, such as with No Child Left Behind Act, in which learning outcomes, not necessarily teaching techniques, educational value, or pedagogy, are stressed.
Design Overview
Theoretical Rationales:
Activity Theory:
(informationr.net)
The Activity Theory emphasizes the social factors and on interaction between agents (learners) and their environments. The principle of tool mediation (in this case, online, interactive lessons and activities) plays a central role within these approaches. Learning is a result of experiences with other people who have tried to solve similar problems at earlier times and intended/modified a tool to make the learning process more efficient. This does not have to be done by a teacher, but by any member of the learners’ social environment. These tools are created and transformed during the development of the activity itself and carry with them a particular culture - the historical remnants from that development. So, the use of tools is a means for the accumulation and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental functioning of individuals. (http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html)
Tools:
- Promotes a social constructionist pedagogy (collaboration, activities, critical reflection, etc)
- Suitable for 100% online classes as well as supplementing face-to-face learning
- Simple, lightweight, efficient, compatible, low-tech browser interface
- Easy to install on almost any platform that supports PHP. Requires only one database (and can share it).
- Full database abstraction supports all major brands of database (except for initial table definition)
- Course listing shows descriptions for every course on the server, including accessibility to guests.
- Courses can be categorized and searched - one Moodle site can support thousands of courses
- Emphasis on strong security throughout. Forms are all checked, data validated, cookies encrypted etc
Most text entry areas (resources, forum postings etc) can be edited using an embedded WYSIWYG HTML editor
(http://docs.moodle.org/en/Features)
(http://docs.moodle.org/en/Features)
Pedagogy:
I will use the following Moodle Activities to set up Mrs. Henry’s Algebra Online Learning Community: Assignments, Forums, Lessons, Quizes, Resources, and Wiki’s to bring together a hands-on, student led learning environment in which learners can come together to strenthen their skills in Algebra content area.
Assignments: enable teachers to grade and give comments on uploaded files and assignments created on and off line. Administrators can upload a single file, online text, or an offline activity.
Forums: provide the opportunity for asynchronous discussions.
Lessons: present a series of pages to the students, who are usually asked to make some sort of choice below the content area. A lesson activity allows the teacher to create an adaptive learning experience without direct teacher interaction.
Quizzes: allows the teacher to design and set quiz tests, consisting of multiple choice, true-false, and short answer questions and mores. Each attempt is automatically marked, and the teacher can choose whether to give feedback and/or to show correct answers.
Resources: Teachers can provide course resources in various formats – pages edited in Moodle, uploaded files or web links.
Part 2: Instructional Design
Design Specifications
Learning Objectives:
Students in Algebra I will apply a wide range of strategies to describe, interpret, evaluate, and analyze a variety of math problems and context.
Standard 1: Number Sense and Algebraic Operations - The student will use expressions and equations to model number relationships.
1. Equations and Formulas
a. Students will translate word phrases and sentences into expressions and equations and vice versa.
c. Students will use the formulas from measurable attributes of geometric models (perimeter, circumference, area, and volume), science, and statistics to solve problems within an algebraic context.
d. Students will solve two-step and three-step problems using concepts such as rules of exponents, rate, distance, ratio and proportion, and percent.
2. Expressions
a. Students will simplify and evaluate linear, absolute value, rational and radical expressions.
b. Students will simplify polynomials by adding, subtracting, or multiplying.
Standard 2: Relations and Functions - The student will use relations and functions to model number relationships.
1. Relations and Functions
a. Students will distinguish between linear and nonlinear data.
2. Linear Equations and Graphs
a. Students will solve linear equations by graphing or using properties of equality.
c. Slope
I. Students will calculate the slope of a line using a graph, an equation, two points, or a set of data
points.
II. Students will use the slope to differentiate between lines that are parallel, perpendicular, horizontal, or vertical.
III. Students will interpret the slope and intercepts within the context of everyday life (e.g., telephone charges based on base rate [y-intercept] plus rate per minute [slope]).
d. Students will develop the equation of a line and graph linear relationships given the following: slope and y-intercept, slope and one point on the line, two points on the line, x-intercept and y-intercept, a set of data points.
e. Students will match appropriate equations to a graph, table, or situation and vice versa.
3. Linear Inequalities and Graphs
a. Students will solve linear inequalities by graphing or using properties of inequalities.
b. Students will match appropriate inequalities (with 1 or 2 variables) to a graph, table, or situation and vice
versa.
4. Students will solve a system of linear equations by graphing, substitution or elimination.
Standard 3: Data Analysis, Probability and Statistics - The student will use data analysis, probability and statistics to formulate and justify predictions from a set of data.
1. Data Analysis
a. Students will translate from one representation of data to another and understand that the data can be represented using a variety of tables, graphs, or symbols and that different modes of representation often convey different messages.
b. Students will make valid inferences, predictions, and/or arguments based on data from graphs, tables,
and charts.
c. Students will solve two-step and three-step problems using concepts such as probability and measures of central tendency.
Instructional Strategies, Activities, Tools, and Scaffolds:
I will use the following Moodle Activities to set up Mrs. Henry’s Algebra Onlin Learning Community: Assignments, Forums, Lessons, Quizes, Resources, and Wiki’s to bring together a hands-on, student led learning environment in which learners can come together to strenthen their skills in Algebra content area.
Assignments: enable teachers to grade and give comments on uploaded files and assignments created on and off line. Administrators can upload a single file, online text, or an offline activity.
Forums: provide the opportunity for asynchronous discussions.
Lessons: present a series of pages to the students, who are usually asked to make some sort of choice below the content area. A lesson activity allows the teacher to create an adaptive learning experience without direct teacher interaction.
Quizzes: allows the teacher to design and set quiz tests, consisting of multiple choice, true-false, and short answer questions and mores. Each attempt is automatically marked, and the teacher can choose whether to give feedback and/or to show correct answers.
Resources: Teachers can provide course resources in various formats – pages edited in Moodle, uploaded files or web links.
Assessment: Design Document Evaluation Project
Evaluated By:
Self Peer Teacher
| Are the needs of the community evident? | Yes No |
| Is the purpose of the learning community clearly stated? | Yes No |
| Are goals of the learning community clearly stated? | Yes No |
| Are the learners/community members of the learning community clearly identified? | Yes No |
| Does the Contextual Information section of the Design Document describe the following aspects of the learning community: content, tools, resources, activities, institutional culture, learner needs, etc? | Yes No |
| Are the Theoretical Rationales included in the Design Document? | Yes No |
| Is the learning community well designed and developed? | Yes No |
| Are the tools compatible with the learning objectives? | Yes No |
| Are the instructional strategies, activities, tools, and scaffolding designs included in the Design Document? | Yes No |
| Is the assessment plan in line with the design goals of the online learning community? | Yes No |
| Is there a sequencing and scope section included in the design document? | Yes No |
| Is there a sample instructional module included? | Yes No |
| Is there a complete list of references provided in the Design Document? | Yes No |
Sequencing and Scoping: Bloom’s Revised Taxonomy Planning Framework
| Higher-order thinking | | Actions | Products | Learning Activities |
 Creating(Putting together ideas or elements to develop an original idea or engage in creative thinking). | Designing Constructing Planning Producing Inventing Devising Making | Film Story Project Plan New game Song Media product Advertisement Painting | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks | |
| Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria). | Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring | Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks | |
| Analyzing (Breaking information down into its component elements). | Comparing Organising Deconstructing Attributing Outlining Structuring Integrating | Survey Database Mobile Abstract Report Graph Spreadsheet Checklist Chart Outline | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks | |
| Lower-order thinking | Applying (Using strategies, concepts, principles and theories in new situations). | Implementing Carrying out Using Executing | Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks |
| Understanding (Understanding of given information). | Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining | Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks | |
| Remembering (Recall or recognition of specific information). | Recognising Listing Describing Identifying Retrieving Naming Locating Finding | Quiz Definition Fact Worksheet Test Label List Workbook Reproduction | Forums, Wiki’s, Group Projects, Working in the Community Assignments, and Concept Self-Checks |
Sample Module:
Instructional Guidance for Online Instructors and Facilitators:
Mrs. Henry’s Algebra Online Learning Community is intended to follow scope and sequence suggested by the Oklahoma State Department of Education. This is the order in which units and lessons will be presented. I have set up my online classroom based on the first section of this scope and sequence: Algebra: Arithmetic with Letters. My online classroom is intended as stand alone lessons. There is not one correct way in which students will move through the community. They will be able to pick the lessons in which they need help with, complete the tasks and assignments, and take the concept self-check quizzes in any order that they like. In this way, the online community can be a unique learning experience for each individual.
Mrs. Henry’s Algebra Online Learning Community Scope and Sequence Chart
| Algebraic Tools | Scope |
| Algebra: Arithmetic with Letters | To recognize numerical and algebraic; to understand the use of variables in algebraic expressions; to understand positive and negative integers, opposites, and absolute value; to discover and use rules related to adding, subtracting, multiplying, and dividing integers; to simplify expressions with one or more variables; to read and write exponents; to use formulas with variables. |
| Rules of Arithmetic | To recognize the commutative property of addition and multiplication; to understand the associative property of addition and multiplication; to understand the distributive property and factoring; to recognize the properties of the numbers 0 and 1; to identify and use powers and roots of numbers; to discover and use the order of operations in making calculations. |
| Linear Equations with One Variable | To write and solve equations; to use formulas for perimeter and area to solve problems; to use the Pythagorean theorem to solve problems; to graph & Solve inequalities. |
References
ACE Algebra I EOI Test Specifications. (n.d.). Oklahoma school testing program. Retrieved March 10, 2010, from www.sde.state.ok.us/studentassement
Bloom’s Revised Taxonomy Planning Framework. (n.d.). Bloom’s Revised Taxonomy Planning Framework. Retrieved May 1, 2010, from edtechtrain.com/PA/docs/Coaches/Bloomsplanningsheet.pdf
Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features
Features - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Features
Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. (n.d.). Information Research: an international electronic journal. Information science, Information management, Information systems, Information retrieval, Digital libraries, Information seeking behavior, Information seeking behavior, World Wide Web, WWW. Retrieved March 11, 2010, from http://informationr.net
Moodle Tutorials: Moodle Introduction. (n.d.). Faculty Center: Adelphi University. Retrieved March 11, 2010, from http://fcpe.adelphi.edu/moodle/introduction/
Moodle Tutorials: The ADDIE Instructional Design Model. (n.d.). Moodle Tutorials. Retrieved March 11, 2010, from http://moodle-tutorials.blogspot.com/2008/11/addie-instructional-design-model.html
Moodle.org: Login to the site. (n.d.). Moodle.org: open-source community-based tools for learning. Retrieved March 11, 2010, from http://moodle.org/mod/forum/view.php?id=4792
Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy
Philosophy - MoodleDocs. (n.d.). Main Page - MoodleDocs. Retrieved March 11, 2010, from http://docs.moodle.org/en/Philosophy
Philosophy of Moodle. (n.d.). Understanding Moodle. Retrieved March 10, 2010, from demo.moodle.net/mod/lesson/view.php
Scope and Sequence - Math - Algebra -. (n.d.). Homeschool, After School, Summer Study - Time4Learning - Home. Retrieved May 1, 2010, from http://www.time4learning.com/scope-sequence/algebra.shtml
TCPDF, d. M. (n.d.). Moodle - Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. Retrieved March 11, 2010, from http://en.wikipedia.org/wiki/Moodle
Vian Public Schools. (n.d.). http://www.vian.k12.ok.us/modules/news/article.php?storyid=69. Retrieved March 10, 2010, from www.vian.k12.ok.us/modules/news/article.php?storyid=69
What is Activity Theory. (n.d.). What is Activity Theory. Retrieved March 20, 2010, from carbon.http://carbon.ucdenver.edu/~mryder/itc_data/act_dff.html
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