My Philosophy for Online Education

Part 1: Philosophy for Online Teaching

Goals and Aspirations

My overall goal as an online educator is to improve the quality of services provided to children

who fall within the interface of miseducation. I am certain that each and every student can learn

given the appropriate online instruction. I strive to foster the ability to learn and achieve in all of

my students. Furthermore, I believe in and promote academic excellence and critical thinking

skills in all of my students. I believe that cyber school must develop a quality web-enhanced

instructional program where student learning experiences are grounded in goals and objectives

that support and foster critical thinking and learning. The curriculum must focus on helping

students to become life-long learners and productive members of society. I hope to produce

students that are prepared to succeed at all tasks of academia placed before them.

What sticks out to me the most about my undergrad college days is that my most effective

classes were those taught by instructors who were personal, helpful and easy to talk to. It can be

difficult to obtain meaningful interactions and connections in today’s online learning community.

Unlike the traditional classroom where all learners are able to experience face-to-face

communication; email collaboration as well as online discussions are very effective for the

online learning community.

Online Pedagogy
I believe a valuable online pedagogy puts emphasis on student agency and utilizes effective

learning activities. My online teaching style is based on the cognitive and constructivist theories.

I welcome the fact that these theories will support me as an online educator and allow me to be

encouraging, helpful, collaborative, creative, connected, and experimental. I will also utilize the

R2D2 Model for my online and face-to-face instruction. I like how web-enhanced learning fuels,

questioning, critical thinking, investigation, and useful purpose of online course material. As an

online instructor, I will continue to focus on the community of inquiry. “While discussions can

be invaluable toward creating and sustaining an online community of inquiry (CoI), they are not

effective if not optimally designed” (deNogelles, Zydney, & Chen, 2014). The community of

inquiry framework focuses on three presences social, cognitive, and teaching. By focusing on

these three presences my online environment will remain safe, personable, keep open lines of

communication, maintain collaboration, and give feedback.

Assessment of Student Learning

I will use the following tools for assessing my students online and face-to-face.

 Padlet

 Google Forms

 Kahoot

 Quizlet

I will use these tools to formatively assess my students on their skills. I try to make learning as

fun as possible and I’ve used these tools in the past. My students really love Kahoot and they

hate when it ends. It’s a great way to show me who is mastering the content and who needs a

little more attention to each skill.

Providing feedback for the online community is essential. The two feedback strategies I found

most effective were suggestive and corrective feedback. I think suggestive feedback is important

because it provides an example of what to do to help improve an assignment or suggestions on

how to take the assignment to the next level in the future if the student did a great job already. I

think Corrective feedback is important because it is talking directly about the assignment and

what was required. It supplies the learner with constructive information so they can consider the

feedback and enhance their assignment. Corrective feedback will also let the learner know if they

are on the right track. I also believe that making things accessible for online is beneficial to all.

It permits everyone to be included and it shows understanding for particular differences allowing

every learner rise to their full potential.

My Success

Teaching is important to me because I know I play a vital role in the life experiences of my

students. Currently, I am a 5th grade teacher at Waldon Woods Elementary School in Clinton,

Maryland. The demand of this teaching position requires me to teach regular education students

as well as students whom display an array of learning disabilities. While constructively

developing modified lesson plans that are inclusive to the variety of learners in my classroom, I

have contributed to the academic success of many students. In my current teaching approach, I

have effectively created academic avenues for my students to enjoy the learning process. This

has allowed me to gain a mutual positive rapport between teacher and student. As teachers, we

have a huge responsibility, and that is to properly get our students ready for real-life experiences.

When preparing our learners, we must take into account the whole person. I am dedicated to this

profession and the growth of my students. Student feedback and evaluations will let me know if I

have a successful experience teaching in the online environment.

Summary

In conclusion, I believe that being an educator is also means of learning for a lifetime. I believe

teaching is assisting learners to take accountability for their individual learning process. I believe

learning from my students on a daily basis is just as important. They bring a plethora of life

experiences, cultures, and views that captivate, encourage, and motivate me to constantly do my

personal best. I continue to better my practices and learn through attending professional

developments as well as continuing my education. I realize that personal communication with

students is an important quality of the online learning environment. Awareness of my students as

individuals is essential to the growth of useful rapport between teacher and student. Providing

and receiving timely feedback is critical in the online community. It helps the learners stay on

track and know what to expect. It also keeps the lines of communication open. The most valuable

lesson that being a teacher has taught me is that I receive just as much as I give.

Part 2: Online Facilitation Plan

Initiative Description: Understanding Place Value Fundamentals of Accelerated Math 5 is a five-

week hybrid course for 5th grade math students. Two classes will be synchronous where the

students will meet face-to-face with the instructor and three classes will be the asynchronous

model where the students will collaborate and complete assignments on their own pace and time.

The instructional focus for this course is students will deepen their understanding of place value

relationships as applied to decimals by reading, writing, comparing, and rounding decimals.

They will perform operations of addition, subtraction, multiplication and division with multi-

digit whole numbers and decimals to thousandth. Skills will include, but are not limited to:

• Reasoning concretely, pictorially, and abstractly to understand place value when reading,

writing, comparing, and rounding decimals to the nearest hundredth

• Using exponents to denote powers of 10 and explain patterns in the placement of the decimal

point when multiplying or dividing by a power of 10

• Adding and subtracting decimals using place value strategies

• Solving real world problems with whole numbers and decimal operations of multiplication and

division using strategies such as the area model and place value understanding.

Module 1: Understanding the Basics of Place Value

Synchronous: Face-to-Face (Classroom)

Objectives: Students will:

 Understand the course content and go over class expectations
 Complete a “Get to Know You” activity sheet
 Use Padlet to display what they already know about place value
 Use place value understanding to relate base ten units from millions to hundredths.

Content and Resources Needed

1. Course Syllabus (paper handout & google slides)

2. “Get to Know You” worksheet
3. Chromebook
4. Base Ten Blocks
5. Highlighter

Activities:

Read/Review

Read- We will read the course syllabus together and I will have the students highlight

important information and dates. This will ensure that all students have a hard copy and it will

be available on google slides.

Review- How to use google slides and our Learning Management System Moodle.
Watch- Understanding Place Value video. View as needed the transcript for Understanding

Place Value

Reflecting

Complete the “Get to Know You” sheet. Then you will switch with a partner. The partner will

read allowed the information on your “Get to Know You” worksheet.

Displaying

Use the base ten blocks to model the number 1,456,768. Then with a partner create a number

in the millions for your partner to display using the base ten blocks.

Do

Using Padlet complete the KWL chart on Understanding Place Value.

Module 2: Understanding Decimals

Asynchronous: On your own

Objectives: Students will:

 Read, write, and compare whole numbers and decimals from the millions to hundredths.

 Write the standard, expanded, and word form of whole numbers and decimals from the

millions to hundredths.

Content and Resources Needed

1. Chromebook
2. Paper
3. Pencil
Activities:

Read/Review

Watch- Representing Decimals Using Base Ten to learn about decimal representation using

the base ten blocks. View as needed the transcript for Representing Decimals Using Base Ten.

Watch- Reading and Writing Decimals Using Place Value to learn how to read and write

decimals. View as needed the transcript for Reading and Writing Decimals Using Place Value.

Watch- Comparing Decimals to learn how to compare decimals using base ten models and a

place value chart. View as needed the transcript for Comparing Decimals.

Reflecting

Using Padlet list 3-5 things you learned from watching the Read, Write, & Compare Decimal

videos. Take a look at what your classmates learned as well. Comment on one of your

classmate’s post.

Displaying

Click on the Canva link below to complete the graphic organizer on Place Value. Be sure to use

your own words. Place Value Graphic Organizer.

Do

Click the link below to complete the Quiz on Understanding Place Value. Consisting on multiple

choice and one short answer question. Understanding Place Value Quiz.

Module 3: Rounding, Adding & Subtracting Decimals

Asynchronous: On Your Own

Objectives: Students will:

  Round decimals and whole numbers from the millions to the thousandths.
 Add and Subtract whole numbers and decimals from ten thousand to the thousandths.

Content and Resources Needed

1. Chromebook
2. Paper
3. Pencil

Activities:

Read/Review

Watch- Rounding Decimals video to learn how to round decimals. View as needed the transcript

for Rounding Decimals.

Watch- Screencast on Adding and Subtracting Decimals.

Reflecting

Students will answer the questions in the discussion forum. Then respond to one of your

classmate’s post.

Question:

1. Compare and contrast rounding decimals and whole numbers. Then give a real-life

example of how you can use rounding decimals.

2. Compare and contrast adding and subtracting decimals and whole numbers. Then give a

real-life example of how you can use adding or subtracting decimals.

Displaying

Using Google Docs students will work in groups to complete the chart using their math

vocabulary. You cannot duplicate a term already used. Be sure to complete the chart using your

own words.

Do

Complete the Rounding Decimals Quiz using IXL. This quiz will calculate how long it takes you

to answer the ten questions and give you a score out of 100 at the end. Click the IXL link to

begin. Good Luck!

Module 4: Multiplying Decimals

Synchronous: Face-to-Face (Classroom)

Objectives: Students will:

 Ask any questions or give any feedback about the previous asynchronous modules.

 Use exponents to multiply decimals by 10, 100, or 1,000.

 Use standard algorthim or area model to multiply decimals and whole numbers.

 Use Breakout EDU to work on problem solving skills

Content and Resources Needed

1. Chromebook
2. Paper
3. Pencil
4. Breakout EDU kit

Read/Review

Watch- Multiplying Decimals video. This video is using standard algorithm. If needed view
Transcript for Multiplying Decimals.

Reflecting

Students will access Multiplying Decimals using Voicethread and comment on at least two of the

slides that are directed to leave comments.

Displaying

Students will use Kahoot to solve problems on multiplying decimals and using exponents to

multiply decimals by 10, 100, 1000.

Do

Students will use Breakout EDU to help with teamwork building, critical thinking strategies,

problem solving techniques, and communication skills.

Module 5: Making a Real-World Connection

Asynchronous: On your own

Objectives: Students will:

 Solve real world problems with whole numbers and decimal operations of multiplication

and division.

 Will reflect on their learning experience for this hybrid course.

 Apply strategies taught in order to complete the Quiz on making connections in math.

Content and Resources Needed

1. Chromebook
2. Paper
3. Pencil
Read/Review

Watch- Making Real-World Connection using Multiplying Decimals to make the connection.

View transcript if needed to Making Real-World Connection using Multiplying Decimals.

Watch- Word Problems with Decimals to make connections to money. View transcript if needed

to Word Problems with Decimals.

Reflecting

Students will use the discussion board to answer question on Making connections. Then respond
to one classmate.
Question: Create a Word problem using multiplying decimals. Make sure your problem has a
real-world connection. Respond to one of your classmates by solving their problem. Be sure to
explain your work.

Displaying

Students will contribute to this Padlet by answering the following questions. Respond to 2

classmates leaving a short comment. Be sure to include your name at the top.

1. List three take-aways you learned from this hybrid math course.

2. Would you take another hybrid course? Explain your answer.

3. Give me a suggestion that will help improve this course for the next set of learners.

Do

Complete the Making Connections Quiz. You will have two attempts and the higher score will

prevail.

References
Dans Prealgebra Review (2012, December 23). Word Problems with Decimals. Retrieved from

https://www.youtube.com/watch?v=LlSsPsN3Wik

DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of

inquiry through online asynchronous discussions. Journal of online learning and teaching, 10(1),

153-165.

Khan Academy (2015, September 11) Comparing Decimals. Retrieved from

https://www.youtube.com/watch?v=ftEVCrKfIVM&list=PL9gnzX3Z3mrVvxXbsqs3G0pQB2F

x5vdnD

Math Antics (2016, March 22) Understanding Place Value. Retrieved from

https://www.youtube.com/watch?v=T5Qf0qSSJFI

Math Antics (2016, August 2) Decimal Place Value. Retrieved from

https://www.youtube.com/watch?v=KG6ILNOiMgM

Melhem, R. (2014, September 1). Representing Decimals Using Base Ten Blocks. Retrieved

from https://www.youtube.com/watch?v=DO8ZzXOmGgc&t=5s

Mrmaisonet. (2013 October 6) Word Problems. Retrieved from

https://www.youtube.com/watch?v=f_mlrepRZ9o

Prince Georges County Curriculum and Instruction Framework.

Smith Math Academy. (2012, December 3). Rounding Decimals. Retrieved from

https://www.youtube.com/watch?v=_ARhxT5WyWc

The Organic Chemistry Tutor. (2017, April 8). Multiplying Decimal. Retrieved from

https://www.youtube.com/watch?v=dSFja7Jsg6c