I created an asynchronous lesson on solving systems of equations by graphing using a graphing calculator. I began creating the lesson using Google Docs, but after a couple of weeks, it became a little unwieldy. My students all have IEPs and require a lot of remediation and practice for each skill they learn. I used to have a huge collection of textbooks in my room to give me the largest possible bank of problems. And we still often ran out. Technology has changed all that. I now use Google religiously and keep files for each topic in my Dropbox. Sites are tagged on Pinterest boards that match each unit. It is a simple matter to find examples of whatever we are working on, and print them, project them or upload them to our Google Classroom. As I started to add numerous activities and videos, I quickly outgrew the Google Doc’s usefulness and decided to try a LMS. While I use Google Classroom every day, I decided it wasn’t what I wanted for an online delivery system. After some research, I decided to go with Schoology. Schoology allows me to create folders and hierarchies that organize my materials into easy to use groups. I included an initial page detailing the lesson and what needs to be done. All lesson activities are included as assignments underneath that initial page. I then created folders for calculator skills, remediation, extra practice, challenge activities and final assessments. I’m impressed with how easy it is to upload what I want and arrange it in an easily accessible way. As I continue to play with it, I find myself liking the flexibility it offers over Classroom, and I am thinking about moving everything to Schoology instead. Definitely something to consider and I am already making a mental list of the advantages it offers.
My Asynchronous Lesson can be found here.
To self-assess my lesson, I used the Asynchronous Lesson Rubric and the Common Core Instructional Practice Guides. I found the Common Core Instructional Practice Guides thorough and relevant. I much preferred them to the Danielson Rubric my district uses for our observations. They go deeper into the lesson itself, and the thought behind it. The Danielson rubric is very broad and fairly shallow. It irritates me that I have to show something from every area in a forty minute lesson or I get marked down. The rubric was never intended for that, nor is it feasible to have every single area in every single lesson.
I created an account and completed the Achieve the Core Coaching Tool for HS Mathematics. My thoughts can be found here. My reflection on the Asynchronous Lesson Rubric is embedded below.