Google Classroom: NSQ Standards for Quality Online Teaching (Standard D: Learner Engagement)
As part of my first use of Google Classroom I created two activities related to third grade math. The Math Virginia Department of Education SOL that I chose to concentrate on was "3.12 a) The student will define polygon," and "3.12 b) The student will identify and name polygons with 10 or fewer sides," (Virginia Department of Education, 2016).
In this post I will be taking a look at how my two activities address Standard D from the NSQ Standards for Quality Online Teaching. After looking through the seven different options under Standard D, I chose to focus on standard D1, "The online teacher uses digital tools to identify patterns in learner engagement and performance that will inform improvements to achieve individual learner growth," (National Standards for Quality Online Teaching).
My first activity, is a two question short response assignment. My questions ask the students to answer "what is the definition of a polygon?" and "what is the definition of a regular polygon?" I envision asking my students to complete this assignment about halfway through the unit on polygons. These questions link directly to the VDOE SOL 3.12 b, and would act as a formative assessment that would allow me to see whether my students were reaching the learning targets that were necessary for mastery of the polygon unit.
My second activity is an eight question multiple choice quiz about the names of polygons based on how many sides they have. Each question is about a different polygon with sides numbering from three to ten. I have included a picture of each polygon with the question associated with it in order to help the students who are visual learners to answer the questions. Once again, this assignment links directly to the VDOE SOL 3.12 a, and I envision using this assignment a little farther into the polygon unit (more than halfway, but not at the end of the unit).
I believe that both of my assignments address NSQ Standard D1, as I envision using both of these assignments as a form of formative assessment. By giving my students these assignments during the unit, I would be monitoring the class results and adapting my future instruction in the unit based on what the class understood or didn't. I could also look at individual student performance to see whether only a few students needed extra help in certain areas and try to differentiate my future instruction within the polygon unit accordingly.
References:
National Standards for Quality Online Teaching. (n.d.) National Standards for Quality Online Teaching. Retrieved from https://www.nsqol.org/the-standards/quality-online-teaching/
Virginia Department of Education. (2016) Mathematics Standards of Learning for Virginia Department of Education (3rd Grade). Retrieved from https://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/stds/stds-grade3.pdf
Hey Shane, Nice work.
ReplyDeleteThank you for including two assignments in your Google Classroom. The Google Quiz was great and appropriate for the age group that you are addressing, especially the images you used.. I might recommend that you take advantage of the feedback option for wrong answers. Your younger learners will need immediate feedback and Google Quizzes can help you accomplish this. Although not part of the assignment, I saw no welcoming message when I joined the class. I would recommend taking every advantage allowed to encourage your students and build a welcoming online learning experience. You mentioned that this was your first use of Google Classroom. I was a good start, I hope that you continue to explore the features of this tool in the future while utilizing the other tools of the Google Workplace (like docs and slides).