In the summer of 2012, I prototyped and developed online high school courses with the Ferndale Instruction Department for Ferndale Schools’ Digital Learning Center. The Digital Learning Center is a high school for students with diverse backgrounds. These online courses, or “modules,” give students opportunities to engage in mastery-based learning. Each module was an approved unit plan and has a theme, such as evolution or the legislative branch. Each module also has a pre-assessment and post-assessment. Students who pass the pre-assessment receive credit for completing the module. Students who need more practice can examine direct instruction links to learn more about the topic of the module, complete short projects to show what they have learned, and then take the post-assessment. I developed science, English, and social studies modules--all aligned with Common Core standards--designed to engage learners with different background knowledge and learning styles.
Students who do not pass the pre-assessment proceed to the introductory activity. I envisioned the introductory activity as a “hook” lesson that initially engages students in the content of the module. For a module on evolution, I asked students to complete a lab report based on their observations of this simulation of evolution: http://sciencenetlinks.com/interactives/evolution.html. My goal was to spark students’ curiosity and stimulate initial wonderings about evolution that they could pursue throughout the module.
![Picture](/uploads/1/5/9/0/15902842/8489787.png)
Next, students explore the direct instruction section of the module. This section contains a mix of videos, PowerPoints, articles, and interactive activities.
I included 5-7 resources for students in the direct instruction section. I used videos and PowerPoints to give struggling readers and English Language Learners greater access to the content.
Furthermore, students who process information more slowly could watch the videos or read the PowerPoints multiple times for understanding. I also used interactive webpages to engage students in learning the content.
For example, I offered students studying Ellis Island a virtual tour of the island. Click on the link below to experience it as the students do.
Ellis Island Virtual Tour
Presenting material in multiple formats gives more students access to the content they are learning.
I included 5-7 resources for students in the direct instruction section. I used videos and PowerPoints to give struggling readers and English Language Learners greater access to the content.
Furthermore, students who process information more slowly could watch the videos or read the PowerPoints multiple times for understanding. I also used interactive webpages to engage students in learning the content.
For example, I offered students studying Ellis Island a virtual tour of the island. Click on the link below to experience it as the students do.
Ellis Island Virtual Tour
Presenting material in multiple formats gives more students access to the content they are learning.
![Picture](/uploads/1/5/9/0/15902842/4598766.png)
My assessments for each module also give students many opportunities to demonstrate their new understandings, knowledge, and skills. I created two summative assessments per module. Since the Common Core emphasizes explaining one’s reasoning in words, one assessment usually involved writing. The other assessment often incorporated the visual arts.
For a module on Romantic writers, I asked students to imagine that they are Hollywood screenwriters and rewrite an excerpt of The Hunger Games in the style of Romantic writers. I also asked students to make a video in which they explain how their changes to The Hunger Games reflect the Romantic movement. These assessments together have students practice their writing, speaking, art, and technology skills. Students therefore have a variety of ways to demonstrate their understanding of the Romantic writers.
My experience in developing these online modules has emphasized the power that technology has to engage students and reach learners with various needs.
For a module on Romantic writers, I asked students to imagine that they are Hollywood screenwriters and rewrite an excerpt of The Hunger Games in the style of Romantic writers. I also asked students to make a video in which they explain how their changes to The Hunger Games reflect the Romantic movement. These assessments together have students practice their writing, speaking, art, and technology skills. Students therefore have a variety of ways to demonstrate their understanding of the Romantic writers.
My experience in developing these online modules has emphasized the power that technology has to engage students and reach learners with various needs.