Modern Learning with Flexible Structures

“Modern learning” is a phrase I am encountering in more and more places, but still I just can’t seem to find a definition of what exactly it is. The general idea seems to be that a changing 21^st century world demands collaborative creative critical thinkers, and that modern learning involves whatever tools and approaches are needed to help students develop those traits. Discussion about modern learning typically emphasizes the role of the student in learning, flexibility in approaches to the curriculum content, and use of technology to enhance the learning experience and facilitate collaboration.

To experiment with one modern learning idea, I used a flexible structure this semester for the Linear Systems unit with my Grade 10 Applied Mathematics class. I divided the unit’s learning goals into two learning cycles of about five days each. At the end of each day students completed a Google Form to self-assess their progress towards each of the cycle’s learning goals, identify homework, and choose what and how they would like to learn the next day. Content choices aligned with learning goals, and method choices included watching a video, trying an investigation, reading from the textbook, researching online, or participating in a mini-lesson with me. Several times in each cycle they were also asked to choose between writing a quiz and creating a video with Lensoo Create as a method for formative assessment. Each student had a Nexus 7 tablet to use in class to access learning and assessment resources.

OAME Top Three

Year after year the OAME conference gets me thinking about mathematical things in a new or renewed way.  Here are three ideas that have stuck with me from today's speakers at OAME 2015

1.Spiraling through curriculum
The structure of most mathematics courses (or even I suspect most courses) mirrors its curriculum document.  The curriculum divides the course into three or four strands, each with three or four overall expectations that are elaborated on with a half dozen or so specific expectations.  Similarly, long range plans usually divide the course into a half dozen units derived from the overall expectations which are subdivided into lessons to sequentially address each of the skills required.  A linear document (the curriculum) is translated to a linear teaching plan, and most of the time the system works to deliver prepared students to the next grade so long as they don’t fall off the linear skills assembly line (... or if they do so long as we can pick them up and put them back on quickly enough...)

In their tiny five minute long IGNITE talks both Mary Bourassa and Alex Overwijk referred to an alternative approach.  When “spiraling” through the curriculum the linear planning model is gone.  Instead, students wind their way through activities and lessons that span the curriculum.  All of the overall expectations might be addressed within the first six weeks of a course, and then revisited in more depth as the course circles back again and again. 

“Available for group members only” - Now Available!

The Moodle feature “Available for group members only” was just activated last week on our Moodle server, and it could save us all lots of time maintaining Moodle courses.  With this addition any resource or activity can be visible only to a group of students enrolled in a Moodle course rather than all students. 

 

Often I find myself teaching two sections of a course, and often there are small changes in the lessons for each section because of the composition of classes or external factors like assemblies and fire drills.  In the past I’ve maintained two parallel and virtually identical Moodle courses to be able to make those minor modifications when needed.  With “Available for group members only” I can now use a single Moodle course for the students in both sections and show specific resources (or activities) to only one section of students when needed.

Here’s how it works...