
In this video, you will see how I implemented the Start Here module and the first two instructional modules to create a positive, engaging learning environment. I designed this blended, student-centered approach by mixing live instruction with asynchronous practice using the LMS platform, Google Classroom.
(Class Code: xkadaxck)
Students can see clear connections between objectives, activities, and assessments, understanding how each element supports their learning goals. I begin by introducing myself and inviting students to share their backgrounds, creating a supportive and collaborative community from the start. To ensure everyone can participate, I include resources like tutorials and visual aids, and I make sure devices and internet are available in class when needed.
Implementation Overview
1️. Is the approach student-centered or teacher-led?
- The approach is student-centered, as students actively solve problems, explain their thinking, and choose tools (like number lines, strip diagrams, and equations) to represent their work. My role is to guide them, but the learning focuses on their understanding and exploration.
2️. What is the instructor’s role (Presenter, Facilitator, Coach, Mentor)?
- My role shifts depending on the activity — I am a facilitator during independent work, a coach during small groups to give targeted feedback, and a presenter during the initial modeling of strategies.
3️. Is the course blended or fully online?
- This unit is delivered in a blended format — students engage in in-person small groups and discussions while also accessing digital activities (e.g., Google Classroom, Nearpod, IXL) online.
4️. What is the ratio of synchronous to asynchronous activities?
- About 70% synchronous (direct instruction, group work, discussions) and 30% asynchronous (independent practice in Google Classroom or on learning platforms).
5️. How will you address infrastructure and support needs for learners?
- I ensure all students have access to devices and reliable internet during the asynchronous portions by providing time and equipment in class if needed. I also include tutorials, visual aids, and help guides in the LMS to support learners who need additional help.
6️. How do modules align outcomes, activities, and assessments?
- Each module begins with clear learning objectives that are directly aligned to TEKS. The activities practice those specific skills (e.g., composing numbers, estimating, solving word problems), and the exit tickets and assessments measure those same outcomes.
7️. Where does your Overview/Start Here module fit in the course?
- The Start Here module is the very first section in the LMS. It introduces me as the teacher, outlines course expectations, and provides students with all the tools, logins, and procedures they need to feel confident moving into the content modules.
8️. Where and how are course goals and outcomes shared with learners?
- Course goals and outcomes are shared in the Start Here module, at the beginning of each content module, and verbally during lessons. Slide decks and posted objectives on the LMS also remind students of the learning targets for each day.
9️. How does your instructional design approach appear in the modules?
- The modules reflect a backward design approach — starting with the TEKS objectives, designing meaningful activities that build toward mastery, and including aligned assessments that check for understanding. Each module is scaffolded and includes visuals, hands-on practice, and self-checks.
- How do you introduce yourself and build a learning community?
- I introduce myself through a Welcome Video and a short biography in the Start Here module. I also have students complete a Getting to Know You survey, and we spend time sharing about ourselves and establishing group norms during the first few days to create a positive, collaborative learning environment.
Reflection & Feedback
Designing this course helped me focus on creating a clear, engaging, and student-centered experience. I wanted the Start Here module to feel welcoming, and the first two instructional modules to give students a clear sense of purpose and progress. Adding activities like the escape room, Nearpod lessons, and the Padlet lounge made me excited to see how students might respond to different ways of learning. Although I haven’t taught the course yet, peer feedback was positive and constructive. Peers commented on how organized and interactive the modules felt, and several noted that adding more guidance for asynchronous tasks and extra support for learners who need it would strengthen the design even more. I plan to incorporate their feedback to improve the course before implementing it with students. This experience reminded me how valuable it is to collaborate with a peer group throughout the design process.
References
Lowman Education LLC. (2020–2025). Grade 3 Pacing guides. Lowman Education. Lowman Education. https://lowmnaeducation.com
Texas Education Agency. (2012). Texas Essential Knowledge and Skills for Mathematics, Grade 3. Texas Essential Knowledge and Skills. https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills
Wiggins, G., & McTighe, J. (2011). Understanding by Design. ASCD.
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