Christin_Bryant_u05a1_PolicyDescription
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Capella University *
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5900
Subject
Geography
Date
Dec 6, 2023
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docx
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Running head: POLICY DESCRIPTION
1
Policy Description
Christin Bryant
Capella University, 2020
Learning Product 1
May, 2020
Throughout the course program a mixture of the eleven competencies have been
highlighted in each week's unit studies or in the discussion forum. To demonstrate proficiency in
these eleven program competencies, a learning product is created to address research and
POLICY DESCRIPTION
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theories, the content expertise that teachers need, ways to facilitate innovative practices, and how
to conduct research in your classroom to improve student achievement was created. The first
learning product is the creation of a flipped classroom to deliver a history lesson utilizing
components of G.R.E.A.T. Instruction from Kingsway Regional School District. Though this
lesson is tailored for the history classroom the same components to flip any subject area are the
same. Below is a flipped lesson that I created as a requirement for fulfilling a learning objective
for a course here at Capella University.
Flipped Classroom Lesson
Lesson Title
Geography Skills
Course
World Geography
Date
May 17, 2020
Pre-Lesson Activities:
To prepare students to complete their first flipped lesson and ensure their success the teacher
will review the four pillars of flipped learning before introducing the lesson components.
Teacher:
Today we are going to do something new and exciting! I know many of you have asked about
the laptops and the new digital program you have heard your teachers whisper about. We are
going to do things a little different for our geography lesson and it entails something called
“flipped learning”. I’m sure you all have questions like:
●
What is flipped learning?
●
What does this mean for you as students?
●
How will your teacher help ensure you are successful?
Well, flipped learning is when you, the students, take on a more active role in your learning by
completing assignments online at home and then you come to school the next day and apply
what you learned by participating in various activities. For example, remember our unit on the
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Five Themes of Geography where I stood in front of the class and lectured and you took notes?
Well in flipped learning instead of me lecturing and you taking notes you will be watching
carefully selected videos and taking notes in your Google Classroom at home. Questions?
Standards:
Understand how to use maps and other geographic representations, tools, and technology to
report data.
SS.6.G.1.1.
●
Use latitude and longitude coordinates to understand the relationship between people
and places on Earth.
SS.6.G.1.4.
●
Utilize tools geographers use to study the world.
Learning Objectives:
SWBAT:
●
Define latitude and longitude.
●
Identify the Equator and Prime Meridian.
●
Map point coordinates of latitude and longitude and locate places using latitude and
longitude coordinates.
Student Learning Resources at home:
●
Students will view four videos using their school login for BrainPOP.
●
Geography Notes
●
KWL Chart
○
Just the “K” and “W”
Student Learning Activities at home:
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To start:
●
Login to your
Google Classroom
(CLASS CODE-
7u2jyji)
and in the “classwork” tab
locate the “notes” tab and select
“1-Geography-KWL Chart”
. Read the directions and
complete the “K” and “W” columns. Do this activity first.
●
Next, locate your
Geography Notes
handout found under “notes” in the “classwork”
tab. Open this google doc in a separate window and return to your Google Classroom.
●
Under the “At Home” (found in the classwork tab) link you will see four videos labeled
“video 1”, “video 2” and so on. Select the first link (video 1) and watch the BrainPop
video on “Continents of the World” and complete the first section of your handout.
Pause, rewind and rewatch the video as many times as needed.
●
Once you complete the first section begin watching video #2 Map Projections and
answer those questions.
●
Continue this process until you watch each video and you have completed each section
in your Geography Notes.
●
Once you have finished, review your notes and answers before submitting them to your
teacher.
●
After completing the video and notes portion of your study return to the “classwork”
section in Google Classroom and under the “At Home'' tab play the Latitude and
Longitude Treasure Hunt game. You will be able to practice your understanding of
latitude and longitude.
Classroom Activities:
Students will complete a:
●
Bell Ringer:
○
What other map skills do you think you need to help you locate places on a
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map?
■
Possible answers: Cardinal and Intermediate Directions (N,S,E,W,
NW,SW,SE,NE), Map key
●
Partner Balloon Activity: (2 student partner)
○
Students will blow up a blue balloon (to represent the Earth), get a permanent
marker and sit back to back to each other. Then:
1.
One student tries to describe an area/location to the other and have the
other student try to find it. When they have difficulty, I then ask the
class to draw the equator around the balloon.
2.
Then I ask students to repeat #1. It should be easier to find the location
when the partner directs above or below the equator, but it is still
difficult.
3.
Then I ask students to draw some longitude lines (and number them) on
the balloon and then repeat #1. Once again it is easier but still difficult to
get the location.
4.
Finally, I ask student to draw latitude lines (and number them) on the
balloon and repeat #1. Still sitting back to back they should be able to
have one describe the location and the other student to find the same
location on their balloon.
Next, students will begin their station rotation with the purpose of determining students'
understanding of the subject material covered in the previous nights videos. Students will
demonstrate their knowledge of longitude and latitude lines, the equator, and the prime
meridian by correctly drawing the lines on the balloon. This activity also requires students to
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use 21st-century skills (communication, collaboration and creativity) that we have been
focusing on in class.
●
Station 1- Continents and Oceans (partner)
○
Students will identify, sort and place the names and shapes of continents and
label the five oceans on a floor map relative to their location on Earth.
●
Station 2-
ReadWorks Passage
(single)
○
Students will read a passage on the formation of deserts and answer
comprehension questions to show understanding.
●
Station 3- Map Skills (collaborative)
○
This activity will allow students to practice their map skills by reading various
maps (physical or political) and locating famous structures using relative and
absolute location along with cardinal and intermediate directions.
●
Station 4- Latitude and Longitude Battleship (collaborative)
○
At the next station students will team up to play Battleship using Latitude and
Longitude coordinates.
Closing Activities:
Following the station rotation, students will finish their KWL Chart by completing the “L”
column and review the objectives to determine if they can:
●
Define latitude and longitude.
●
Identify the Equator and Prime Meridian.
●
Map point coordinates of latitude and longitude and locate places using latitude and
longitude coordinates.
●
Informal Kahoot! Assessment- Geography and Map Skills
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Teaching in the 21st-century allows educators to be creative in their lesson planning,
class demonstrations and how they deliver instruction to their students. Competency 11 requires
the educator to demonstrate their ability to facilitate innovative practices in classrooms and
schools to address key needs and opportunities in these complex, adaptive systems. For a flipped
learning environment to be successful it must have the four pillars of flipped learning: flexible
environment, learning culture, intentional content and professional educator. Bethany Petty for
Edutopia writes, flipped lessons replace teacher lectures with instructional material-often a
video- that students watch and interact with at home (2018). The flexible environment involves
students viewing learning materials at home and then returning to school the next day to practice
what they learned through a variety of intentionally designed activities that the teacher has
designed to enhance learning. A flipped environment allows for student agency as work is
completed at their own pace,
to determine for themselves the material they need to review, and to
apply concepts in different contexts in class to ensure that they thoroughly understand the
content (2018).
For educators to successfully show proficiency in learning competency 1: Apply content
expertise in the subject matter or discipline of your educational profession they must develop
lessons, unit plans, activities and assessments that support the standards and objectives outlined
by the districts chosen curriculum. Since this is a flipped lesson and for it to be effective it aligns
with one of the four pillars, intentional content, meaning the material used in the flipped lesson
compliments the curriculum, is relevant and based on the needs of the students. To ensure the
content expertise in the subject matter was applied to this learning product I created and located
videos and activities that would support the standards and the learning objectives developed by
the school districts curriculum team. The goal of the lesson was for students to be able to
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demonstrate their knowledge of maps to determine locations using various coordinates and lines
that criss-cross the globe. Students completed content activities that required technology and
included a variety of student learning styles, so each student could interact with the material in
their preferred learning style.
The learning culture and intentional content of flipped learning takes place in the
classroom and fulfills competency 2: required application of integrated concepts, theories, and
research about effective teaching and learning in a technology-rich environment. From the
beginning of the lesson, which takes place at-home, to the informal assessment at the end of
class, each aspect is tailored around the use of technology. The teacher has created centers with
technology tools from digital stories on Readworks to the Google Classroom website where
students will locate their notes and view the content videos to the informal assessment using
Kahoot! at the end of class. Each piece of technology was selected to enhance the lesson and
help students understand and connect with the material while aligning with students’ needs and
learning styles. Student-centers contained videos for visual learners, digital reading passages for
verbal learners, the partner balloon activity as well as the continents and oceans center were
incorporated to accommodate those students who are physical/kinesthetic learners.
The classroom activities following the at-home activities allow students to work in
collaborative groups to
increase student understanding of content, to build particular transferable
skills, or some combination of the two, instructors often turn to small group work to capitalize on
the benefits of peer-to-peer instruction (Brame & Biel 2015). With the in-class assignments,
students have the ability to complete tasks with their collaborative group, on their own or with a
partner from their group. The structure of the collaborative groups was also intentional as it
allowed students to work socially, solitarily or a combination of the two depending on their
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learning style. Classrooms that provide opportunities for students to work in collaborative groups
allows the teacher to transition to facilitator as they provide individualized help for each student
or small group of students (Petty, 2018).
By changing the role of the instructor from lecturing to
facilitating the groups helps foster this social environment for students to learn through
interaction (Brame & Biel 2015).
In collaborative groups students use both goal interdependence
and resource interdependence to ensure interaction and communication among group members.
Students discuss what they learned from the at-home materials and use this knowledge to
communicate with their group members their understandings or takeaways from the material.
Working together students demonstrate cooperative learning which is characterized by positive
interdependence, where students perceive that better performance by individuals produces better
performance by the entire group (Johnson, et al., 2014).
The learning culture and professional educator pillars of flipped learning aligns with
competency 3: demonstrates proficiency in the educator's ability to conduct field-based research
to advance practice to improve student achievement. The professional educator aligns learning
activities to curriculum standards and consistently re-evaluates students learning and progress
through a series of learning goals and assessments. Students are allowed multiple variations of
learning and practice to improve their skills and knowledge before an assessment is conducted.
The inclusion of the KWL Chart allows students to write what they know about a subject, what
they want to learn and if they achieved or furthered their learning at the conclusion of the lesson
or unit. Beginning with the opening class activity to the informal assessment, the educator
monitors and listens to students as they explain and demonstrate their understanding of the
content material that they acquired from the at-home activities. While the teacher has now taken
on a facilitator role they move around the classroom correcting misunderstandings and taking
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note of ways to improve upon the lesson.
Again the educator incorporates cooperative learning with the partner balloon activity as
a way to monitor students' understanding as students listen to their partner describe a location
using terms such as latitude and equator from the previous night's assignment and try to draw the
points on a balloon.
Cooperative learning follows the idea that groups work together to learn or
solve a problem, with each individual responsible for understanding all aspects. The small groups
are essential to this process because students are able to both be heard and to hear their peers,
while in a traditional classroom setting students may spend more time listening to what the
instructor says (
Brame & Biel 2015).
David Johnson, Roger Johnson, and Karl Smith (Johnson et
al., 2006) found that cooperative learning produced greater academic achievement than both
competitive learning and individualistic learning across the studies... when comparing
cooperation and individualistic learning. In essence, these results indicate that cooperative
learning increases student academic performance by approximately one-half of a standard
deviation when compared to non-cooperative learning models, an effect that is considered
moderate (Johnson et al., 2006) .
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References
Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work: Using cooperative
learning groups effectively. Retrieved from http://cft.vanderbilt.edu/guides-sub-
pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-
effectively/
Petty, B. (2018, July 23). 4 Tools for a Flipped Classroom. Retrieved from
https://www.edutopia.org/article/4-tools-flipped-classroom
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the
university classroom (3rdedition). Edina, MN: Interaction.
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving
university instruction by basing practice on validated theory. Journal on Excellence in
College Teaching 25, 85-118. Retrieved from
https://pdfs.semanticscholar.org/e2ff/349ff6ca86232e4b463796ba0e2ccfa3102e.pdf?
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