Course Prototype Submission

Here is the link to my Google Site where my course prototype is housed. For students, this link is available via Google Classroom.

At the start of the school year, I modeled how to navigate our math website with students. Here are the steps to follow if you would like to look at my completed course prototype.

  1. Google Sites link
  2. Shape and Space
  3. Chapter 1: Understanding Angles
  4. Lesson 1: In the Real World

Once students reach the lesson they are on, they then complete the 4 or 5 steps listed out for them to complete. When finished, they can move on to lesson 2 by clicking the link at the bottom of the page, or they can use the drop-down menu at the top right of the screen where it lists each lesson for Shape and Space.

Teaching my split classroom in a blended learning style has allowed me to facilitate my students’ learning more efficiently. My main goal for this course prototype was to make my lessons more interactive and engaging for my students. With the help of Lumi I feel confident that I am moving in the right direction. I look forward to collecting student feedback on their level of engagement with the new version of my lessons.

Module Feedback

For the feedback on my course module, I received an overwhelming amount of positive comments both in our small group session and peer evaluation. It is refreshing to have an outside perspective view your work and applaud the time and effort that is put into the logistics of a blended classroom environment. Areas for consideration and improvement come down to the technical side of things. One of my reviewers had trouble accessing my instructional video as the link was broken. I usually don’t double check my links so this was a good reminder that I need to view my site as a student and make sure everything is in order. Another technicality that I may have overlooked is the drop-down menu. It may be more convenient if those tabes were out and visible rather than hidden. This is something I would like to check in with my students about. I have never asked them for feedback on how they navigate their learning. 

After reading through the Technological Equity and Accessibility For Virtual and Hybrid Learning article I realized that my communication on announcements and due dates may be a bit conflicting for my students. I use Google Sites to house the majority of their modules and Google Classroom is used as a navigation tool. Sometimes I embed assignments between the two platforms and that is probably confusing for students. Another area that I will focus on in my upcoming modules is video captions. I have not considered this to be an issue in the past because all students use headphones to listen and view the videos. However, there have been times when students forget their headphones and need to leave the room to listen to the audio. If I can ensure my videos have clear captions, then I will be able to accommodate those students who don’t have headphones.


Next month my grade 6 students will begin to look at the Shape & Space strand,  starting with Understanding Angles. My module focuses on the first lesson of the unit “In The Real World”. Grade 6 is the first year that students really dive into working with angles, and I have always believed that it is important for students to see their math outside of the classroom. With Lumi I was able to create a video that visually accommodated this goal. Students will access this module from Google Classroom with a link to their Google Site. When they get to the site they will navigate their way to Lesson 1: In The Real World. The layout is quite simple so that students do not get overwhelmed and can ease into their learning. Below is a breakdown of how students will work through the module.

Step 1: Video – Students will watch the interactive Lumi video.

Step 2: Notes – Students can choose to copy their notes during or after the video is complete. I decided to do fill-in-the-blank notes to save time and keep students engaged. Having notes to go along with the video also ensures students will watch it (or at least part of it).

Step 3: Paper Practice – These questions are meant to support the video and notes provided in steps 1 and 2. They are not graded but students will have a chance to correct their work during the “pause” portion of the module.

Step 4: Padlet – In the past, I have used Mathletics as a formative assessment for each lesson. However, real-world application is never an assignment option. In this case, I decided to use Padlet so that students can see and share the experience with their classmates. With the focus of this lesson being that angles are everywhere, I thought it was necessary for students to physically find objects around them. If you are unfamiliar with Padlet, it is a digital board on which students can collaboratively post comments, pictures etc. The expectation for my students on this step will be for them to walk around the class and find 5 examples of angles, take a photo of one and post it on Padlet for their classmates to see. I will then use their responses as a formative assessment.

Step 5: Every 2 lessons students will complete a paper exit ticket which they hand to me before moving on to lesson 2. Since this is lesson 1, they will not do an exit ticket.

My students have been using Google Sites since the start of the school year. I have been trying to figure out how to make it more engaging and personalized. With using Lumi to create my own videos (own voice) instead of random YouTube videos I think my students will look forward to watching the videos and actually being able to interact with them. Padlet will also help with engagement as students get to see what their classmates post and share their learning with one another.

Module Links