Philosophy of Online Teaching

Teaching and learning is fundamentally a sharing of knowledge. We are always learning

whether we know it or not. In order to effectively teach, you must be open to be an effective

learner. Growing up I always had a thirst for learning and sharing what I learned with others.

Throughout my schooling, I’ve always gravitated toward teachers that molded learning as a

discovery and collaborative task. When I began to teach myself, I always led my classroom in

this way. My goal for my online classroom is to have this same base philosophy as my face to

face, in-person classroom, discovery and collaboration. I will make sure that my teaching

presence is known as an open, caring, and clear teacher. I will give my learners access to

information about me as a teacher and person. Learner engagement, participation, and

mastery, whether it be collaborative or individually, will gage my success in online instruction. I

feel the engagement and participation have a large impact on mastery.

My Philosophy of Online Teaching must start with “community” and a community of learners.

Teaching and learning can exist on a singular path, but when it exists in a community it

becomes more powerful. Learner to learner interaction is foundational for learning, especially in

the online setting. This is based on the collective production of knowledge, learners coming

together on the journey to find a common goal. Groups and peers work to gather to help

learners developing stronger communication skills. These skills are needed by learners outside

the classroom in their respective jobs and careers. Most of the teaching tasks that are used

daily like stimulations and the engaging motivational task can be assisted by peer/group

interaction. While learners work in groups there is still a strong level of individual knowledge and

the role of the learner as a maker of knowledge (Moore, 1989). Each learner will bring to the

table different backgrounds and strategies for application of knowledge.

 The backbone of my philosophy is pedagogy sourced from many theorists. The main theory

leading my philosophy is Constructivism. Constructivism looks at learning as an active process

in which learners are highly engaged in meaningful activities. In Constructivism, collaborative

and cooperative learning is a must, giving learners real-life experiences to facilitate using their

learning (Ally, 2004). Another strong point of collaborative and cooperative learning is how it

strengthens a learner’s social presence. When building this social presence, I will use the most

effective practices to set the climate and give all learners the support and a sense of

community. They can then build shared understanding and their learning is expanded

(deNoyelles, Zydney & Chen 2014).

I will use a variety of learning tools that align with my philosophy of teaching and learning

online. The variety of learner-to-learner activities allows individual learners with varying

preferences of peer interaction to be comfortable with the task but also challenges them at

some points to expand their comfort zone with collaboration (Moore, 1989). I will have the

opportunity for discussion throughout my course. Learners will share ways they can apply class

knowledge gained outside the classroom. They will interact, using video, text, and audio. I will

imply native discussion feature on my learning management system (BCPS Schoology), and

FlipGrid.

The same platforms I will for decision, I will use for feedback. Feedback will be another

cornerstone of my online class. Feedback will be positive and show my lite carrying teaching

style. I will use phrases such as “Phil, I am glad you are learning so much, and It is evident in

your work. I liked how you connected the Fortnite pictures to the steps of solving problem 😊. I

can’t wait to see your final!” I will make sure that I know my learners and am able to connect

with them. My feedback will be balanced and give learners suggestions on how to continue their

education and improve their tasks. I will ask questions and prompt furthering thinking. In

collaboration assignments, I will always start with a group comment and then give each member
concise specific feedback. I will also give acknowledgment feedback to learners about what they

need to do and what they have accomplished in the course (Standard-Specific) (Leibold

& Schwartz, 2015).

My online classes will be structured using the R2D2 model. The model is based around:

read, reflect, display, and do. The model is to assessable and can lead to universally designed

lessons. It meets learners with diverse learning preferences and varied familiarity with online

tools. The model is displayed in quadrants. The first one, read, is in which learners acquire

knowledge through readings, explorations and videos. The second quadrant, reflect, emphases

reflective activities such as online discussions, reflective writing tasks (tied to Read quadrant),

quick self-check, and electronic reflections. The display quadrant, the third one, is where you

“display” the learning you did and includes online practices, interactive simulations, and artifacts

you create. Finally, the fourth quadrant, the do, includes many hands-on doing that show you

know the knowledge gained, including, real-word scenarios problems and synthesis of the

information in a project (Bonk & Zhang).

Learners will be assessed in a variety of means. Learners will mostly be assessed in the

display and do sections (Bonk & Zhang). Some assessments will be in the form in of videos

displaying learners mathematical reasoning, digital posters showing understanding, discussions

and group projects. I will employ some written real-world problems but allow learners to submit

digitally drawn models to reach my visual learners. This also gives learners the option to have

variety and choice in their learning. I will have many real-world applications of the math

practices embedded. Authentic activities give learners opportunities for “sustained inquiry.”

Learners can see the problem from multiple perspectives if they are in groups and see how to

apply it across disciplines and outside the classroom (Oliver, Herrington, & Reeves, 2006).

My hope is that my online instruction will be a collaborative, engaging, and knowledgeable

experience for my learners. I will continue to employ the work that I have studied and will study
to guide my instruction. The instruction will have Constructivism at its base, giving leaners

power and ability to grapple with their learning. Learning will follow the R2D2 model, with

opportunities for learner choice. Learners will have a strong social presence in the class through

much collaboration. Assessments will align with my philosophy and will be reflective of the

content taught. Finally, my class will be flexible and will mold based on learner feedback and

mastery of the content.

Facilitation Plan

Time Frame: 6 online sessions (learners have the option to complete in a lab)

Short Description of Course:

This course is a review for learners exiting 5th grade and going to middle school. It goes over decimal foundations, and

operations. It is intended to reteach and review what the learners learned about decimals over their year 5th grade. This course would

ideally take place in the summer. The teacher would be on hand for review and feedback, but the course is a lot of self-paced a

synchronous part (most all “read” sections). There is a lot of partner/collaborative tasks the must take place synchronous. A lot of

material is sourced from the Baltimore County curriculum and Pearson enVisionmath 2.0 but made accessible and enhanced

digitally.

Overarching objectives and goals (Competencies need for 6th grade in BCPS):

 Apply understanding of the structure of the base ten number system to use place value concepts to compare, order, round,

and estimate decimal numbers.

 Calculate sums, differences, products and quotients of decimals by using models, properties of operations, place value

understanding, and standard algorithm (not decimal quotients).

 Using multiple representations can facilitate making sense of problems and communication of mathematical ideas with

decimals.
  Use the relationship between division and multiplication allows for multiple strategic approaches for solving a decimal division

problem

Plan:

Sessio Objectives R2D2 Activities

n
0 Read:
(Pre- We will understand what the course is  Learners will read the course expectations and preview what they
Meeting about, how we are going to learn, and will learn from the course.
the first why we are learning.  Learners will view the instructors “Online 5th Book Page” (this is an
time.) example--not all parts are specific to this online course) to learn
We will connect with others by making an more about the instructor and the course.
intro page to share with the class.  Learners will look at the class grouping sheet online to see who is
in their groups!
We will collaborate with others by sharing
what know and wish to learn in the Reflect
course.  Learners will view the self-assessment, make a copy in their google
drive and complete the “before ratting” section.

Display
 Learners will make their own Online 5th Book Page and send it to
the instructor and their group members.

Do
 Learners will comment on what they (1) know and (2) wish to learn
on a Padlet.
 Learners will explore the Prodigy Game and set up an account if
they don’t have one to practice math!
Sessio Objectives R2D2 Activities
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1 Read:
We will read and write numbers with  Learners will view a video as an introduction (transcripts will be
decimals through thousandths using a available) to decimals.
variety of tools.  Learners will view the following pictorial representations of
decimals.
We will be able to use standard form,  Learners will read a section in the Pearson online book about base-
expanded form, and number names to ten and decimals.
talk about decimals.  Learners will view the following from video lesson recap from
Pearson. (transcripts will be available)
We will identify equivalent decimals using
digital place-value blocks. Reflect
 Learners will access class FlipGrid:
o Ponder and discuss the following questions in a video:
 How does understanding the structure of the
number system help you solve problems?
 How does representing mathematical ideas using
models help you to understand and communicate
those ideas?
 How are decimals related to fractions?

Display
 Learners will show what they learned with Digital Place Blocks
1. Open Digital Place Blocks
2. Select 1 = large cube. In a textbox, write a decimal between
1 and 2 that has tenths and thousandths but no hundredths.
Then write the number name. Use place-value blocks to
model the decimal.
Sessio Objectives R2D2 Activities
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3. Model the same decimal in a different way that includes
hundredths blocks. Remember that one-tenth is 10
times as much as one hundredth. Check your work with the
odometer.
4. Repeat with other decimals.
 Learners may log some time on Prodigy Game.

Do
 Learners “do the math” and use what they learned on a real-world
task:
o Access the document!
o Make a copy in your Google Drive
o Complete the page the aligns with your group!
o Make sure you use text, drawings, and/or pictures to
represent their work!
 Learners will access class FlipGrid and respond to what they now
know to their original refection video!

2 Read:
We will use place value to round  Learners will read the following page to help them review whole
decimals to different places in number rounding and preview decimals.
simulations.  Learners will view the video to see a visual cartoon comparing
decimals (transcripts available).
We will use place value to compare  Learners will read through the following problem
decimals through thousandths in OR listen with the video corresponding to the problem.
simulations. Reflect
 Learners will reflect on what they learned and practice on Online
We will show a procedural understanding Decimals Soccer Challenge and Comparing Decimals Game
of rounding and comparing through the
Sessio Objectives R2D2 Activities
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thousandths place by making an anchor Display
chart.  Learners with a partner (the list would be in LMS) will create a
digital poster/anchor chart on wixie that gives directions on how to
(1) round and (2) compare decimals.
o Learners should use this rubric to guide their work.
o Learners will email their work to 2 other groups to have as a
reference.

Do
 Learners will complete the following challenge on Go Formative
o They can use text, drawings, and/or pictures to represent
their work!

3 Read:
We will model sums and differences of  Learners will view a video about adding decimals (transcripts would
decimals in pictures and on number lines. be available).
 Learning will view and work along with teaching in a video
We will add and subtract decimals to the explanation about adding and subtracting decimals.
hundredths using many methods to solve  Learners will view Adding and Subtracting Music Video (transcripts
real-world problems. would be available).
 Learners may read adding and subtracting decimals section in the
We will add and subtract decimals using Pearson online book for more clarity.
the standard algorithm to solve complex
problems and display our knowledge. Reflect
 Learners will access class FlipGrid: Ponder and discuss TWO of
the following questions in a video:
o How does understanding the structure of the number
system help you solve problems?
o How does representing mathematical ideas using models
Sessio Objectives R2D2 Activities
n
help you to understand and communicate those ideas? 
o How does understanding the structure of the number
system help you solve problems?
o How is adding and subtracting whole numbers like adding
and subtracting decimals?
 Learners will share their learning and respond to 2 classmates
video reflections.

Display
 Learners will show what they learned with a Virtual Number Line
o Open Virtual Number Line
o Click on Check Show Labels and uncheck Show Equation.
o In a textbox, write an addition problem using two decimals
in hundredths between 0 and 0.5.
o Use the number line to model the addition of the two
decimals and write the sum in the textbox.
o Click Show Equation to check your work.
o Uncheck Show Equation.
o In a textbox, write a subtraction problem using two decimals
in hundredths between 0 and 1.
o Use the number line to model the subtraction of the lesser
decimal from the greater decimal, and write the difference in
the textbox.
o Click Show Equation to check your work.
 Learners may log some time on Prodigy Game.

Do
 Learners will use the skills they have learned and DO the math in
Sessio Objectives R2D2 Activities
n
real life!
o Access the Joshua Tree National Park Task
o Make a copy in their Google Drive
o Complete the page the aligns with their group!
o Make sure they use to answer the questions.
 They may support their work with drawings, and/or
pictures to represent their work!

4 Read:
We will find the product of decimal factors  Learners will read through online lesson and look at practice
by using virtual models to multiply problems.
decimals.  Learners will read through the following problem.
OR listen with the video corresponding to the problem.
We will multiply decimals by using  Learners will watch the multiplying fractions rap on Flocabulary.
multiplication strategies and the standard
algorithm for multiplication to show our Reflect
knowledge on an assessment.  Learners will work on a fluency game to reflect on the knowledge
they gained about Multiplying Multi-Digit Whole Numbers with
We will show our understanding of decimals.
multiplying decimals by creating a real-  Learners will reflect on a Padlet, “Two ways you might see
world context for our products and multiplying decimals used outside of the classroom and school”
decimal factors. o Learners will then respond to a partner: (1) if they have
seen the way (only one of them) described and (2) where
and when. (They may also answer if they haven’t seen the
way described, “Will they ever encounter it in the world?”
 Learners may log some time on Prodigy Game.

Display
 Learners will practice multiplying decimals using virtual fraction
Sessio Objectives R2D2 Activities
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manipulatives.
o In a textbox, write two decimal numbers in the tenths. To
model their product, choose denominator 10(since decimals
are base ten) for each fraction.
o Move each tab so the numerator is the number of tenths in
each factor.
o Write the product in the textbox.
o To check your work, click the odometer twice to show the
multiplication problem in decimal form.
o Make up similar multiplication problems.
o Choose one problem and switch the factors.
o Model the multiplication.

Do
 Learners will complete the following multiplication challenge on Go
Formative
o They can use text, drawings, and/or pictures to represent
their work!
o The graph would be on the pages but BCPS GoFormative
access is down for extra features for this summer.
 Learners will write their own word problem for the following
o 0.6 x 4.25 =
o They will create it in a google document and send it to two
classmates assigned on our LMS.

5 Read:
We will divide decimals by looking at the  Learners will view and work along with the following Pearson video
relationship between multiplication and about modeling division of decimals.
division.  Learners will read the following page outlining how to divide
Sessio Objectives R2D2 Activities
n
numbers with decimals.
We will divide decimals by seeing their  Learners will read through the following problem
similarities with dividing whole numbers. OR listen with the video corresponding to the problem.
 Learners will be reading multiplying (as a review) and division
decimals section in the Pearson online book.

We will divide decimals on a video using Reflect

concrete models or drawings, place value  Learners will reflect on the following question: How do division of
strategies and properties of operations to decimals models connect to algorithms for finding quotients? 
show our understanding. o Learners can use a medium of their choice to respond
(video, text, audio).
 Learners will answer multiplication of decimals word problems
created in the last lesson by their peers (See lesson 4 Do section)

Display
 Learners will solve the following problem with the virtual money
manipulatives.
o Ms. Stevenson paid $11.07, not including tax, for boxes of
tissues that each cost $3.69. Model with money to find how
many boxes of tissues Ms. Stevenson bought.
 Write the division problem and your solution in a
textbox. Check your work with the odometer.
 TIP- Make sure you use the hammer tool to break
up the money.
o Write another division problem involving money amounts.
Model with bills and coins to solve.
o Send screenshots of their work to the instructor.
Sessio Objectives R2D2 Activities
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Do
 Learners will make a video going through the steps of solving a
division of decimals problem. They will use an online whiteboard
and Screencast-o-Matic
o Modell’s has charged Mr. Ingram $471.24 to ship 14 boxes
of footballs. Mr. Ingram wants to calculate the cost of
shipping each box of footballs. Show your work using the
online whiteboard and Screencast-o-Matic of a division
strategy Mr. Ingram could have used to find the cost of
shipping one box of footballs.

 Learners will share their videos with classmates to see different

strategies. (Learner will not see the shared video until submitting
theirs,)

 Learners will once again view the self-assessment, and complete

the “after ratting” section.
References

Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The
theory and practice of online learning.

Curtis J. Bonk & Ke Zhang (2006) Introducing the R2D2 model: Online learning for the diverse
learners of this world, Distance Education.

deNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry
through online asynchronous discussions. Journal of Online Learning and Teaching

Leibold, N., & Schwartz, L. M. (2015). The art of giving online feedback. The Journal of Effective

Teaching.

Liver, R., Herrington, J., & Reeves, T. (2006). Creating authentic learning environments through
blended learning approaches.

Moore, M. (1989). Editorial: Three Types of Interaction. The American Journal of Distance
Education.