Distance Learning

For this project you will design and present a distance lesson synchronously (live) to
a student or group in a different location. The student or group to which you present
can be located anywhere in the world, but must not be in the same room or space
as you are when you present the lesson. Your distance technology lesson must
include audio of your voice and visuals, which could be of you and/or other learning
materials that you present. Before you begin your lesson, you must test out your
distance technology to make sure it works. Test it out with a colleague on another
computer to make sure things are working, and give yourself enough time to work
things out before the actual live lesson.

The distance lesson must have a learning objective based on one of the state or
common core content standards. You can find the common core standards (which
relate to language arts and math) at http://www.corestandards.org/read-the-
standards/ and the state standards at http://doe.sd.gov/contentstandards/. You must
also include an assessment activity to determine whether the distance lesson was
effective and implement this assessment activity as part of the learning experience.
A variety of free tools can be used to support your distance technology lesson such
as Skype, Google+ Hangouts and Talky. A commercial synchronous distance learning
service such as Adobe Connect, Blackboard Collaborate or Elluminate.

For this assignment, fill out the following items:

Fill in the following items before you teach your distance technology
lesson
Your Name and Andrea Overman 4/11/2017
current date
List the K.RF.2 Demonstrate understanding of spoken words, syllables,
state/common core and sounds (phonemes). The student will be able to say the
standard(s) words, count the syllables in the words and identify two or
included in the more words that rhyme.
lesson (1-2
Sentences).
Describe the The students will work on the vocabulary words that have
learning activities been provided for the week. The students will be given the
you plan to use to words ran, man, other, mother, go, so, can, and low through
meet the objective email. The students will be able to pull up these words and
(2-3 paragraphs). practice with them throughout the week. The teacher will
have a magic word box that they pull each word out of. When
the words are pulled out the teacher will tell them the
definition and they will tell the students a sentence that the
word is in. The teacher will then place each word on the white
board. The words will all have a magnet on the back so that
the teacher can move them around to help display the
 different categories of each word. The teacher will ask the
students to help them identify which words are similar and
then they will move the words into those groups. The
students will come up with that the words man, ran and can
are similar and the words other and mother are similar and
that the words go so and low are similar. The teacher will
then ask the students why they put the words into those
groups. The students will explain that the words have the
same ending sound. The teacher will explain that because the
ending sounds are similar or sound the same the words
rhyme. When two words sound alike they rhyme just like our
words can, man and ran. The teacher will then ask the class
what other words are rhyming words. The students will
respond with go, low and so. The teacher will ask the student
if they know why those are rhyming words. And the students
will respond with because they end with the same sound. The
teacher will test the student knowledge at this point and ask
the students if the words mother and go are rhyming words.
The students will respond with no and when the teacher ask
why they will understand that rhyming words have to end
with the same sound and that mother and go do not end with
the same sound. One student will point out that the word
mother is a lot longer than the word go. The teacher will then
explain how syllables apply to words and how that words can
also be categorized by syllables. The teacher will explain that
syllables help us pronounce words. Syllables can also be
counted. Each syllable has one vowel in it. So the word other
and the word ran have different amounts of syllables. We say
the word other oth*er each part has a vowel. The teacher will
ask the students to review their vowels by reciting them to
the teacher. The students will say AEIOU. The teacher will
write other on the bored and point out the o and the e and
say the word in two parts other and then they will count
that oth is one and er is two they will then go through a few
more examples of go and so. The students will then get a
worksheet through handouts where they will circle the words
with two syllables and underline the ones that are one
syllable. They will turn them back into the teacher and they
will go over all the answers.
Describe your The teacher is going to perform formative assessment all
planned throughout the lesson to see if the student are understanding
assessment activity the concepts being taught. However the teacher will provide
to determine if one grand assessment at the end of the lesson. The teacher
learning happens will have the student pull up there email of the list that they
(1-2 Paragraphs). received with the weekly words and then the teacher will ask
them to tell them a word from the words provided that
rhymed with the word go. The students will either answer low
or so and then the student will be asked to find a word from
the list that rhymed with a word not provided and that word
would be row. That would be the ultimate test and if they
answered correctly they would understand the concept. The
student would then be asked to choose a word from the list
provided that had the same amount of syllables as the word
mother the students will be challenged with this question and
have to first figure out how many syllables the word mother
has and then they need to figure out how many the rest have
and then give an answer. The student will in hope answer
with the word other. The student will then also be asked to
tell the teacher how many syllables the word they gave has
so that the teacher knows that the student is not getting
rhyming and syllables mixed up.
List the date and I tested my lesson with my friend just to test the internet at
Time for the initial 6:07pm we chatted for a while and everything seemed fine. I
test of your showed her the cards that I was using with my words on them
broadcast. Also and she had told me they were a little small and hard to read
indicate any so I did end up making them better. She wished me luck on
adjustments teaching my lesson and then I just waited for my niece to be
needed before the ready so I could start teaching her my lesson.
live lesson (1-2
paragraphs).
Date and time you April 11, 7:14pm
started your
distance technology
lesson (example Jun
23, 11:37 am).
Fill in the following items after you teach you distance technology lesson
List the date and April 11, 7:37pm
time you completed
your distance
technology lesson
(example Jun 23,
11:56 am).
Give the name(s), I decided to give my lesson to my 5 year old niece Aubree
age(s) and grade who is a Kindergartener at a school in MN.
level of each
student who
learned from your
presentation.
List and describe all I used Skype to give my lesson to my niece I had her use a
learning materials computer which my mom helped set up. I chose for both of us
you used as part of to use the computer because then the camera would stay
your presentation stable and then she had a nice large view of everything I was
(Example: I used a teaching her. I just decided to use things that were with me to
21 slide powerpoint teach my lesson. I used a magic box that had the words with
presentation that magnets on them so I could place them on the board. Since I
features each placed them on the board I did need a white board. I did my
element of the cell lesson in an empty room in Gerber so that I had a nice
model. This classroom set up. I also used a white board and a marker so
powerpoint contains that I could write the words on the board when it came to
pictures of each talking about syllables. I gave all of my information and we
element including just did all of our talking back and forth through skype. I did
the cell wall, use technology when it came to emailing the words. I decided
nucleus)(1-2 to email a copy of the words to that the words could be used
paragraphs). throughout the week with the family after the lesson. My
mom helped her facilitate the email and pulled up the words.
One of the things I also did was used my mom to help her
with some of the technology things.
List and describe The very first thing that I did was made sure that Aubree
the Learning could hear me and that I could hear her. If our communication
activities you was not going to be clear I knew that the entire lesson would
implemented go badly. The next thing that I did was I told her what we
(timeline of were going to be learning about. I told her that we were going
topics/activities). to learn some things about words. (Aubree is already almost
Example: I first done with Kindergarten so she was already familiar with
discussed the syllables and rhyming words but I figured it didnt hurt to
elements of the cell practice these concepts again and see if she is ready for 1 st
using pictures of grade.) I told her that we were going to learn about rhyming
the cell wall, these words and we were going to learn how to count the syllables
elements included in words. I told her that by the time she was done learning
the mitochondria, today that she was going to be able to tell me words that
nucleus, cell wall, rhymed and tell me how many syllables were in each word. I
golgi(3-4 then introduced my magic box. I asked her what she thought
paragraphs). was in the box. She guessed toys or candy but then I told her
that my magic words were in the box and the magic words
were going to help us learn about syllables and rhyming. She
was pretty excited to learn with the magic words. I then
pulled each word out and as I did that I said the word,
explained the definition gave her a sentence with the word in
it and then I asked her to explain to me that the word meant.
After all of that I place the word on the board. I then did all
the previous steps with all of the other words. I then asked
her if she thought any of the words were alike. She didnt
really know what to think so I helped her organize them into
categories. Then I asked her if they were alike and she said
yes. She said that the word so and go had the same endings.
I then explained that the words in each category rhymed and
she said yes they do. And then she repeated all of the words
in that category. Then I asked her which other words rhymed
and she said can, ran and man. She also said mother and
other. She understood that and I explained that because the
words sound the same at the end of the words that is why
they rhymed. She then told me that she liked Dr. Seuss books
because they rhymed. We continued to talk about rhyming
words for a little bit and then I asked her how we could
organize the words differently. She didnt know what to say so
then I asked her what else the magic words were going to
help us learn. She said that the magic words were going to
help us learn to rhyme and to count something. I told her that
we were going to learn how to count syllables. I told her that
syllables help us learn how to say words. I also told her that
each one had to have a vowel in it. I asked her to tell me the
vowels and she knew that they were AEIOU then I wrote the
words on the board and I modeled and showed her where the
vowels were and how to count them. She told me they did
this in school but they clap. I told her she could do that if she
wanted and she knew how to count them right away. I had my
mom pull up the work sheet on her IPad with the handouts
app. She then completed the worksheet by circling the words
with two syllables and then underlining the words with only
one syllable. Then we went over the answers and she clapped
them out which proved to me that she knew them. After that I
told her that the magic words have helped us learn more
about syllables and rhyming words and now that we know
more about these words they will help us with bigger words. I
then said before we said goodbye that I wanted to see if the
magic words really did help her learn. She said they did and
was wanting to go because it was getting to be a little long
but my mom helped me keep her long enough to do the
verbal assessment. I asked her to look at her word list and
answer my questions. I asked her what words rhymed with go
and she said low and so and then I asked her what word had
the same amount of syllables as mother and she took a little
bit practiced clapping to a few words and then said other. I
then asked her how many other and mother had and she said
two. She told me thanks for teaching me and that she wanted
me to come home and teacher her and then that was it.
Include the results I did a verbal assessment because it was quick easy and
of the assessment effective. I asked her to look at her list of words and tell me a
activity you word that rhymed with the word go she looked at her list and
implemented (2-3 told me low and so. I then asked her to tell me what word had
paragraphs). the same amount of syllables as the word mother. This was
good because she first had to figure out how many was in
mother. She used the clapping method and then she clapped
out a few other words and then she told me that other was
the same. I then asked her to tell me how many were in
mother and other and she said that there were 2 syllables in
the words. She did a very good job in the lesson and never
doubted that she would have not passed the assessment.
List the key The key practice that I really focused on was providing clear
practices for directions and instructional materials. I think this was
effective distance necessary because my niece was very young and needs
learning did you things to be explained properly and clear. I made sure to
include in your explain as I went too. The students that I planned this lesson
lesson (2-3 for were at an age where repetition is very necessary for
paragraphs). them to understand.
I never just said any direction or fact once. I always spoke it
in a different way or simply repeated myself if they seemed
to understand the first way best.
How was teaching I think that teaching face to face and teaching from a
from a distance distance are very very similar and honestly I planned for
different than them both very similarly. I think that the biggest difference is
teaching face to the classroom or student behavior management. I dont think
face? (1-2 that Aubree would have stayed as engaged as she was
paragraphs). without my mom on the other end. Especially at the end
when she wanted to be done there was nothing stopping her
beside me saying you need to stay and do this if my mom
was not there to help me. I think another big thing is just
classroom or student engagement. I think that it is so much
easier to keep a class engaged when you are physically with
them however when they are at a distance it is more
challenging. I would have included more worksheets and
hands on things but being a kindergartener she did not have
a lot of technology background and that made it hard to do
and keep her engaged.
What parts of your I think that she had a good relationship with me so she was
distance teaching more willing to listen to me she also really liked the magic
went particularly box. I think by using the magic box it was something that I
well? (1-2 could keep going back to to keep drawing her attention back.
paragraphs). I think she listened very well and she understood me and the
point of the lesson. I think another thing that went well was
 the set up that I had. I think that using the laptops was the
most effective and efficient way to do things and I could still
be in my element of the classroom and use the whiteboard to
teach an effective lesson.
What would you do Not that I will necessarily get to choose the age group I am
differently the next working with I would really like to work with an older group
time you get a and probably a large group of students. I think that if they
chance to teach knew more about technology it would go smoother and I think
from a distance? (1- that there would be even more learning if the students could
2 paragraphs). discuss with their elbow buddies and teach one another as
well as learn from me. I think that I would still do it live so
that I can make sure the class is staying on task however I
would probably make my words and materials bigger so that
they are easier to see on the white board. Overall it was a
good experience and I think that the assignment really
pointed out the pros and cons of distant teaching verses face
to face teaching.

For this assignment you will be graded according to the following rubric:

Fill in the following items before you teach your distance technology
lesson
Your Name and current date are included 2/2
The Lesson Objective is stated clearly (1-2 Sentences) 3/3
The learning activities you plan to use are described and aligned to the 5/5
objective (2-3 paragraphs)
Your planned assessment activity is well-described (1-2 Paragraphs) 5/5
You tested out your live lesson distance technology and included 5/5
information about any adjustments that were needed before the live
lesson
The date and time you started your distance technology lesson is listed 5/5
(example Jun 23, 11:37 am)
Fill in the following items after you teach you distance technology lesson
The date and time you completed your distance technology lesson is 5/5
listed and is within the required time limit (15-20 minutes; example Jun
23, 11:56 am)
The name(s) age(s) and grade level of each student who learned from 5/5
your presentation is provided
All learning materials you used as part of your presentation are listed 5/5
and described (1-2 paragraphs)
The Learning activities you implemented are described well (3-4 10/10
paragraphs)
The results of the assessment activity you implemented are described 5/5
adequately (2-3 paragraphs)
The key practices that you used in your distance learning experience are 5/5
adequately described
An adequate description of how teaching from a distance was different 10/10
than teaching face to face is provided (1-2 paragraphs)
An explanation of the aspects of your distance teaching went particularly 10/10
well is provided (1-2 paragraphs)
A description of what you would do differently the next time you teach 10/10
from a distance is given (1-2 paragraphs)
This assignment is free of spelling and grammatical errors 10/10

Total 100/1
00