To commence, it is crucial to establish a clear understanding of what learning involves and the mechanisms through which it takes place. This groundwork is essential for delving deeply into my personal teaching philosophy, classroom methodologies, and the evolutions or adjustments I’ve undergone during my decade of teaching. Ertmer and Newby, in their article “Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective,” characterize learning as “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.” Merriam-Webster dictionary provides three distinct definitions for learning. To get things started, I found a succinct blog piece that combines these different perspectives and an informative visual assistance. It’s clear from looking at the image and thinking back to our class discussions that, whether we realize it or not, teachers use all of these different learning theories in one way or another when they are in the classroom. However, as our class discussions progressed, it became clear that some theories are becoming out of date, indicating the need for a new viewpoint to guarantee that we provide our students with real learning experiences.

I still remember the year 2006 when i was doing my bachelors of Education  in India .I had the chance to participate in a teacher training program facilitated by trainers from the government of India. Throughout this program, they imparted various tools and introduced Edgar’s Cone of Learning. It was during this training that I encountered the concepts of Behaviorism, Cognitivism, and Constructivism.

lets try to understand these concepts of learning.

https://www.youtube.com/watch?v=PzTHof3RpUY

Behaviorism

Behaviorism, which originated with B.F. Skinner, is centred on observable and sometimes quantifiable behavior’s. This viewpoint holds that real learning happens when changes in behaviour or the acquisition of new behaviors result from the link between inputs and responses. Behaviorism defines learning as changes in the frequency or form of observable performance, according to Ertmer & Newby. They also stress that when the right reaction is given, learning occurs. This idea is used by teachers to decide which behaviour to reward or punish their students for. This learning paradigm is applied in the classroom through drill work, verbal reinforcement, rule-making, and repeated repetition.

Cognitivism

This theory centers on understanding how students engage in the learning process. Primarily rooted in the work of Jean Piaget, who opposed behaviorism, cognitive theory delves into the functioning of the mind during learning. It directs attention to the student’s learning journey and the reception and application of acquired information. The theory posits that children progress through four distinct learning stages, with changes in intelligence as they grow: Sensorimotor, Preoperational, Concrete operational, and Formal operational stages. Piaget asserted that increased interaction with the surrounding world allows children to augment their existing knowledge. In the classroom, this theory is applied through real-world examples, discussions, analogies, or the interconnection of concepts.

When examining the language of this learning theory alongside the mandated outcomes for teachers, the educational goal becomes evident: to construct students’ knowledge around specific topics through various themes and subjects. However, the question arises regarding the viability of the cognitivist approach. As previously mentioned, I believe there is a suitable time and place for diverse learning theories. In the context of the cognitivist approach, students are often perceived as progressing along an assembly line—learning new content, practicing it, storing it in their minds, with the hope that it may resurface one day. This approach offers limited room for interpretation and inquiry, often leading students to conform to the textbook’s understandings rather than developing their own individual thoughts and comprehending new topics. The challenge in my classroom instruction using this approach is the potential for students to slip through the cracks, whether due to a lack of interest in the topic or difficulties in completing certain tasks. Moreover, when referring to our curriculum, I have yet to discover alternative methods for teaching subjects such as mathematics, English Language Arts, and others without relying on this theory. The structured layout of our curriculum often emphasizes “important” learning topics, following this approach, making it challenging for teachers to transcend conventional methods such as rote memorization, lectures, and predetermined right and wrong answers.

Constructivism 

It centers on the learners’ active role in their own learning process. According to Ertmer & Newby, constructivists diverge from cognitivists and behaviorists by rejecting the notion that knowledge is independent of the mind and can be simply “mapped” onto a learner. While constructivists acknowledge the existence of the real world, they assert that our understanding of the world is shaped by our interpretations of experiences. This theory characterizes the learner as a knowledge constructor, leading to more student-centered classrooms where the teacher assumes the role of a facilitator. Constructivists argue that during the learning process, learners build new ideas based on prior knowledge or experiences. The focus is on equipping learners with problem-solving skills, and the outcomes are not predetermined, as each learner has their unique way of acquiring knowledge. This approach can be applied in the classroom through activities such as group work, brainstorming, or problem-based learning.

Significance of learning theories

Learning theories offer frameworks that aid in comprehending the utilization of information, the creation of knowledge, and the actual processes involved in learning. They serve as a foundation for understanding how students learn, enabling the description, analysis, and anticipation of learning. Moreover, these theories create room for diverse teaching methods and serve as motivational tools for learners. Each theory provides a distinct perspective on understanding the learner and their approach to acquiring knowledge.

So that concludes another course, Thank you to everyone who helped me learn throughout this short semester, Here is a recap of everything I learned during the course of the semester! Let’s go on a journey to investigate the transforming influence of these learning approaches, powered by various LMS systems, and the myriad of benefits they provide to learners all over the world. Studying in online and blended learning has been a rewarding experience, providing me with a variety of valuable skills and perspectives. Through these classes, I improved my digital literacy, becoming skilled at navigating numerous online platforms and successfully utilizing digital technologies. Because of the adaptability of these learning environments, I’ve developed exceptional time management skills, allowing me to balance my education with other commitments. Furthermore, the emphasis on self-directed learning has enabled me to take responsibility for my education, set clear goals, and independently examine course materials, building critical thinking abilities. Collaborating with peers from various backgrounds has broadened my perspective and enhanced my virtual communication abilities. Overall, the combination of technology-driven education and face-to-face contact has given me a well-rounded education.

As we near the end of our semester in online and blended learning courses via various LMS systems, it becomes clear that these digital tools have revolutionized education in unprecedented ways. In this technologically advanced era, online and blended learning, complemented by a variety of LMS platforms, have allowed learners all over the world to take care of their education, encouraging self-directed learning and developing critical skills for the future. Thank you for teaching this course, Katia! You taught me so much

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Here is the link to the video of my summary of learning

Hello everyone

I’d want to start by stating that I thoroughly enjoyed the course’s material and feel like I learned a lot of skills, resources, and knowledge. The course module development process was both fascinating and hard, and I intend to continue improving and implementing it in the future. I loved all of the comments and feedback, as well as Katia’s encouragement and push to stretch myself; I felt like my ability to build a usable, accessible blended unit had significantly improved. My main takeaways were the use of video to assure accessibility, involvement, community, and instructor-student connection. It was an exciting and educational journey. It was difficult for me at the outset of this course to build an online course for EC&I 834. I had to decide on a target student demographic, a course style and toolbox, course content and objectives, course evaluation needs, and how the course prototype would be organized overall.

Summary of the course

Grade -4 , Social Studies -Origins of the Cultural Diversity and Impact of the Land on the Lifestyles and Settlement Patterns in Saskatchewan communities.DR 4.1 & 4.2

DR4.1 -(Dynamic Relationships DR 4.1)Impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan

DR 4.2-(Dynamic Relationships DR 4.2 )Relationship of First Nations and Métis peoples with the land.

Targeted Population( Age, Grade, Gender) The audience for this subject is students in grade 4, who are the target group for this learning. They range in age from 6 to 12. At this age, kids start examining their environment and beginning to wonder about the various shapes of the items.

Accessibility features include the ability to expand fonts, buttons, and videos, as well as films that read courses aloud, alternate text, open-form assignment submissions, and an evaluation and needs form. 

Integrations with technology: Jam Board Screencastify (interactive films and videos), Lumi (videos, dragging and dropping, and filling in the blanks), Google Docs, Slides, and Forms

Demographics- All of the students taking this course nowadays have access to modern technologies like laptops and computers. The population of Regina, the capital of Saskatchewan, is very diversified, which greatly diversifies the audience that is being targeted. The population is more diverse since not everyone has access to technology equally

Here is the link of my course walkthrough video

“Online learning offers the promise of personalized education, tailoring the learning experience to each student’s needs and learning style.” – Sir John Daniel

Online learning has grown as a powerful and accessible educational platform in recent years, providing endless chances for individuals to pursue academic and professional goals from the comfort of their own homes. While the flexibility and convenience of online learning are undeniably enticing, the sense of community it produces has proven to be equally important in enriching the learning experience. In this blog article, we’ll look at the importance of community in online learning, and how it improves the learning experience and adds to student success. This week, I liked learning about the collaborative aspects of online and blended learning. I have to explain to them that with the advancements in online learning, I honestly don’t feel like I lose out on that side because we can still have chats online and I appreciate the flexibility it gives me while I am teaching full-time.

When I think of an online community, I think of When I think of a LinkedIn page, my mind immediately goes to that. However, if we consider what the term “community” implies in broad terms, we can see that it is and may be the gathering of any group of people for the sake of commonality, whatever that may be: religion, culture, family, school, or interests. An online community is a virtual gathering of people who share common interests, goals, or activities using digital platforms and communication technologies. Online communities, unlike traditional face-to-face communities, transcend physical boundaries and time zones, connecting people from all walks of life on a worldwide scale. These virtual communities allow individuals to engage, collaborate, and share ideas. These virtual communities generate a sense of belonging and mutual support by allowing participants to connect, collaborate, and engage in meaningful debates. Members of these communities can exchange expertise, share experiences, seek assistance, and celebrate achievements through forums, social media groups, online courses, and other online platforms. Online communities have been useful in a variety of disciplines, including education, professional networking, hobbies, and advocacy. The effectiveness of online communities resides in their ability to foster a sense of camaraderie and connection, allowing people with similar interests or aims to connect and enrich each other’s lives and experiences despite being physically apart.

Knowledge Sharing and Collaborative Learning –Online learning communities provide a unique possibility for collaborative learning. Students from all origins and locations can gather to exchange their knowledge, experiences, and viewpoints. Collaborative projects, group discussions, and study sessions allow students to approach subjects from several perspectives, resulting in a deeper comprehension of the material. This interaction can also help participants acquire important cooperation and communication skills that are useful in professional situations.

Overcoming Challenges Together-Online learning is not without its hurdles. Technical difficulties, time management issues, and academic challenges can be discouraging, leading some learners to consider giving up. However, when part of a community, students can find solace in knowing that they are not alone in facing these challenges. Collaborating with others who have experienced similar obstacles can provide valuable advice and strategies for overcoming them, instilling a sense of resilience and determination in learners.

These are some of the platforms I’ve implemented for online communication.

while reading 6 Strategies for Building Community in Online Courses I focused on Group projects (blended classroom), Videos for teachers and information (interactive and non-interactive), Video tutorials, Blog writing, Discussion Forums, Google Form Submissions.

Lifelong Connections through Interactive Learning-Interactive learning has the extraordinary ability to connect learners for life. In contrast to passive learning, interactive learning actively involves participants, motivating them to participate, discuss, and problem-solve together. Learners not only acquire knowledge but also form meaningful relationships with their classmates through group discussions, team projects, and interactive activities. These connections frequently continue beyond the classroom, establishing a sense of community and support that lasts long after the course or programme is completed. Participants form long-lasting ties as a result of their shared experiences, struggles, and accomplishments, allowing them to continue exchanging ideas, offering support, and celebrating each other’s successes. Lifelong connections built through interactive learning transcend time and geography, providing learners with a crucial network of support and inspiration throughout personal and professional journey.

Creating a Sense of Belonging-Recognizing and celebrating the successes of those being educated is critical to creating a pleasant and caring learning environment. Whether it’s recognizing big successes or celebrating an individual’s growth, giving opportunities for positive reinforcement helps learners feel like they belong in the community and enhances their sense of self-worth. Recognizing major accomplishments and celebrating individual growth are critical components in establishing a thriving learning community. When students reach key milestones or make considerable progress, recognizing their achievements through positive reinforcement fosters a culture of gratitude and support. Learners will feel valued and recognized for their efforts as a result, establishing a sense of belonging within the community. Furthermore, celebrating personal growth instills a sense of pride and self-worth in people, increasing their confidence and determination to keep learning and growing. Learners are empowered to embrace their unique skills and contributions as a result of this culture of support and appreciation, producing a pleasant and loving learning environment in which everyone feels encouraged to attain their greatest potential.

Finally, a strong online learning community fosters connection, progress, and empowerment. Its success is based on providing an environment in which students feel supported, valued, and inspired to attain their greatest potential. Such a community becomes a catalyst for individual and collective achievement in the world of virtual education by encouraging involvement, collaboration, and positive reinforcement.

We had an excellent discussion this week about accessibility and how it relates to online courses. I’ve gotten acquainted with accessibility in recent years and felt fairly confident in my comprehension prior to our seminar. However, the farther we got into the topic, the more I realized how broad the term accessibility can be, and how limited my existing perspective was!

What is Accessible Education? – Forward with Flexibility

. In recent years, education has seen a transformational move towards online and mixed learning methods, providing students in Saskatchewan schools with unparalleled opportunities. However, as technology has advanced, the issue of guaranteeing course accessibility and equity has grown even more vital. In this blog article, we look at the notions of course accessibility and equity in the context of online and blended learning, and how these principles can help all students in Saskatchewan have an inclusive and empowering educational experience.

Course accessibility in online and blended learning refers to the development of an inclusive learning environment that accommodates students’ different needs and abilities. It is not just about embracing technological improvements, but also about ensuring fair access to education for all learners, regardless of physical, sensory, or cognitive disabilities. Instructors and curriculum creators should embrace the concepts of inclusive design, which entails providing learning materials and activities that are adaptable to different learning styles and preferences. “No matter how powerful in educational terms a particular medium or technology may be, if students cannot access it in a convenient, and affordable manner they cannot learn from it.”(Bates, 2019, p.462). Tony Bates (2019) discusses many issues of student access to media and resources in online and blended education. According to Bates, access (or lack thereof) to technology is the greatest discriminating factor when making technology decisions in education. Using a variety of formats, such as text, audio, video, and tactile materials, ensures that students can engage with the subject through their preferred mode of learning Implementing universal Design for Learning (UDL)principles encourages educators to offer multiple means of representation, engagement, and expression, thus addressing diverse student needs and learning preferences.

An Inclusive Approach to Equity in Online and Blended Learning-
Achieving equity in online and blended learning entails ensuring that all students, regardless of their backgrounds, financial status, or geographic location, have equitable access to high-quality education and assistance. Schools should prioritize strategically allocating resources to assist students who may have disadvantages or issues in getting essential technology and internet connectivity. Identifying students who need extra help and delivering personalized interventions can help bridge learning gaps and guarantee that every student has a chance to succeed. Incorporating varied viewpoints and experiences into school policies and curricula develops a sense of belonging and representation among all students: Continuous professional development can help educators better understand and handle the particular needs of their pupils. To achieve course accessibility and equity, multiple parties, including teachers, administrators, students, and parents, must work together. Involving parents and careers in the learning process helps to build a supportive network and improves student results. Using data to identify gaps and track progress can help with intervention design and achieving equitable results for all students. Involving local communities and organizations can give kids facing socioeconomic issues with significant resources and support.

As Saskatchewan schools adopt online and hybrid learning, course accessibility and equity must be prioritized to guarantee that all students receive an inclusive and empowered education. Educators can create an atmosphere where every learner can thrive and succeed, regardless of their specific circumstances, by applying inclusive design, mindfully integrating technology, and creating collaborative partnerships.

Let us work together to create a better future in which education leaves no one behind and allows every student to fulfil their full potential.

The title Cultural Variety in Communities In Saskatchewan of my blog describes how I motivated myself to become acquainted with the LUMI platform during my initial use of it. The first time using LUMI can be both a thrilling and difficult experience. Its features did pique my interest and anticipation, but as I started looking around and watching the tutorial videos, I discovered a well-organized design with distinct parts that were easily navigable.

It provides real-time support in various ways, such as automating the grading process for assignments and quizzes, offering personalized feedback to students, and assisting with time management and study reminders. Lumi also facilitates interactive learning experiences through virtual simulations, quizzes, and collaborative projects. Additionally, it assists educators with professional development by providing access to educational resources and best practices. Overall, Lumi enhances the online teaching experience by streamlining administrative tasks, promoting personalized learning, and fostering a more engaging and effective virtual classroom environment. Since this is the initial time I’ve heard of or used Lumi, the task seemed a little overwhelming at first. However, after reading the instruction, Lumi was simple to use and it was simple to incorporate the interactive tools. I ran through a few obstacles when making my Lumi video. Learning how to use each of the available tools and how they functioned on the platform was one of the hurdles. Timing was also difficult because I had to halt the video precisely when the speaker finished speaking or when the slide changed. The interactive video creation process took the longest to perfect the timing.

Content

By studying about various cultural groups, traditions, and contributions, students will explore and understand the cultural diversity in communities across Saskatchewan. The main objective is to create an asynchronous learning environment where students may learn more quickly and expand their knowledge. Synchronous activities like debates, Q&A sessions, and group discussions using online technologies will be added as supplements. So i prepared four week class, which was divided into various modules.4 weeks, with the length depends on the class’s pace.

Week 1: An Overview of Cultural Diversity in Saskatchewan

Introduce the idea of cultural variety to the kids and discuss its importance in Saskatchewan communities. We’ll delve into the interesting subject of “cultural variety.” Imagine a box of crayons with various colors in it, each one representing a distinct group of people with their own traditions, languages, and customs.

Activities:

Discussion in class: Have a debate about what culture is and how it affects our daily life.
Locate and label the several communities in Saskatchewan that are noted for their cultural variety on the map.
Presenting Cultures Showcase Saskatchewan’s diverse cultural groups in a multimedia show.

Week 2: Investigating Saskatchewan’s Cultural Groups

Asynchronous Education

Students conduct research on various cultural groups represented in Saskatchewan (such as Indigenous, Ukrainian, German, Chinese, etc.) and develop presentations on those topics.
Encourage your pupils to include audio, video, and traditional music or dance examples in their presentations.
For their peers to view and remark on, students upload their presentations on a digital platform.
Synchronized action

Encourage kids to participate in a virtual conversation about the importance of sustaining cultural variety in Saskatchewan communities.
Divide the students into two groups and give them the task of presenting arguments from various angles.
During the debate, encourage polite dialogue and counterarguments.

Week 3: Communities of Immigrants in Saskatchewan

Explore how immigration has impacted Saskatchewan’s cultural variety and gain knowledge about various immigrant groups.
Activities:
Make a chronology of Saskatchewan’s major immigration waves, then talk about the cultural influences they had.
Cultural cuisine Day: Request that students bring in and share with the class cuisine from their family’s heritage.
My ancestral: Ask students to conduct ancestral research on their own families and display their discoveries through artistic means, such as posters or quick videos.

Week 4: Celebrating Cultural Diversity

Objective: Understand the importance of celebrating cultural diversity and fostering inclusion in Saskatchewan communities.

Activities:

1. Cultural Fair: Organize a virtual cultural fair where students can showcase their learning from the past weeks. Each student or group can create a digital booth representing a cultural group.
2. Diversity Pledge: Have students write a pledge or create artwork expressing their commitment to promoting diversity and inclusion in their community.
3. Reflection and Discussion: Engage in a class discussion about what they’ve learned and how they can celebrate and embrace cultural variety in their daily lives.

Assessment:

1. Class participation during discussions and activities.
2. Completion of individual and group assignments, such as cultural presentations and artwork.

Conclusion: By the end of this lesson plan, students will have gained a deeper understanding and appreciation for the cultural variety in communities across Saskatchewan. They will recognize the significance of cultural diversity in shaping the province’s history and fostering a harmonious and inclusive society.

Here is a link for my Lumi Video

Overview and Course Description

It will be a preparatory course for students in elementary school. In my course, the causes of the cultural variety in communities in Saskatchewan will be described. Many Indigenous communities, including First Nations, Métis, and Inuit peoples, may be found in Saskatchewan. The distinctive cultural traditions, dialects, and practices of these communities add to the province’s cultural variety. It will serve as a prerequisite subject for primary school students. Students will research and learn about many cultures in this course. I want the students to have a thorough awareness of cultural values. Teachers must be knowledgeable of the province of Saskatchewan’s history and topographic scenario. Overall, the interaction of historical, social, economic, and political circumstances that have produced the province’s diverse population can be blamed for the cultural diversity in Saskatchewan localities.

Photo by https://giphy.com

Targeted Population( Age, Grade, Gender)

The audience for this subject is students in grade 4, who are the target group for this learning. They range in age from 6 to 12. At this age, kids start examining their environment and beginning to wonder about the various shapes of the items. Here, we’ll construct two distinct programs to aid pupils in understanding cultural diversity and beginning to understand the fundamental distinctions between various cultural groups.

Course Timeline

There will be at least four weeks throughout the course. The instructor will need to be flexible when delivering the course material and evaluate their audience to see if any topics need more or less attention or if any students are struggling to keep up with their learning and tasks. Furthermore, because this course supports what the students are learning in other subject areas, the instructor may need to alter deadlines and coursework to suit the needs of the students.

Course Format (Online/ Blended/ Synchronous, Asynchronous)

This course’s primary goal is to establish an asynchronous learning environment where students can increase their knowledge and learn faster. Additionally, synchronous activities like debates, Q&A sessions, and group discussions are necessary so that students can easily access their course materials in an asynchronous manner and efficiently synthesize their learning. By taking into account the features of flipped classrooms, this course has been specifically created for both in-person and online instruction to promote the mixed learning method. The main objective of this technique is to aid students in understanding the learning assessment, textual descriptions, and video explanations connected to their course. The students will also be able to evaluate themselves to determine their strengths and shortcomings, make goals for themselves, and demonstrate strong organizational abilities. Technology is usually my preference while teaching because it gives the kids something to be proud of and increases their self-efficacy. By holding students responsible, it keeps them constantly aware of what is happening in the classroom.

Photo by https://giphy.com/gifs/HopkinsWrestling

Toolset for the course

My main platform will be Google Classroom. Although I am pretty familiar with it, I still need to learn more about it in order to use it more effectively for the benefit of my pupils. Along with the homework and exercises that have been provided, I will use some instructive films. Moving on, the teaching resources I’m using here include some photographs with guided discussion, PPT notes, and online notes in pdf format. In addition, I favor using Kahoot because it is a user-friendly tool. Additionally, I’ll use Jam boards to encourage dialogue and discussion among the students and let them express their thoughts. In addition, I will chat with my students in small groups to find out whether they are experiencing any academic challenges. Likewise, I’ll give them honest comments so they feel more comfortable talking to me about their issues. I might also offer them to come meet me in person if they feel more at ease doing

Another option  for  learning materials, objectives, and assessment data will be recorded in Canvas. Parent/Teacher/Student communication will also take part in the LMS.

Demographics

All of the students taking this course nowadays have access to modern technologies like laptops and computers. The population of Regina, the capital of Saskatchewan, is very diversified, which greatly diversifies the audience that is being targeted. The population is more diverse since not everyone has access to technology equally. Due to this, there may be a range in the student body, but the bulk of them have easy access to technology, and even those who have difficulty getting it can use it in the classroom.

Course material

The course material used here is according to the grade of the student. Teaching cultural diversity to second-grade students in Regina can be an engaging and enriching experience. Role-playing games: such as “Guess the Tradition” allows students to describe a cultural practice or custom while others try to identify the culture to which it belongs. Encourage children to dress up in traditional garb from other cultures for “Cultural Dress-Up” and describe their ensembles to the class. Keep in mind that all materials and activities should be modified to account for the unique requirements and cultural variety of the Regina pupils. The goal is to establish a welcoming, courteous learning atmosphere that encourages respect for and knowledge of many cultures.

Course objective

The learning outcomes included  Saskatchewan Grade 4th social science curriculum are intended to be addressed every day through the asynchronous, blended learning environment of this course objectives includes, Recognize that people come from various cultural backgrounds and that these distinctions ought to be acknowledged and valued. Recognize and value the distinctiveness of many cultures, including their practices, languages, and traditions. Using a variety of extra materials is essential to ensuring that students comprehend the topic. When demonstrating the task, I would use tangible objects, visual aids, and drawings. All students, especially ESL students, will find it simpler to understand the curriculum thanks to these teaching aids. The course materials used to teach second-grade pupils in Regina about cultural diversity should be created to promote understanding, respect, and admiration for many cultures. These objectives can be accomplished by using a number of materials. To explore the significance of embracing diversity and human similarities, books like “The Name Jar” by Yangsook Choi, “The Colors of Us” by Karen Katz, and “Whoever You Are” by Mem Fox can be incorporated. Making multicultural masks, designing flags of other nations, and constructing a class “Cultural Diversity” collage are just a few of the art and craft projects that promote hands-on participation and artistic expression. We can incorporate music and dance by taking in ethnic music, learning about other dance styles, or even by setting up cultural dance performances. Playing games and acting out scenarios, like “Guess the Tradition” or “Cultural Dress-Up,” can make learning engaging and fun. Additionally, the curriculum should promote empathy and teamwork, promote reflection on stereotypes and prejudices, and draw attention to the cultural diversity of the neighborhood. In DR 4.1  Students can Compare how Saskatchewan’s inhabitants’ ways of life and patterns of settlement are affected by the terrain. In DR 4.2 Students can get a deeper awareness and respect of cultural diversity in Regina and beyond by utilizing a variety of resources and activities.

Indicators for this outcome

(a) Determine the historical locations of the various First Nations tribes and linguistic clusters in Saskatchewan before the arrival of the Europeans.

(b) Describe the manner in which Saskatchewan’s First Nations population helped early European immigrants survive.

(c) Explain the history of European immigration to Saskatchewan, including those who came for economic (explorers, fur traders, homestead farmers) and religious (Mennonites, Hutterites, Doukhobors) reasons.

(d) Explain the motivations behind why European immigrants left their home countries and chose to settle in Saskatchewan, paying special attention to the local area and/or the specific student families.

(e) Describe the struggles that Saskatchewan’s First Nations, Métis, and immigrants have encountered throughout history and in the present through speech, writing, theatre, multimedia, or another form.

Assessment methods

Formative assessment is the most crucial component in evaluating a student’s development; in fact, it is the most successful type of evaluation for improving student comprehension and performance. Use of Kahoot, Google Classroom Questions, Google Forms, Google Meet Up, Google Chat, and Jam Board may put this into practice. The final project, which will produce one final report, will act as the summative evaluation. Additionally, as an instructor, you will provide feedback verbally or in writing. The monthly progress of the kids will also be represented graphically. We can set up alternate meetings with their parents once a month, as well as some face-to-face time, so that one can discuss their child progress in more efficient way.

Special considerations

Student attendance: Because the course is taught utilizing a blended approach, students who are absent but have access to technology and the internet can still complete their education at their own pace. If students find it impossible to attend the classes, scheduling video meetings, chat sessions, or email exchanges would be useful for them.

Wifi: Accessing Wifi may be challenging for some of our families. Consider suggesting that kids visit the neighborhood library or look into other options for how the school district might be able to help them if they don’t have access to a hotspot, the internet, or Wifi at home.

EAL students: It’s critical to provide the finest support for English language learners because some students will need subtitles and a combination of written instruction and visuals to make the material relevant. We might also teach students how to use Google Translate and give them adequate time to complete their coursework.

Technology access at home and at school: If a student doesn’t have access to technology at home, they can do their work in class or, if they will be out of class for a long period, they can borrow technology. Additionally, flexible scheduling should be used in schools to provide pupils more time to connect with technology.

Aim Sheet

The pupils should be provided the following sheet to serve as a guideline for structuring their goals.

1)       I am a social studies student.———————————————–

2)       My areas of expertise in social studies are—————————

3)       Among my social studies deficiencies are———————————-

4)        The ways I intend to enhance our learning——————————-

Thanks Everyone, My link to (ADDIE Model Template)

My name is Suruchi Verma, and I’m a certified  Indian educator. I am incredibly passionate about discovering the wonders of our globe. I have over 10 years of work experience and my core areas of interest are focused on teaching Geography and work related to spatial planning using Remote Sensing as a tool. It is my goal to combine my range of experience with my ability to be a compassionate educator.
My professional background and primary areas of interest are concentrated in tasks involving spatial planning with the aid of remote sensing. My objective is to combine my breadth of expertise with my capacity as a kind, committed instructor. I think it’s important to create an environment in the classroom where students feel appreciated and free to share their opinions. I want to inspire a sense of wonder and interest in my students about the various cultures, ecosystems, and landscapes that exist on Earth through my teaching. I think education should involve more than just the dissemination of knowledge. It ought to arouse interest and a desire for information. My goal is to provide a stimulating learning atmosphere that inspires children to explore, ask questions, and look for solutions. It is incredibly gratifying to observe their eagerness and the glimmer of interest in their eyes. I have also been nominated for the Best Teacher Award category in the year 2014 under the Ministry of Environment and Forest (Government of India). As an educator with knowledge of developing online and blended learning, I envision leveraging this expertise in several ways in the future. I want to use my understanding of how to design and create engaging digital content that will maximize student engagement and learning results because online learning is becoming more and more common. I can design online learning experiences that capture students’ attention and encourage active involvement by using multimedia components, interactive exercises, and gamification. Technology is continuously changing, and this offers fascinating prospects for improving the educational process. I can investigate and integrate cutting-edge technologies like virtual reality, augmented reality, and artificial intelligence into the educational landscape thanks to my experience creating for online and hybrid learning. I can develop immersive and creative learning experiences that expand comprehension and engage students in new ways by utilizing the possibilities of these technologies.

Technology is a vital part of everyone’s life in the modern world. Technology like computers, laptops, tablets, and smartphones are becoming more and more integral to our daily life. It stands to reason that these useful technologies are also becoming increasingly common in classrooms. The vast majority of educational institutions, including schools, colleges, universities, and other training centers, are already considering how to include new technologies in their curricula. I believe that when establishing teaching and learning tactics, consideration is constantly given to the expectations, learning styles, and interests of students. Technology has mostly been the driving force behind the most recent modifications to the traditional classroom. Due of this, blended learning was developed, allowing students and teachers to connect in a variety of ways. I started learning online in 2019 as a result of COVID-19 school closings. In my school, many teachers were getting used to using computers, learning how to best transfer the benefits of face-to-face training to the online environment, and figuring out how to employ technology-supported instruction to enhance student learning. This instructional approach was used in my classroom. I had to make the most of hybrid learning in a totally virtual setting when I shifted to remote study in 2019. I had previously researched the flipped-classroom model, which is a well-liked approach to blended learning that frequently blends autonomous home viewing of instructional videos with class time spent finishing work. I worked to replicate the benefits of “traditional” in-person learning as I made the switch to remote learning by using live, virtual small-group classes that allowed students the chance to ask clarifying questions in real-time and to provide peer-to-peer learning opportunities as well as crucial social interactions.

To ensure a successful learning experience, it’s critical to address the specific problems that online and blended learning might provide. I made a conscious effort to incorporate as many pertinent videos and tech-savvy strategies as I could into my assignments. I frequently found it helpful to intersperse a few shorter films with questions to strengthen my case. When I initially began teaching online, I embraced Google Classroom wholeheartedly. I was a little hesitant and struggled a little. I initially struggled to understand how to upload materials and create lesson plans. Arya, one of my coworkers at the time, assisted me create a lesson plan and look for other ways to train pupils. The learning process might be interfered with by technical problems like poor internet connectivity, software bugs, or incompatibility with certain devices. Having a dependable internet connection and making sure that hardware and software are up to date are essential. Technical support and troubleshooting manuals are also excellent tools for quickly resolving technical issues. Some people’s preferred learning styles may not be accommodated by online or hybrid learning methods. For instance, visual learners may find it difficult to understand text-heavy internet content. In these circumstances, utilizing multimedia tools, asking instructors for alternate forms, or locating additional supplemental materials can all improve the learning process. It might also be helpful to be aware of your own learning preferences and modify your study methods accordingly. Setting up distinct boundaries between study time and other commitments is crucial. Create a productive learning environment by setting priorities, using time management strategies, and sharing your schedule with others.

I frequently showed an introductory video to students before explaining the concept in class to pique their attention. Combining conventional instruction with technological advancements, in my opinion, is the finest method to enhance learning. In my opinion, cutting-edge teaching methods must be integrated with new technology and collaboration tools to produce dynamic, inclusive, and personalized hybrid learning experiences. Through the use of digital tools, teachers are supported and given the chance to develop their teaching methods. For instance, incorporating game-based activities into the learning process may boost motivation and engagement among pupils, especially in the case of younger ones. In addition to helping teachers assess student performance in the classroom and make decisions that will improve learning outcomes, learning analytics systems can also help teachers monitor student progress. However, a lack of digital literacy among teachers continues to be one of the major barriers to blended learning.  understand how to use technologies as the curriculum shift efficiently.

I believe that increasing teacher empowerment and professional development funding is crucial for enhancing teachers’ abilities and properly using blended learning. My expertise in building for online and blended learning gives me the tools I need to construct efficient mixed learning environments, incorporate emerging technologies, assist other educators, and advance the field of education. By utilizing these abilities, I hope to improve the educational process and get pupils ready for the digital era.