Course: The course that I chose to create a prototype for was Calculus 30.I teach the Calculus 30 course for my magnet grouping (where students travel to another school to have access to additional courses) and have had to adapt an academic course into a 2-hour block where (not all) students are not able to stay for extra help if needed. I have had to come up with alternative ways of aiding students, typically this means they email me questions, I work them out, and email an image of the fully worked solution back. This is not the ideal way to receive additional support in mathematics and therefore, I would like to create a space where students are able to interact with each other and with myself to work through their challenges in the course. Calculus is often thought of as the study of change, and so I feel will be a great place for me to start my journey into online and blended learning.

Target student population and demographics: This course is the highest level of mathematics offered in the regular K-12 curricula in Saskatchewan. Students in this course are typically in Grade 12 and need several prerequisite courses in order to register for the course.

Course Format: This course is designed to be a blended course where students attend class on a regular basis and some of their assignments and tasks are located on an LMS. This course will have both synchronous and asynchronous aspects.

• Synchronous: in-class sessions, activities housed in LMS that will be completed in class
• Asynchronous: review videos, discussion forums, access to notes and other posted materials

Course Toolset: I have chosen to house my course in the Canvas LMS system. Within the module that will be evaluated, I have used EDPuzzle to create an activity that students are to complete and Flipgrid to provide a summary of an activity that was completed in class.

I chose Canvas because I liked the way that I could organize the modules (in this case chapters) and that I can publish each module separately so I can regulate the speed at which my students can have access to the content in the LMS. There are also discussion forums, assignments, and quizzes in Canvas. I intend to use the discussion forums as a platform for students to ask questions and support each other. My assignments and quizzes are formative assessments and are assigned in Canvas but are limited due to the course content and the specialized type that students would need to master in order to record their answers. Most assignments will be submitted either on paper or through Flipgrid.  

I decided to include Flipgrid because it allows for students to video themselves which would allow them to describe the steps they have taken as they go over a worked solution.

EDPuzzle was chosen because I liked that I could use a pre-made video and insert the questions that helped guide my students’ thinking in the general direction that I was intending without requiring a set answer from them. It allows them to analyze as they observe.

Course Content and Learning Objectives:

The module that I will be submitting for evaluation for this prototype is Module 3 (Chapter 3: C30.3). This module covers content from the Calculus 30 Saskatchewan curriculum and the following outcome:

C30.3 Demonstrate understanding of limits and continuity.

Suitability to Students:

When thinking about whether I would like to be learn this way, if this works for me as a student, I believe I really do like the set-up which is a major reason why I chose to use Canvas. I was also able to ask my current students what they thought, and have asked several of my Sr. Math colleagues and we all seem to agree that this is a user-friendly set-up that is easy to understand and find information on. Because I teach this course to Grade 12 students, I was able to be more formal in the setup and I feel this will help my students as they transition to their post-secondary educations.

Considerations for common Concerns:

Access to devices: My school does not have ample access to devices but many of the activities can be completed on a cell phone (which very few do not have) or by utilizing the SMART Board in my classroom. All students in my class, including those from other schools, have access to computers throughout the day if they wish to catch up or review and do not have a device of their own. 

Attendance concerns: I feel that this format for a course, being blended, will aide students who are missing as they are able to watch the video lesson and access the course content from home or anywhere they have an internet connection.