Using a SharePoint Discussion Board with Differentiated Learners

1. Using a SharePoint Discussion Board with Differentiated Learners Discussing Current Events in an Asynchronous Learning Environment

2. The Process • Intro to Current Events – sharing in class • SharePoint site and discussion boards • Accessing discussion board & posting • Linking news article and asking question • Monitoring discussion board

3. Implementing the Plan

4. The Discussion Board

5. Sample Responses – YIKES!

6. Responses – a little better

7. Learning Object

8. Survey Monkey – Initial Survey

9. Data Collection and Analysis

10. Student Reflections

11. Learning Statements A summary of my reflections on what I learned throughout the fall term

12. What I am Learning About Technology • I am learning about collaborative technology tools to support constructivist learning in my classroom. • Students automatically assisted each other with their online tasks, freeing me up to be the facilitator of learning • The technology definitely assisted my differentiated learners as all students felt capable of accessing and contributing to my discussion board • I also need to make my presence known on the discussion board through regular responses to posts; this builds in a sense of accountability and redirects when necessary i.e. freedom with parameters (Vesely et al 2007; An et al 2009)

13. What am I learning about myself? • I am learning that my struggle with digital literacy is connected to my need to feel in control as a teacher. • I have been letting go and allowing the students to teach me as well • I have networked with others in the program to lead and guide me and have found great comfort in this • I am dealing with my need to be in control, assist those who need it and troubleshoot etc. by having students monitor the discussions and comment on the discussion board threads

14. What am I learning about the teaching and learning process? • I am learning to explore and consider how technology can serve the learning needs of my students and the intentions of my teaching goals. • Students require a teacher who is committed to learning and guiding them in acquiring new technological skills (Vesely et al 2007) • “To ensure an active, beneficial learning experience, we must entice students into feeling comfortable expressing themselves online” (Alley and Greenhaus, 2007) • Technology is the great equalizer – it serves the needs of the differentiated learners in my class i.e. students who are low or reluctant readers, students with writing output concerns, students with anxiety, and students with attention deficit disorders

15. Citations • Vesely, Pam, Bloom, Lisa and Sherlock, John. “Key Elements of Building Online Community: Comparing Faculty and Student Perceptions” in MERLOT Journal of Online Learning and Teaching. V. 3, n. 3, Sept 2007 9 pp. • An, Heejung, Shin, Sunghee, Lim, Keol; “The Effects of Different Instructor Facilitation Approaches on students’ Interactions During Asynchronous Online Discussions” in Computers and Education. V. 53, Issue 3, Nov. 2009. 11pp. • Alley, Jason, Greenhaus, Karen. “Turning Larkers' into Learners: Increasing Participation in Your Online Discussions” in Learning and Leading with Technology. August 2007 • “Discussions: Best Practices Tips and Tricks” on University of Nevada Online Learning Webct site. http://teaching.unr.edu/OTL/webct/facres/discussions/dis_tips.html • Last updated August 2003