Baisnet Web 2.0 MCDS3/10/08 Joanne Oppenheimer Convent/Stuart Hall K-8

Moodle for 7th and 8th Grade Dave McSpadden’s Math Classes

“Moodle from a Student’s Perspective”

Screen Shot of the Math Moodle Home Page Supports: student organizational skills, learning styles, work habits. These three tools for acquiring knowledge can be problematic for students. Moodle Can Help!

Moodle has parent info sections ( student as teacher in his family)

Timely grade feedback (keeps student current and aware of impact of last test or assignment

Forum section for group interaction and teacher hours outside of class

Moodle Math Site Builds Knowledge Based on Group Communication (Below a Screen Shot of Math Moodle Problem of the Week)

Students are expected to view and build on each others’ thinking. (25 submitted assignments on right)

Work may be uploaded as a word file, a drawn and scanned image, or a graph. Different learning styles are accommodated.

Strategies to solve problem are discussed. No one correct way to get to the answer.

Students can “mull over” a problem and answer it with feedback from classmates and teacher with out waiting until next class for an answer.

Teacher can delete items which are not pertinent to online discussion

Each student had to check out the classmate’s work and comment on their finds well as come up with a different example to post. Those who put off this assignment had a more difficult time finding a unique source.

Students who didn’t get much out of a regular poster on a wall can return to this site on the moodle forum and click the live link for inspiration long after regular posters would have been taken down and URL to the information lost or miscopied by hand.

Parents can view other posts and have discussions on the topic with their children.

Example of “Poster Gallery” Type of Assignment

Here is a sample of a student posting of their Fibonacci Number site. In the past this assignment was created as a physical poster displayed in the classroom. It had limited access and use by others in this form.