Math Station Mastery

For my Math Station Mastery course, I’m using Google Classroom as the learning platform. I chose Google Classroom because it’s easy to navigate, integrates smoothly with Google tools like Docs and Forms, and makes it simple to communicate and collaborate with participants. It also supports multimedia, assignments, and discussions, which are key to creating an engaging and flexible learning environment.

In the Overview/Introduction/Start Here module, I designed a gamified digital learning experience to get participants involved from the very beginning. This module introduces the badge system, where learners can earn badges like the "Explorer" badge for completing activities such as the pre-course survey and the introduction discussion board. The goal is to encourage engagement through small achievements, helping participants feel a sense of progress as they move through the course.

The gamification encourages exploration of the course materials and resources in an interactive way. With Google Classroom, I’ve integrated elements like discussion boards and reflection prompts that contribute to earning badges, making the experience more dynamic and rewarding.

This module is essential because it outlines the course structure, learning goals, and expectations. It’s the first topic in the classroom stream and includes a welcome document that explains the course objectives, a discussion board for introductions and goal-setting, a pre-course survey to gather information on participants' backgrounds and goals, a course overview video, and supplementary readings with links to resources like Open Educational Resources (OERs). This setup helps build a learning community and encourages participants to reflect on their teaching practices right from the start.

For the first two modules, I’ve created activities that focus on hands-on learning and immediate application. In Module 1: Introduction to Math Stations, participants use an interactive Google drawings or Canva to create a concept map about what makes math stations effective. They also engage in group discussions to share their experiences and expectations and keep track of their learning progress using reflective journals.

In Module 2: Basic Math Station Implementation, participants are immediately tasked with setting up a math station in their classroom, using a checklist to guide them. Afterward, they document their observations and reflections, which they submit through Google Docs. They also share feedback in the peer discussion board. Gamified elements, like the "Implementer" badge, are awarded for completing these steps.

To support learning, I’ve integrated media throughout the course. For example, I use interactive concept maps and discussion boards to encourage peer learning and reflection. Supplementary media, such as OER videos, offer guidance on using digital tools and instructional design. Additionally, I plan to include screen recordings of actual math station setups to provide a visual example for those who may need it.

In this course, I’ve minimized the use of lectures. They’re only introduced when necessary to explain key concepts or complex ideas. Instead, the course is more focused on active learning through discussions and hands-on tasks.

The course is designed to avoid cognitive overload by structuring content in a way that allows participants to focus on one objective at a time. Reflection is built into the workflow so participants can process and apply what they’ve learned before moving on.

This course includes experiential learning, where teachers implement math stations in their classrooms and adjust them based on student engagement and outcomes. This hands-on approach mirrors an apprenticeship model, allowing participants to learn through doing.

I align my teaching methods with the skills needed in today’s digital age by incorporating technology tools, promoting collaboration through peer feedback, and emphasizing reflective practice to support continuous improvement. The course encourages digital literacy through the use of Google Classroom, digital portfolios, and technology-enhanced math stations.

The course can be adapted for both blended and fully online formats. In the blended version, participants apply what they learn in their classrooms while engaging in online discussions and reflections. In the fully online version, participants can use virtual tools to create digital math stations and share their experiences with peers.

As the instructor, I see my role as a facilitator and coach. My goal is to guide participants, provide feedback, and create opportunities for peer learning. The course is designed to be student-centered, where participants take ownership of their learning, but I offer support through feedback and discussions.

The course is primarily asynchronous, allowing participants to work at their own pace. However, I also include synchronous check-ins and live feedback sessions to answer questions and maintain a sense of community.

To support participants, I’ve provided how-to guides for using Google Classroom, creating math stations, and accessing digital tools. I also maintain an FAQ section in the stream and offer tech support for any platform-related issues that might come up.