Course Rationale
Students miss school for a variety of reasons. As educators, we can sometimes make assumptions as to the reasons why a student may be missing school regularly, placing blame on the student for not attending. Instead, we need to create welcoming learning environments where all children feel valued and respected. We have a duty to meet kids where they are at and technology just might help to alleviate some of the impacts of chronic absenteeism.
This course is designed for a grade 5 math class and will focus on the concept of division. It will hopefully provide more flexible learning opportunities for students to not miss out on learning foundational math concepts, regardless of the reason for absenteeism. Additionally, it will also hopefully build student confidence in their abilities, increase their engagement at school, and maybe (who knows?) make them want to come to school more.
The Learners
The target audience for this course is grade 5 students in a grade 5/6 split class. The students have a wide range of mathematical skills—some students need to focus on attaining a stronger understanding of their math facts while others will learn the math topic more quickly, requiring enrichment. The students are predominately Indigenous learners. Many of the students are impacted by the effects of poverty and the legacy of colonialism and residential schools. Some of the students are also chronically absent which impacts their success in the classroom. Most of the students are adept at using technology and are quick learners to using a new technology. Some of the students may require more assistance in getting comfortable using new technology sources.
Course Format
Before I discuss the format of the class, I’d like to discuss the varying levels of importance in the various math topics in the curriculum. I divide the learning outcomes in math into two categories: nice-to-know and need-to-know. I found this perspective to be essential in meeting the needs of a diverse group of learners. The nice-to-know ones are the outcomes that one can Google the answer for. For example, SS5.6 Identify and Sort Quadrilaterals. Every time I teach this unit, I need to Google what a rhombus is! The need-to-know outcomes are the foundational mathematical skills needed for future success in developing strong number sense. Understanding the process of division is one of those outcomes.
“balance scale” by winnifredxoxo is licensed under CC BY 2.0 
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This course will be a blended format with both asynchronous and synchronous components. For the students present during class time during the unit, they will use the course as a station in our math groups. These students will also receive face-to-face instruction and feedback while practicing division. Because I think this unit is essential for grade 5 students to learn (a need-to-know outcome), I want to ensure and create every opportunity for students to learn it, even those who are chronically absent. This is where the technology comes in to help bridge the gap. Students who attend seldomly could be working on this course asynchronously in more of an online format during math stations to help ensure that they do not miss out on learning division because of an absence—even when the class has moved on to a new unit, say about rhombuses and such.
The Technology Toolbox
- LMS: Google Classroom because that is what we have access to and use in my division
- Other educational technologies include Kahoot, Prodigy, XtraMath, Virtual Base 10 Blocks , Youtube, Google Docs, Google Slides, Google Forms, Jamboard
Learning Objectives
This course will cover Saskatchewan’s Grade 5 mathematics outcome N5.3, which covers everything from recalling the basic division facts up to a dividend of 81 to understanding division (3-digit by 1-digit) to interpreting remainders. This topic is no small feat to learn when you’re 10!
Assessment
The majority of the assessment for this course will be formative—meaning it is for me to help guide the direction and pacing of their learning. Some students will need more time developing an understanding of basic division while others will need enrichment. The formative assessments will be during any practice moments, whether the practice is done on a whiteboard in a small group or virtually while playing a game or completing an online activity. I believe in creating risk-free learning opportunities where students are comfortable in making mistakes and learning from those mistakes. There will be of course summative assessments, including an assessment on Google Forms and a choice activity.
“How will students demonstrate learning? What types of Assessments will you use?” by giulia.forsythe is marked with CC0 1.0 
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Considerations
Access to Technology
Currently, we share access to one cart of Chromebooks shared between 2-3 classrooms. Sometimes if a teacher books out the entire cart for a period, then the other classrooms will not have access to the computers during that time. However, the teachers understand that the cart is shared and are considerate of other classroom needs as well. Additionally, the intention of this course is to be used at school as many of the students lack the technology necessary to participate at home (although students with home access may complete missed work from home if they are able).
EAL
There is one EAL student in the classroom. This student is a beginning English language learner so I will need to be considerate of that. There are several strategies I can employ to help this student. First, I need to ensure that I use clear, simple language. Second, this student can use various supports such as teacher, EA, peer, or speech-to-text programs.
Adjusted Grading
There are several students in the class who are on adjusted grading. These students participate in our math groups and are included in the classroom. This will require me to create another course that is appropriate for their learning needs and addresses the outcomes they are required to learn.