Col Aspects

1. Social Presence: I can build social presence by including the 5 following aspects of interpersonal recommendations

1.1. 1.Supportive communication: This is important because supportive communication is key for students to feel comfortable and wanted in an online environment.

1.2. 2. Sense of Safety: This is important because the learning of each student in the online environment will be enhanced by the friendly environment in which the discussion is taking place.

1.3. 3. Group Cohesion: This is important because students need to feel as though their peers respect them so that a positive learning environment can encourage successful learning for all students http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/

1.4. 4. Learning Ownership: This is important because students need to take charge of their learning and a supportive social environment fosters the ability of students to embrace learning

1.5. 5. Accept Lurkers: This is important because we are forming a community of learners who have different needs and motivations, requiring a number of roles to be formed as students embrace a new form of learning

2. Teaching Presence: I can build teaching presence by including the 5 following aspects of pedagogical recommendations

2.1. 1. Lesson design: One of the key aspects of online instruction is designing lessons that are engaging for students and give them many opportunities to make meaning in their learning

2.2. 2. Differentiation: One important aspect of teaching to keep in mind is how the teacher will use the learning styles of the students to ensure that the students will be successful in their learning while fostering opportunities for the student to still face challenges in the online environment http://emoderators.com/wp-content/uploads/teach_online.html

2.3. 3. Synchronicity/Asynchronicity: Teachers should understand that not every online lesson needs to be synchronous and therefore can incorporate various aspects of synchronicity in their online environment

2.4. 4. Facilitation: The teachers must make sure they facilitate learning and discussion by leading the students and explaining to them what the students are expected to learn in the lesson https://www.youtube.com/watch?v=9izxQXDgkNA

2.5. 5. Direct Instruction: Teachers must guide learning by instructing the students and deciding where in the lesson learning is happening and where in the lesson students are having problems or facing challenges that require a reevaluation of the teaching method

3. Cognitive Presence: I can build cognitive presence by including the 5 following aspects of provoking recommendations

3.1. 1. Exploration: Students must have the opportunity to explore their understandings of concepts and ideas by a number of active strategies that get students more involved in creating meaningful learning for themselves

3.2. 2. Construction: Students must have the opportunity to creatively solve problems and issues facing them in their learning. while understanding how the tools they learn can help them in new situations

3.3. 3. Resolution: Students must have the opportunity to answer difficult and challenging questions on their own so that they can work through the process and describe ways to apply their knowledge in a new way

3.4. 4. Collaboration: Students must have the chance to work with other students so that they can see how other students think and so that they can share their ideas with a group of people who can challenge how one does something

3.5. 5. Curiosity: Students must have the opportunity to be challenged in their learning while being driven to seek out explanations for phenomena or problems to contemporary problems that may not have solutions yet https://www.youtube.com/watch?v=a6e65e6eI00

4. R2D2 model

4.1. The 4 components of the R2D2 model are: Reading, Reflecting, Displaying, and Doing. The reading component provides methods for helping learners acquire knowledge through readings, explorations, and online lectures, which helps verbal and auditory learners. The second component aims to focus on reflective activities like blogging, reflective writing tasks, and portfolios. In the third component, visual representations of the content shown combined with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model aims to show what learners can do with the content in hands-on activities including simulations and modeled stations.

4.2. 1. Reading: In my classroom, I am going to blend learning by reading chapter 1 of Elie Wiesel's "Night" by including access to podcasts and testimonies from Holocaust survivors via NPR and Youtube before we begin the chapter.

4.3. 2. Reflecting: In my classroom, we are going to build a portfolio of how my students would react to living under the same conditions as real teenagers during the Holocaust. Students will be shown real diary entries of teenagers during the time and will write journal responses of their own detailing how they would try to survive during that time and how they would stay motivated despite such terrible events occurring around them. The portfolios will travel with the students as we learn more about the events of the memoir and explore more ideas across the unit.

4.4. 3. Displaying: The students will have a gallery walk with various images of the Holocaust surrounding them. The students will be tasked with reacting to the images, using their reactions in a group discussion, following the lesson presentation, and examining timelines of concentration and extermination camps.

4.5. 4. Doing: Students will write an epitaph honoring a deceased member from the Holocaust that the students will be responsible for researching and presenting to the class.