I had been dabbling in it for quite some time. As excited as I was about it, I was not very certain of how to incorporate it into our unit on growth in America. I felt that they were already enduring enough, so to add another burden on their weary, but broad shoulders would have been too much. For some reason, I had just decided to not take them to the computer lab. I figured I would bring it out in class and pick a student to demonstrate how it would work and allow the proverbial chips to fall where they would. What would happen is what would happen. It is what it is.
I picked an unassuming but highly perceptive student in first period. She gladly and willingly decided to dance to my syncopated and “jazz” tune and obliged me.
She started something that became a new aspect of our journey.
We broke through this week with Moodle and the initial burst of excitement was fairly impressive. Students took up conversations and engaged in discussions with their colleagues in an online learning environment. I monitored all the posts and the fervor with which they were posted. There were discussions, questions, opposing viewpoints, collaborative ventures, and very real signs of scholarship emerging. I found myself talking to students in a much more open and intellectual manner about ideas that would normally be limited in a traditional classroom discussion. Students engaged in discourse about economic reality, material exploitation, the issues of social control, and what defines what we know and how we know it. I was enchanted to see students, normally silent in class, open up in an empowering and strong forum. I was delighted to participate with students, and then also, take a seat back to students talking with one another. People studying for the exam were asking one another whether there was a fundamental difference between Northern control of factories and Southern control of plantations. People writing DBQ’s were asking one another which primary source was best for their thesis and engaged one another in testing out the validity of their ideas. Students were encouraging one another to “think” and “look beyond” what was there. I was impressed with how students integrated other people’s point of view as complementing their own or even diverging from their own. Students were taking advantage of down time on team and off team to ask “Can I Moodle from here?” How interesting is it when students appropriate an static noun and transform it into an eclectic verb?
I am not naïve to pretend that this will continue to be the state of affairs on 7-1 Social Studies. (I might have been yesterday, but it was at a rather early hour.) Students were enticed to post their comments on moodle with a “reward” that could have been cashed at the conclusion of this week. Another reward has been offered this week for the same. In a trimester that is rapidly ending, and as we enter our last two chapters of graded work, these rewards can be vital. I think that the more students who can display the savvy of posting online comments and engaging in discussions about the content outside of the classroom setting enhances comprehension of it. In addition to this, I believe that frequent and consistent participation in Moodle will allow students to possess an online savvy that will make them more competitive in their future classes or “cyberendeavors.” My hope is that all parents/ guardians will transform the language of their children and ask them, “Hey, did you moodle today?” At last count, we had over 70 7-1 students logged into accounts and participating. By the end of chapter 13, I hope we can generate more students so that every 7-1 student is a member of this online learning community, where we are able to move from the classroom into another pantheon of scholarship.
As we enter the first full week of May, parents/ guardians know that the summer breezes can be felt. I think that gearing our conversation towards success despite its inevitable end is of vital importance. Students should know that progress reports in Social Studies will be sent home this week. Option one people will receive a report on Monday, while Option two people will receive a report as their DBQ #1 is graded (This writing task is due on Monday.) The next graded task is going to be assigned Monday and is due on Tuesday, May 12. This will be another 350 points. I hope that students rise to this challenge. All stakeholders are reminded to remain in contact with all students/ teachers regarding their child’s academic performance.
On a final note, please know that I think it would be wonderful if some of you, our parents/ guardians, would look at some of the discussion threads from the Moodle Site. As your child logs in and surveys the intellectual field to graze, join them. I mean, what speaks to parent/ child bond better than talking about if the drive of money controls them or if they control it? What more in a relationship could one ask for if they can talk about what does rights in America actually mean? Hallmark does not make a card for such moments, so come on down and join us in the world of Moodle, a domain that has shown a complex journey to possess even more intricacy.
Happy Moodlin’ and happy hunting!
Mr. Kannan
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