Shie blogs.

  Designing my blended Algebra course was both rewarding and eye-opening. While I enjoyed building lessons that integrated technology, collaboration, and real-world applications, I also encountered several challenges that pushed me to rethink how students learn in digital spaces. Below, I reflect on the specific obstacles I faced during development, what I would change next time, and how the course would look different for another audience. Challenges I Encountered 1. Overcomplicating the Technology Tools One of the biggest challenges involved selecting the right tools. At the start, I incorporated too many platforms—Padlet for collaboration, Edpuzzle for videos, MagicSchool AI for differentiation, Canva for infographics, and Google Classroom for management. For example, in Lesson 2 (Operations with Quadratic Functions), students had to watch an Edpuzzle video, complete a Padlet gallery walk, and submit practice problems in DeltaMath. Students quickly became confused about where ea...

  What Is Assessment and How Do I Set Lesson Objectives? Assessment is more than a tool for assigning grades; it is an ongoing process of gathering evidence of student learning to inform instructional decisions and promote growth (Stiggins, 2017). I view assessment as a dialogue between student and teacher that allows both to understand where the student is in the learning process and how to move forward. When planning, I align assessment with clearly articulated lesson objectives derived from standards and real-world applications. I use backward design, starting with desired outcomes and designing assessments that reflect those goals (Wiggins & McTighe, 2005). For example, if the objective is for students to interpret quadratic functions in context, the assessment must require contextual reasoning—not just procedural fluency. Choosing the Right Assessment Type While all assessment types have their place, I find performance assessments most effective. They measure not just...