After completing this module, I am more aware of teaching to the students who need the most support, like for those with an IEP, ADHD, or some other form of learning disability. For an online lesson--especially one that is prerecorded--is a lot different than a lesson taught directly (and synchronously) in the classroom. I cannot appropriately respond to students who appear to be struggling or have a question in the moment. From this new perspective, recording a lesson is all about considering as many potential questions that may arise during the course of a lesson instead of waiting to respond. Online teaching requires proactiveness.
In considering the whole-child design, I feel that including additional resources like prerecorded lessons really embodies the integrated supports and rich learning experiences that can enhance any lesson. I want to ensure that my classroom is a safe space for asking questions, especially as a science class. Questions lead to further thinking and a more accurate science learning experience. In thinking about a larger lesson, I would have made sure to chunk the lesson so that students can learn each stage of the water cycle at an appropriate pace. For those who are able to grasp the concept quickly, I would also include extended questions to deepen understanding without risking loss of engagement.
Moving towards the future, I want to leverage technology as a reliable resource in teaching chemistry. I already use a Google Classroom, which I sometimes relay interesting articles and assign culturally-relevant projects. I would like to increase the frequency of technology use in my class, but it will take time for me to better understand the most effective appropriate ways to use it.