The ModuleNumber Notating and Picky Place Value was designed to help students in the third grade understand

numbers. At this age, students have learned numbers 1- 1,000 and be ore they get into learning about money and addition and subtraction with triple numbers it is important they understand number placement and notation. !hereas other students whose modules " looked over used links to teach the students, " used the home screen to do most o my lecturing. #ach lesson was provided a rundown at the top o what was being discussed that day.

A ter that, students were asked to do a review o some sort then we got right into the lesson. $uring the creation o this module " was trying to igure out how " could hold third graders attention as they were reading while hitting all the important parts in my lesson. !e all know children may not read #V#%&'("N) they see in an article. 'hat*s why " decided to color code and ont changes all the important things in the lesson +as seen below,. 'his keeps the lesson un while helping them grasp key concepts.

Ne-t, as a lesson support, " gave students the opportunity to e-pand their learning by playing games or watching a musical video which " provided links or. 'o wrap things up at the end o each lesson " had students participate in the Consider the Following .uestions to check or student*s understanding.

$uring the activity " elt so isolated rom the students. " wanted to desperately meet them and get to know them on a personal level. Although " tried my best to reach out to the students to make sure they understood the content by providing a (#/P orum. 'here they were allowed to write about what they were con used about and they were also able to help each other by replying to their peers problems.

#ach night " would check to see i someone had any .uestions but no one ever wrote anything. " this had been a real third grade class " assume +though " could be wrong, that the student would have the same empty orum. " think 0ust as the 1college1 third grade class, the real student s would continue to do the lesson thought hey might not understand it. /ater on, when they answer the 1consider the following questions or input their scores rom the review game, " would ind that the low scores re lect a lack o understanding. " believe that " would have to ind another way or the students to admit to their uncertainty. Although " really like the (#/P orum, " think admitting you don*t understand something in a orum or the rest o the class to see could be a little intimidating.

Problems faced'he irst couple o days opening the module " ound were the most stress ul2 " checked my module every night to see i any o my students started. #ach night there were no views. " initially thought maybe " never signed them in, " also thought maybe they assume " was an aw ul teacher or not registering her students. 3ut the 4unday be ore the pro0ect was due two students started doing the activities. 'he only problem " had was with the third student who contacted me about not being able to do any o the activities. " mistakenly set the end date or the night be ore the modules were due. As a teacher " have to double check to make sure the technicalities are in order. "t is very important to keep the lines o communication open 0ust in case mistakes happen. What the kids had to say5n ortunately, " only had one student complete the re lection on the last day. A ter the .ui6, students were suppose to go over to the re lection orum and write what they en0oyed about the module and suggest things that " can improve upon making this module7

" took this student*s advice with a grain o salt and in the uture when "*m making modules or my students " will improve upon the way entries are inputted. A ter creating this module " am aware o the hardships online teachers ace and the importance o creativity, student input, and communication. 8urthermore, " understand that in order to success ully complete a course the student must stay 0ust as engaged with their teacher and ellow 1cyber mates9.