2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact: lesson_plan-jreed__1___1_.pdf
Reflection:
The artifact chosen for this standard is the Internet Lesson Plan that was completed in ITEC 7430. The standards used for this lesson plan include the Georgia Literacy Standards for grade 6th, along with ISTE Student standards. The individual contribution for this lesson plan included creating the lesson plan and actually implementing it in my classroom during the month of October to gather data from my students. The main idea for this lesson was to introduce the students to a few different applications on the computer to enhance the learning experience of the classroom.
The standard asks for the candidates to model and facilitate the design and implementation of technology enhanced learning experiences. This artifact shares how the lesson is focused on the sixth grade language arts standards and focusing on collaboration/creativity via the NETS standards. The language arts standards include reading, wrting, and speaking/listening. The overall project is for the students to identify a character and complete a character autopsy to work on understanding character traits. As the teacher, the facilitation of technology included sharing opinions via Padlet ( a new technology activity) and using Flipgrid to share thoughts and responding to one another. Some of the questions that were focused on in the activity in being able to identify what the main character is, describing characters in a story, and how can someone share his/her response via Flipgrid. Another example of the technology enhanced experience is having students respond to one another via Flipgrid, it allows students to give suggestions and reactions without being in a class setting.
This artifact was an eye-opening experience for my, as a teacher because it made me think outside of the normal assignment boundaries. Several of my students can respond better via a verbal response compared to creating a written response. The use of Padlet was great because it allowed my students to respond in a few words compared to creating several sentences thus forcing the students to focus on a few key words. The autopsy activity was great because the students felt engaged and it was completely different than any other regular assignment. There are several things that I would have done differently for this activity. I feel that I should have pre-taught a lot more of the character trait vocabulary. Next time, I completed this activity, I would like to encourage my students' use of creativity to have a better response for Flipgrid by using partners or small groups.
The work for the artifact impacted student learning because it made my students really think about how the characters’ actions and traits from the story. It seemed to create some unique conversation opportunities with my students and made me realize that these types of lessons can be fun and engaging without the stress of continuous paperwork. The impact could be assessed by reviewing the pre and post vocabulary response for my students. There was a definite improvement with their understanding of main ideas and character traits.
The artifact chosen for this standard is the Internet Lesson Plan that was completed in ITEC 7430. The standards used for this lesson plan include the Georgia Literacy Standards for grade 6th, along with ISTE Student standards. The individual contribution for this lesson plan included creating the lesson plan and actually implementing it in my classroom during the month of October to gather data from my students. The main idea for this lesson was to introduce the students to a few different applications on the computer to enhance the learning experience of the classroom.
The standard asks for the candidates to model and facilitate the design and implementation of technology enhanced learning experiences. This artifact shares how the lesson is focused on the sixth grade language arts standards and focusing on collaboration/creativity via the NETS standards. The language arts standards include reading, wrting, and speaking/listening. The overall project is for the students to identify a character and complete a character autopsy to work on understanding character traits. As the teacher, the facilitation of technology included sharing opinions via Padlet ( a new technology activity) and using Flipgrid to share thoughts and responding to one another. Some of the questions that were focused on in the activity in being able to identify what the main character is, describing characters in a story, and how can someone share his/her response via Flipgrid. Another example of the technology enhanced experience is having students respond to one another via Flipgrid, it allows students to give suggestions and reactions without being in a class setting.
This artifact was an eye-opening experience for my, as a teacher because it made me think outside of the normal assignment boundaries. Several of my students can respond better via a verbal response compared to creating a written response. The use of Padlet was great because it allowed my students to respond in a few words compared to creating several sentences thus forcing the students to focus on a few key words. The autopsy activity was great because the students felt engaged and it was completely different than any other regular assignment. There are several things that I would have done differently for this activity. I feel that I should have pre-taught a lot more of the character trait vocabulary. Next time, I completed this activity, I would like to encourage my students' use of creativity to have a better response for Flipgrid by using partners or small groups.
The work for the artifact impacted student learning because it made my students really think about how the characters’ actions and traits from the story. It seemed to create some unique conversation opportunities with my students and made me realize that these types of lessons can be fun and engaging without the stress of continuous paperwork. The impact could be assessed by reviewing the pre and post vocabulary response for my students. There was a definite improvement with their understanding of main ideas and character traits.