Standard 2: Teaching, Learning, and Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
- Element 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.
- Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
- Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
- Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
- Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
- Element 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology- enhanced learning experiences.
- Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
- Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
FRIT 7231: Instructional Design Document
After being out of school for so many years, starting with FRIT 7231 was a great class to quickly get back into the swing of things. The instructional design document required many, many hours of work. I was amazed at how much detail went into designing instruction. I was familiar with some of the components of the design document, but my depth of knowledge for each of those components may not have been so deep. I had a hard time making a decision about what type of instruction I would design. I thought about what type of instruction my first grade students needed. I knew from their DIBELS assessment scores that there needed to be a focus on phonics and phonological awareness, specifically, nonsense words. I analyzed the data and designed the instruction to meet the needs of the first grade students. One really big challenge was really understanding that I was supposed to be designing instruction what would be given 100% online. I just couldn't quite wrap my mind around how I was going to do that with my first grade students who were weak readers. Once I realized that the end product would be all digital, it was too late to change my topic. Most of the elements of Standard 2 were met by this assignment. Here is how those elements were met. Element 2.1 Content Standards and Student Technology Standards is self-explanatory. I designed instruction that was aligned to content and technology standards. Element 2.2 Research-Based Learner-Centered Strategies- I used research-based literacy strategies and incorporated Universal Design for Learning strategies, Element 2.3 Authentic Learning was met by incorporating a performance task that would have the students create a digital book, silly story/poem using nonsense words, or perform a letter sounds song using what they learned. Element 2.4 Higher-Order Thinking-the students would use digital tools to make a decision about the correct sounds of words and would also use a digital tool to create a product at the end of instruction. Element 2.5 Differentiation- students would be able to choose the authentic learning activity at the end of instruction. Element 2.6 Instructional Design-I used the Ross, Morrison, Kemp model for designing instruction. This was a very involved project that caused me to do a lot of higher order thinking myself.
FRIT 7236: Key Assessment Parts A and B, Key Assessment Stage 2
FRIT 7236 was very informative for me. This is definitely a class that I have been able to apply immediately to my own classroom assessment strategies. As I completed the Key Assessments Parts A and B I learned that using different formative assessment strategies leading up to a summative assessment is imperative to guiding and differentiating instruction. Writing an assessment based on the learning objectives for the unit will help to ensure that the data from the assessment is valid and reliable. Element 2.7 Assessments was satisfied when I created effective assessments to measure student learning using digital tools. I created a multiple choice assessment, short answer and essay assessment, and higher order thinking assessment. These assessments were created to meet the needs of my first grade classroom.
As a result of this class, I will be more diligent at making sure my assessments are appropriately assessing the learning objectives and that they are valid and reliable.
In addition to completing Key Assessments Parts A and B, I also completed Key Assessment-Stage 2. With this part of the assignment the requirement of Element 2.8 Data Analysis was met as I analyzed the data for a math assessment. I enjoy working with numbers so this assignment was great. It challenged me because I had to learn how to calculate Spearman-Bowman Reliability. Doing an item analysis, calculating reliability, and creating an improvement plan was a challenge I readily accepted.
As a result of this class, I will be more diligent at making sure my assessments are appropriately assessing the learning objectives and that they are valid and reliable.
In addition to completing Key Assessments Parts A and B, I also completed Key Assessment-Stage 2. With this part of the assignment the requirement of Element 2.8 Data Analysis was met as I analyzed the data for a math assessment. I enjoy working with numbers so this assignment was great. It challenged me because I had to learn how to calculate Spearman-Bowman Reliability. Doing an item analysis, calculating reliability, and creating an improvement plan was a challenge I readily accepted.
Data Analysis
FRIT 7235 Technology Enhanced Lesson
In FRIT 7235 I created a technology enhanced social studies lesson. Again, many of the elements for Standard 2 were used. For this reflection, I am going to focus on 2.3 and 2.5. The lesson plan incorporated authentic learning as students would use an app to create a puppet show and another app to draw and label items for a museum. The lesson plan provided differentiation because it included 4 different activities that could be completed and would appeal to different learning styles. For this lesson, students use mobile devices to participate in tasks and a formative assessment. The apps used are BrainPOP, PuppetPals HD, Quizlet, and Drawp. Students then access a Kahoot quiz using their devices to complete a formative assessment. As a curriculum writer for my school district, it was nice to write a lesson incorporating technology. At the time of this class, technology was not a required (or encouraged) element of lesson plans. This year, curriculum writers were required to incorporate use of technology into all of the lesson plans. I didn't really have much of a challenge with this assignment. Looking at it now, I see that I could do much more to enhance this lesson with technology.
First Grade Social Studies Lesson Using Mobile Apps