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-iste-_morgan_green.pdf | |
File Size: | 1095 kb |
File Type: |
Reflection:
The Internet Lesson Plan was completed for the students to gain a better understanding of the development of societies in Central and South America through the examination of Olmec, Mayan, Aztec, and Inca empires. I delivered this lesson to my 10th-grade World History class. This class is filled with the mixed ability of on-level and lower level, including some students with IEPs, 504 Plans, and RTI plans. I developed the lesson plan for my students to utilize internet tools in the classroom to enhance and engage them in the content of this lesson. I was able to model, facilitate the design and implementation of this technology-enhanced learning experience that aligned with student content standards and student technology standards. I used the resources that we have learned about through our coursework. The tools were selected intentionally to challenge the students to use new avenues to learn, discuss, and create a final product for an authentic audience by the end of this lesson.
Standard 2.1, Content Standards and Student Technology provided me the opportunity to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards in my classroom. When designing this lesson, I designed it with consideration of the student content standards (Georgia Performance Standards (GPS) for World History, and student technology standards, NETS*S, in mind. The topic of societies in Central and South America comes directly from the GPS SSWH8, which is part of the requirements that students have to learn for their Georgia End of Course testing. In terms of student technology standards, I used NETS*S as a guide to facilitate the design of the lesson content. Based on these standards, I chose activities that required students to communicate via online discussion posts and through multimedia projects. These technology tools allow for students to create authentic and meaningful learning as they can use these tools beyond the classroom and share their project with an authentic audience. Students started the lesson by using online resources to gather information. The students then used that information to respond to a discussion post on Padlet. Students are working in a variety of environments such as partners, whole group, and independently. As they progress through the lesson it builds upon itself as they start at lower levels of Bloom’s Taxonomy leading up to higher order thinking skills. This design enabled the diversity of learners to be successful. Students then took a Quizizz that tested their knowledge of student content standards. From their performance on the Quizizz, students will receive a choice of a project that meets the student technology standards and meets the students at their ability level. Through the implementation of this lesson, students were able to gain a deeper understanding of the Meso-American civilizations. I modeled this lesson plan to other world history teachers for them to utilize in their classrooms. I used my student’s work as examples.
Completing the Internet Lesson Plan provided me the opportunity to utilize technology tools in the classroom to meet the student content standards and student technology standards. I learned how to facilitate the design and implementation of technology-enhanced learning to give students the opportunity to gain a better understanding of the Meso-American civilizations. Through the completion of the Internet Lesson Plan, I learned how to effectively use technology tools to enhance, engage, and improve student learning. To further improve the Internet Lesson Plan, I would have like to have provided more resources for students to use to lay the foundation of their learning as I feel that some struggled with this part of the assignment. I would have also like to have broken off into smaller groups during this part to assist the lower level learners more with some teacher directed instructional strategy.
This artifact impacts student learning. Considering I used technology tools to enhance and engage students in the learning process, I have been able to see the impact that it had on student learning through their assessments during the lessons and through their improved use of familiar and new technology tools. The variety of strategies used in this lesson provided student choice and meeting them at their needs. According to Kerry Rice (2012), learner-centeredness allows students to gain knowledge based on their own individual needs, which is what was provided in the Internet Lesson Plan (Rice, p. 26). Students were exposed to different opportunity to express their learning and in that process, students gained new skills sets that they can use for future assignments and classes. Student learning can further be assessed in other coursework for my course. Students started out at low levels of Bloom’s Taxonomy working their way through the lesson to high order thinking skills that was culminated through a final product that assessed student learning.
Reference
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and practices. New Jersey: Pearson Education.
The Internet Lesson Plan was completed for the students to gain a better understanding of the development of societies in Central and South America through the examination of Olmec, Mayan, Aztec, and Inca empires. I delivered this lesson to my 10th-grade World History class. This class is filled with the mixed ability of on-level and lower level, including some students with IEPs, 504 Plans, and RTI plans. I developed the lesson plan for my students to utilize internet tools in the classroom to enhance and engage them in the content of this lesson. I was able to model, facilitate the design and implementation of this technology-enhanced learning experience that aligned with student content standards and student technology standards. I used the resources that we have learned about through our coursework. The tools were selected intentionally to challenge the students to use new avenues to learn, discuss, and create a final product for an authentic audience by the end of this lesson.
Standard 2.1, Content Standards and Student Technology provided me the opportunity to model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards in my classroom. When designing this lesson, I designed it with consideration of the student content standards (Georgia Performance Standards (GPS) for World History, and student technology standards, NETS*S, in mind. The topic of societies in Central and South America comes directly from the GPS SSWH8, which is part of the requirements that students have to learn for their Georgia End of Course testing. In terms of student technology standards, I used NETS*S as a guide to facilitate the design of the lesson content. Based on these standards, I chose activities that required students to communicate via online discussion posts and through multimedia projects. These technology tools allow for students to create authentic and meaningful learning as they can use these tools beyond the classroom and share their project with an authentic audience. Students started the lesson by using online resources to gather information. The students then used that information to respond to a discussion post on Padlet. Students are working in a variety of environments such as partners, whole group, and independently. As they progress through the lesson it builds upon itself as they start at lower levels of Bloom’s Taxonomy leading up to higher order thinking skills. This design enabled the diversity of learners to be successful. Students then took a Quizizz that tested their knowledge of student content standards. From their performance on the Quizizz, students will receive a choice of a project that meets the student technology standards and meets the students at their ability level. Through the implementation of this lesson, students were able to gain a deeper understanding of the Meso-American civilizations. I modeled this lesson plan to other world history teachers for them to utilize in their classrooms. I used my student’s work as examples.
Completing the Internet Lesson Plan provided me the opportunity to utilize technology tools in the classroom to meet the student content standards and student technology standards. I learned how to facilitate the design and implementation of technology-enhanced learning to give students the opportunity to gain a better understanding of the Meso-American civilizations. Through the completion of the Internet Lesson Plan, I learned how to effectively use technology tools to enhance, engage, and improve student learning. To further improve the Internet Lesson Plan, I would have like to have provided more resources for students to use to lay the foundation of their learning as I feel that some struggled with this part of the assignment. I would have also like to have broken off into smaller groups during this part to assist the lower level learners more with some teacher directed instructional strategy.
This artifact impacts student learning. Considering I used technology tools to enhance and engage students in the learning process, I have been able to see the impact that it had on student learning through their assessments during the lessons and through their improved use of familiar and new technology tools. The variety of strategies used in this lesson provided student choice and meeting them at their needs. According to Kerry Rice (2012), learner-centeredness allows students to gain knowledge based on their own individual needs, which is what was provided in the Internet Lesson Plan (Rice, p. 26). Students were exposed to different opportunity to express their learning and in that process, students gained new skills sets that they can use for future assignments and classes. Student learning can further be assessed in other coursework for my course. Students started out at low levels of Bloom’s Taxonomy working their way through the lesson to high order thinking skills that was culminated through a final product that assessed student learning.
Reference
Rice, K. (2012). Making the move to K-12 online teaching: Research-based strategies and practices. New Jersey: Pearson Education.