5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact:
a3-_coaching_journal.pdf | |
File Size: | 508 kb |
File Type: |
Reflection:
The Coaching Journal was created to help a teacher at Creekview High School implement Kahoot more into her classroom. This artifact required several meetings with the teacher to work on using Kahoot, discussing the benefits of student engagement, and troubleshooting methods. Prior to the coaching journals, a needs assessment was completed to determine what tool we would utilize and to see her comfortability with technology.
Standard 5.2, Professional Learning provided me an opportunity to develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrate technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. With the Coaching Journals, I was able to develop and implement technology-based professional learning by hosting coaching sessions with the teacher. Each session we would learn a new component and feature in Kahoot to get her more familiar with the tool. The sessions aligned to state and national professional learning standards such as ISTE and LoTi. The integration of technology-supported face-to-face and online components as the Kahoot software provides the opportunity to engage the students in class and at home. In the sessions, we discussed the various options in which Kahoot can be implemented into her classroom. The teacher can lead the Kahoot during the class period and she can assign it has homework for the students to complete to help with the review. The coaching sessions modeled principles of adult learning. The sessions were lead with the LoTi Questionnaire that was completed to see the experience of the teacher with implementing the technology. From there, we collaborated and selected Kahoot. This was part of the needs assessment that informed instruction in the coaching sessions. Each session promoted best practices in teaching, learning and assessment consider I used the modeling method to introduce the tool. We played a Kahoot to start off with and the teacher played as a student so she could be familiar with their side before learning the teacher side of the game. Through these methods, the teacher was able to see the tool from all aspects in a controlled environment before implementing it into her classroom.
Completing the Coaching Journal allowed me to continue practicing teaching adults and choosing appropriate tools to fit the needs of the teachers. I learned how to properly structure professional learning for teachers from the needs assessment to the delivery of the material to the teachers. To further improve this experience, I would like to involve more teachers. I believe that by having more teachers participate, we could have made more of an impact on the school and increased our technology usage.
This artifact impacts faculty development. The teacher now uses Kahoot in her classroom as homework assignments and as a review game. I continue to follow up with this teacher to provide support and to continue to share new technology that she can implement in her classroom. Considering she using Kahoot now in her classroom is a testament to how this tool was the proper tool that she needed to engage her students and help her become more comfortable with use technology with the students.
The Coaching Journal was created to help a teacher at Creekview High School implement Kahoot more into her classroom. This artifact required several meetings with the teacher to work on using Kahoot, discussing the benefits of student engagement, and troubleshooting methods. Prior to the coaching journals, a needs assessment was completed to determine what tool we would utilize and to see her comfortability with technology.
Standard 5.2, Professional Learning provided me an opportunity to develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrate technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. With the Coaching Journals, I was able to develop and implement technology-based professional learning by hosting coaching sessions with the teacher. Each session we would learn a new component and feature in Kahoot to get her more familiar with the tool. The sessions aligned to state and national professional learning standards such as ISTE and LoTi. The integration of technology-supported face-to-face and online components as the Kahoot software provides the opportunity to engage the students in class and at home. In the sessions, we discussed the various options in which Kahoot can be implemented into her classroom. The teacher can lead the Kahoot during the class period and she can assign it has homework for the students to complete to help with the review. The coaching sessions modeled principles of adult learning. The sessions were lead with the LoTi Questionnaire that was completed to see the experience of the teacher with implementing the technology. From there, we collaborated and selected Kahoot. This was part of the needs assessment that informed instruction in the coaching sessions. Each session promoted best practices in teaching, learning and assessment consider I used the modeling method to introduce the tool. We played a Kahoot to start off with and the teacher played as a student so she could be familiar with their side before learning the teacher side of the game. Through these methods, the teacher was able to see the tool from all aspects in a controlled environment before implementing it into her classroom.
Completing the Coaching Journal allowed me to continue practicing teaching adults and choosing appropriate tools to fit the needs of the teachers. I learned how to properly structure professional learning for teachers from the needs assessment to the delivery of the material to the teachers. To further improve this experience, I would like to involve more teachers. I believe that by having more teachers participate, we could have made more of an impact on the school and increased our technology usage.
This artifact impacts faculty development. The teacher now uses Kahoot in her classroom as homework assignments and as a review game. I continue to follow up with this teacher to provide support and to continue to share new technology that she can implement in her classroom. Considering she using Kahoot now in her classroom is a testament to how this tool was the proper tool that she needed to engage her students and help her become more comfortable with use technology with the students.