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. (PSC 2.6/ISTE 2f)
Artifact: Voice Thread Lesson
Reflection
I chose the lesson plan that I created for students using internet tools as a great example of standard 2.6. In this lesson plan I needed to incorporate digital tools, resources, and technology-enhanced learning experiences. The students work was used to created VoiceThreads explaining strategies of multiplication. They were very engaged when it came to working with the presentation tools provided. I had to plan the assignment and allow time in the lesson for the students to complete this lesson and stay within the unit timeframe.
This shows my mastery of this standard because I had to model using the digital tools that the students would use and facilitate the students successfully using these digital tools and resources to create their videos. I looked into using research-based best practices when it comes to having students do assignments that can be a culminating activity to a standard. Students creating those VoiceThreads allowed the students to show their learning and understanding of a skill. By adding the technology-enhanced learning experience with the students was a way for students to show what they know outside of taking a standardized test. This allows for a teacher to hear a student express their mental processes out loud. This kind of project allows students to use digital tools and resources in a productive way.
I learned that when it comes to creating a quality product from students that you have to allow for modeling for students. I was lucky to have a class who was very enthusiastic to learn new technology and were quick learners. I created the lesson where students were going to create tutorial videos for rising 3rd graders and they explained strategies for solving multiplication problems. I think for the next time for planning this kind of lesson is to preview it way before the students have to use it to allow for time for showing the students all of the elements of the technology. I had to go against a time crunch because the students were having some basic troubles with the technology. It was a learning experience and students did not give up easily and allowed for mistakes and tried to fix them. In a learning environment, I would do more collaboration with my grade level to work out more ideas of how to use the best practices to create an even more enhanced lesson and task for the students using digital tools.
I think this assignment boosted the learning experience and the student really worked harder to show they could master the skill so they could move forward with the digital tool enhancement of the assignment. I think I would probably have changed the resources and used another digital tools because at the time I was limited on recording in a quiet space with the students. The impact on student learning can be assessed by how many students stayed focused on mastering the skill so they could work with the tools. If there were students still struggling, I could easily scaffold them while others worked on the digital portion of the project. That way, when those students who struggled improved and completed the first part of the assignment, the digital tools were free for the students to work on. This is also a project that could build faculty development in knowing the various digital tools that are very simple to use and to add to their lessons.
I chose the lesson plan that I created for students using internet tools as a great example of standard 2.6. In this lesson plan I needed to incorporate digital tools, resources, and technology-enhanced learning experiences. The students work was used to created VoiceThreads explaining strategies of multiplication. They were very engaged when it came to working with the presentation tools provided. I had to plan the assignment and allow time in the lesson for the students to complete this lesson and stay within the unit timeframe.
This shows my mastery of this standard because I had to model using the digital tools that the students would use and facilitate the students successfully using these digital tools and resources to create their videos. I looked into using research-based best practices when it comes to having students do assignments that can be a culminating activity to a standard. Students creating those VoiceThreads allowed the students to show their learning and understanding of a skill. By adding the technology-enhanced learning experience with the students was a way for students to show what they know outside of taking a standardized test. This allows for a teacher to hear a student express their mental processes out loud. This kind of project allows students to use digital tools and resources in a productive way.
I learned that when it comes to creating a quality product from students that you have to allow for modeling for students. I was lucky to have a class who was very enthusiastic to learn new technology and were quick learners. I created the lesson where students were going to create tutorial videos for rising 3rd graders and they explained strategies for solving multiplication problems. I think for the next time for planning this kind of lesson is to preview it way before the students have to use it to allow for time for showing the students all of the elements of the technology. I had to go against a time crunch because the students were having some basic troubles with the technology. It was a learning experience and students did not give up easily and allowed for mistakes and tried to fix them. In a learning environment, I would do more collaboration with my grade level to work out more ideas of how to use the best practices to create an even more enhanced lesson and task for the students using digital tools.
I think this assignment boosted the learning experience and the student really worked harder to show they could master the skill so they could move forward with the digital tool enhancement of the assignment. I think I would probably have changed the resources and used another digital tools because at the time I was limited on recording in a quiet space with the students. The impact on student learning can be assessed by how many students stayed focused on mastering the skill so they could work with the tools. If there were students still struggling, I could easily scaffold them while others worked on the digital portion of the project. That way, when those students who struggled improved and completed the first part of the assignment, the digital tools were free for the students to work on. This is also a project that could build faculty development in knowing the various digital tools that are very simple to use and to add to their lessons.