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: Physical Science, Lesson Plan: Matter
& Lesson Plan Presentation
Reflection
An engaged lesson plan was a required class assignment for ITEC 7430. My lesson plan, a physical science unit, was an individual effort submitted in the spring of 2014. Meeting the requirements for this assignment, my skills and my understanding of the Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate science, technology, and language learning strategies to provide a higher learning experience for second language learners. Science content standards on properties of matter and technology standards for student application and student centered learning were modeled in this unit. The student body for this class was very diverse, and the demographics were roughly 30% Nepali, 20%, Burmese, with the remainder being mid-eastern, Central American, and African. Ages ranged from 14 to 19 years old.
The science content standard, S8P1 - Students will examine the scientific view of the nature of matter, was aligned to Language Arts objectives and learning assessments. I developed a content learning module on atomic structure and properties of matter that promoted small group and peer learning, and out-loud language skills. Student learning was an enrichment experience with the use of online student publishing tools, Wordle and Blabberize, along with the use of digital cameras and online audio recording.
Using multiple audio and image tools, the lesson plan capitalized on student subject and technology interests. Use of Web 2.0 tools and use of language acquisition methods advanced student learning in areas of gathering and organizing information, and this learning skills provided students with more experience in academic use of online resources. This learning experience was more student centered learning and more student directed then previous learning units. Technology standards, Digital citizenship: Students understand human, cultural, and societal, issues related to technology and practice legal and ethical behavior, and a. Advocate and practice safe, legal, and responsible use of information and technology for applied for application and authentic learning were addressed and students showed potential to improve on.
Including the student online publication component provided deeper thought to student-class discussions and out-loud reading assignments. From observations, it was evident that students better engaged in the writing worksheets assignments. They discovered that gaining understanding from of content tasks assisted with their ability to produce and publish an online product. Their interest in technology advanced their level of work and a display of higher academic ability was evident. The learning experience was very active and students were engaged for much of the learning period. More peer learning opportunities were needed; while some students sped ahead others lagged behind. To better manage the classroom instruction, this difference in the assignment completion rates must be addressed.
Formative and summative assessments were made via assessed student worksheets, peer and teacher observations, one-on-one teacher to student dialogue, student artifacts, and science work products. . The large class population was not easily managed when computers failed to function and passwords had to be re-set, however these difficulties did not discourage students.
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: Physical Science, Lesson Plan: Matter
& Lesson Plan Presentation
Reflection
An engaged lesson plan was a required class assignment for ITEC 7430. My lesson plan, a physical science unit, was an individual effort submitted in the spring of 2014. Meeting the requirements for this assignment, my skills and my understanding of the Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate science, technology, and language learning strategies to provide a higher learning experience for second language learners. Science content standards on properties of matter and technology standards for student application and student centered learning were modeled in this unit. The student body for this class was very diverse, and the demographics were roughly 30% Nepali, 20%, Burmese, with the remainder being mid-eastern, Central American, and African. Ages ranged from 14 to 19 years old.
The science content standard, S8P1 - Students will examine the scientific view of the nature of matter, was aligned to Language Arts objectives and learning assessments. I developed a content learning module on atomic structure and properties of matter that promoted small group and peer learning, and out-loud language skills. Student learning was an enrichment experience with the use of online student publishing tools, Wordle and Blabberize, along with the use of digital cameras and online audio recording.
Using multiple audio and image tools, the lesson plan capitalized on student subject and technology interests. Use of Web 2.0 tools and use of language acquisition methods advanced student learning in areas of gathering and organizing information, and this learning skills provided students with more experience in academic use of online resources. This learning experience was more student centered learning and more student directed then previous learning units. Technology standards, Digital citizenship: Students understand human, cultural, and societal, issues related to technology and practice legal and ethical behavior, and a. Advocate and practice safe, legal, and responsible use of information and technology for applied for application and authentic learning were addressed and students showed potential to improve on.
Including the student online publication component provided deeper thought to student-class discussions and out-loud reading assignments. From observations, it was evident that students better engaged in the writing worksheets assignments. They discovered that gaining understanding from of content tasks assisted with their ability to produce and publish an online product. Their interest in technology advanced their level of work and a display of higher academic ability was evident. The learning experience was very active and students were engaged for much of the learning period. More peer learning opportunities were needed; while some students sped ahead others lagged behind. To better manage the classroom instruction, this difference in the assignment completion rates must be addressed.
Formative and summative assessments were made via assessed student worksheets, peer and teacher observations, one-on-one teacher to student dialogue, student artifacts, and science work products. . The large class population was not easily managed when computers failed to function and passwords had to be re-set, however these difficulties did not discourage students.