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: Online Content and Two Weather Kits
Reflection
On staff at Fernbank Science Center out-reach program, I designed two media kits to support elementary classroom instruction on atmospheric science. A second grade level kit and a fourth grade level kit containing two to three hands-on lessons with hands-on applications for real-world science tasks. These portable activity kits provide classroom teachers with constructive method experiences that their students can build onto prior learning experiences. The tasks reflect best practices for content learning and are research based. The online component serves as supplemental instruction and supports the face-to-face classroom content instruction. On the faculty as a curriculum instructor for meteorology, I designed and completed this project the summer of 2011.
Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate research-based best practices supporting science concepts and use of weather technology, such as real-world application and student directed leanring. The lesson tasks provide higher learning experiences for early elementary students. Content standards for digital technology and and student centered learning were also modeled in this project, with the use of student project sharing.
Available for check-out, the media kits bring hands-on science lessons to a teacher's classroom complete with content learning targets, assessments, and weather instruments. The online learning content provide classrooom teachers a convient tool for follow-up and review instruction and learning applications . These media kits support authentic learning experiences that engage students in the outside environment.
The online content along with the out-reach media kits are considered a high use tool and an established waiting list for check out reflects the demand for their frequesnt use. Teacher feedback, positive, deems that additional kits are needed for check-out each year. Follow-up to teacher feedback also indicated that the online component enhanced the content learning experience for teachers and students. This project encouraged users to facilitate more blended learning projects. Comments were provided by teachers, however a more extensive evaluation form should be added to this project. Adding a survey to collect and measure its effective uses is needed to keep this project innovative for learners.
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: Online Content and Two Weather Kits
Reflection
On staff at Fernbank Science Center out-reach program, I designed two media kits to support elementary classroom instruction on atmospheric science. A second grade level kit and a fourth grade level kit containing two to three hands-on lessons with hands-on applications for real-world science tasks. These portable activity kits provide classroom teachers with constructive method experiences that their students can build onto prior learning experiences. The tasks reflect best practices for content learning and are research based. The online component serves as supplemental instruction and supports the face-to-face classroom content instruction. On the faculty as a curriculum instructor for meteorology, I designed and completed this project the summer of 2011.
Georgia’s science content Standards and ISTE National Educational Technology Standards were used to integrate research-based best practices supporting science concepts and use of weather technology, such as real-world application and student directed leanring. The lesson tasks provide higher learning experiences for early elementary students. Content standards for digital technology and and student centered learning were also modeled in this project, with the use of student project sharing.
Available for check-out, the media kits bring hands-on science lessons to a teacher's classroom complete with content learning targets, assessments, and weather instruments. The online learning content provide classrooom teachers a convient tool for follow-up and review instruction and learning applications . These media kits support authentic learning experiences that engage students in the outside environment.
The online content along with the out-reach media kits are considered a high use tool and an established waiting list for check out reflects the demand for their frequesnt use. Teacher feedback, positive, deems that additional kits are needed for check-out each year. Follow-up to teacher feedback also indicated that the online component enhanced the content learning experience for teachers and students. This project encouraged users to facilitate more blended learning projects. Comments were provided by teachers, however a more extensive evaluation form should be added to this project. Adding a survey to collect and measure its effective uses is needed to keep this project innovative for learners.