Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
In my ESL lessons in Japan and Kazakhstan, I incorporated multimedia presentations as a way for students to practice English and to learn about other cultures. In planning video projects for a Video Pen Pal exchange, students used a structured method of brainstorming, storyboarding, scripting, filming and editing with digital tools. Working with digital tools in a production environment gave these students fresh topics to discuss while practicing English in an authentic task with real-world results.
This Concept Map explores the ways that technology can augment learning opportunities. Creating such maps is a way for learners to explore the connections between main ideas and related topics which branch off from there. This helps to illustrate gaps in knowledge or create connections between disparate elements which may not have been apparent before. Digital tools for creating maps keep things legible and organize, allowing resizing and styling on the whole map at once and styling templates for starting out.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
Group Discussion from the Intro to Tech in Schools course, which examines how the availability of devices and technical proficiency affects equity among diverse populations is an example of how I explored and learned about individualizing learning. As students become involved in creating their own learning environment and process through ownership of devices, responsibility in management of their time, and self-assessment, new issues and solutions for classroom management must be explored. Especially relevant in this discussion is the deployment of an LMS which allow the teacher to create, deliver, and assess individual work in a blended classroom.
I created The Smith School Professional Writing Guide as a final project for Intermediate Web Development. In my school, many students were completing assignments online and the teachers needed a guide to our school's standards for writing. This guide, created in collaboration with the English and History teachers, provided an always-available reference for students to use when completing individualized assignments. Such web references, when personalized for the specific needs of a student group, helps students complete work they know will meet the standards of their assessors.
c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
In planning professional development for teachers, I often try to use fun multimedia aids such as this Differentiation Video I made for a Friday PD session at my school. The focus of this collaborative learning opportunity for the staff was in differentiating lessons to provide multiple pathways to achievement by a diverse array of students.
While teaching in New York, I facilitated the staff's introduction to Edmodo LMS integration for personalized learning. This letter is an introduction to the LMS for parents of students in the school. Using Edmodo allowed the teachers to individualize assignments for our diverse group of learners with demanding IEPs. Through a combination of group introductions and self-paced project work, students in my Computers classes were able to work on different things at the same time while I coached individuals along their own paths.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
This example of a Performance Assessment for an ESL blogging activity measures student output according to stated criteria for success. The task description clearly lays out what is expected and prerequisite knowledge and materials are taken into account. Time for task completion is given and a rubric provided to make expectations for assessment clear. This document also explains reasoning for using certain assessment criteria and purpose for gathering information.
I created the Smith School Computers Curriculum to meet the needs of a diverse group of learners. Originally based on Exploring Computer Science, I customized the assignments and assessments for our student body specifically. Since my classes included students from 7th to 12th grades, with varying backgrounds in using technology, and a wide range of special needs, I structured the group unit goals to meet technology content standards while including Individual Study Projects to allow students to self-select an area of inquiry. Assessment data was tracked using Edmodo to keep students, teachers, and parents in the loop while providing formative assessment feedback to inform areas to revisit.