Pedagogy and Theory

Demonstrate the ability to integrate pedagogical approaches and educational technologies in practical classroom teaching and training, as well as the ability to reflect on the effective application of technology-supported pedagogical approaches.

PLO #2 Video

PLO #2 Artifacts

Artifact #1: UDL for English Language Learners Website- Project Plan

This artifact represents my project plan for designing a training website for teachers. The UDL for English Language Learners Website- Project Plan considers the principles of adult learning theory, including an internal motivation to learn, a sense of self-direction, and motivation towards goals. The purpose of creating and developing my UDL for English Language Learners website was to provide training and materials for the teachers at my school who have English language learners in their classrooms.

When designing my project plan, I applied the elements of the Community of Inquiry by providing activities that allowed for teacher presence, social presence, and cognitive presence. These elements make the course interactive, collaborative, and informative for the participants.

Artifact #2: Black Plague Website-Lesson Plan Template

I created an asynchronous lesson plan template that I will be using with my middle school students for Social Studies. The Black Plague Website- Lesson Plan Template provides guided learning activities that are accessible for online learning and includes guided instructions and videos, visual supports, and graphic organizers. This lesson plan applies Universal Design for Learning pedagogical principles by engaging students, providing multiple means of representing the materials, and allowing for multiple means for students to demonstrate what they learned.

I included online technology tools that assist in asynchronous delivery, such as Google Slides, EdPuzzle, Kami, Padlet, and Storyboard That to provide opportunities for students to collaborate and think critically about the topics they are learning and use the website to learn the material asynchronously. The learning objectives set the foundation for what my students would be learning for each day of the lesson plan, and I provided rubrics and assessments for them to evaluate what they learned.

The lesson plan encourages a student-centered learning experience in which the students are provided with choices, collaborate with their peers, and have the opportunity to use creativity to complete a digital storyboard.

Artifact #3: Annotated Bibliography- The Flipped Classroom

The flipped classroom is a pedagogical approach in which students complete direct instruction activities at home and participate in collaborative, student-based activities at school. For this artifact, an Annotated Bibliography- the Flipped Classroom, I researched the flipped classroom's effects on student motivation and learning. I was interested in exploring the flipped classrooms’ benefits and whether they positively impacted student learning. I was also interested in researching if the flipped classroom led to more engaging learning experiences in the classroom.

The articles that I researched concluded that the flipped classroom approach leads to increased student motivation, provides an engaging learning experience, and allows teachers to offer student-centered activities during class time. The flipped classroom supports students with differentiated learning, the ability to learn at their own pace and to be able to explore the topics with deep understanding and inquiry-based activities during class time.

Artifact #4: Learning Theories Synthesis Paper

A Critical Analysis of Constructivist Pedagogy for Educators is a reflection paper that discusses why constructivism has become the dominant pedagogical approach for educators and how some educators have misinterpreted its instructional strategies.

The benefits of constructivist strategies are that they promote self-directed learning, higher-order thinking skills, and collaboration among students. However, some educators have used constructivism as a passive approach to learning without guiding them with direct instruction or other teacher-supported instructional strategies.

This reflection paper explains why educators should analyze and interpret more than one pedagogical theory and choose those that best support their instructional strategies in the classroom.

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