Content Knowledge and Professional Growth

MEDT 8465 Human Performance Improvement

The Human Performance Improvement Report attached was compiled with the purpose of presenting findings, recommendations, and interventions for improving human performance. This report was crafted to the specific performance problem at Kendrick Middle School, a Metropolitan Atlanta, Georgia middle school. Human performance in education has to rise above information and skills from all stakeholders -- administration, parents, teachers and students. The focus of the report is centered on state mandated test. Through this work, we were able to identify the disparity in perspectives and attitudes of teachers who test from those who did not. The report is evidence of our professional knowledge in designing surveys, and collecting and analyzing data as the basis for recommendations and improvements.

MEDT 7490 Visual and Media Literacy for Teaching and Learning

The detailed plan attached was created for a client who was having trouble teaching the conjugation difference between the verb IR in Spanish (to go) and all verbs in Spanish that end in IR. The students were often confused and were not grasping the difference in the verbs themselves, and further were challenged by conjugating each. This client was frustrated with herself, though a seasoned teacher, she was without recourse on how to best handle the situation. After discussing her issue and completing a needs assessment, I considered various instructional models, and decided to use UbD -- Understanding by Design model. The UbD model is very specific in its goal, and that is what was needed here. At first glance this model seems very conceptual, without any nuts and bolts of how-to. It was a challenge to drill down to very specific tasks that would address all that was needed. UbD asks as it first step, “what should students know, understand, and be able to do?”(Wiggins & McTighe, 2011). This is a very basic question, and the most important question of all, it asks the teacher to consider the goal for the student? The redesigned lesson had to explain the difference between the verb IR, which means to go and its conjugation in the present tense, additionally master the conjugation of the ER and IR verb endings, in the present tense. These were two different goals and needed to be addressed differently.

The redesigned lesson task has 5 parts: a) create formal and informal assessments to gauge the previous knowledge of the students based on what students need to know understand and be able to do, b) analyze the data gained by the pre assessments, c) use that knowledge to create the lessons and activities and provide instruction, d) give the assessments again and measure the growth and areas for improvement and e) redo the UbD cycle to address areas that need re teaching, learning and assessing (if any).

The artifacts used were a series of pre and post quizzes designed to first get a base line, then, see learning growth % of each student and the class as a whole. One quiz is a Kahoot quiz with 15 scaffolded questions that asks students to select the article with the corresponding IR verb conjugation. A series of videos and practice work was incorporated in the lessons to present different approaches to teaching and learning. Memory games, and a ball toss with labeled sections on the ball to help conjugate was also added. Giving students the opportunity to 'play' and learn at the same time was the missing link in making meaning understandable.

Reflection

In the field of technology coaching, coaches are tasked with finding ways to enhance content via every means available, be it technological, professional or pedagogical knowledge and experience. Coaches must continuously strengthen knowledge and keep up to date with developments and new findings in learning through technology. Technology coaches go beyond being good teachers, with strong communication, organization and motivation skills, they must also be aware and well versed in technological advances that promote innovative ways of thinking to both teachers and students. It is not enough for teachers to know their content, they must be flexible and welcoming of new ways to reach their students. Technology in the past quarter century has given us the opportunity reimagine what learning can be. In the human performance improvement report listed we were able to identify some of the areas for improvement, after identifying these areas, a technology coach design and implement effective professional development to meet the needs of these teachers. Personally, it was enjoyable to work with teachers both within and outside my content. Provided an opportunity to be relational, and gain trust and rapport. The human element is of critical consideration in being an effective technology leader. One can have the best ideas and best plans, yet yield no results, if one has no influence on people, places and things.