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A Road Map Towards Becoming A Dynamic Educator
A Road Map Towards Becoming A Dynamic Educator
This principle demonstrates my ability to:
This principle demonstrates my ability to:
Apply student self-assessment to guide learning opportunities
Use formative and summative assessment and course analytics to monitor student interaction and learning and responding appropriately
Leverage communication tools to support student success
Develop plans for improving courses each time they are taught
Reflection
Reflection
A self-reflective timeline evaluates my growth before, during, and following the duration of the @One course Dynamic Teaching.
Looking Back: Where I Was
As a newly minted teacher at the higher educator level, my experiences were shaped by a conventional, one-size-fits-all approach to education. My personal experience with assessment tools and strategies was limited, and at times, I felt overwhelmed knowing which assessment instrument and approach will be most effective. I looked forward to strengthen my ability to interpret data analysis to develop an actionable plan, and learn assessment practices to measure student engagement on an ongoing basis.
The Learning Process: Where I Am
I feel more comfortable and confident in my ability to apply transferable assessment and pedagogical teaching methods both online and in the classroom. Self-reflecting on my own teaching and assessment practices, I have developed an interest to learn about using assessments as an evaluation method to develop course content with the student in mind.
Contract grading as a new alternative to the traditional letter grade system was eye-opening, and I was astounded by opportunities to increase students’ personalized learning. Differentiating instruction as a project, team-based opportunity will help me engage and support diverse students’ needs, abilities, and interests.
Looking Forward: Where I'm Headed
As a facilitator of course material, I will promote a learning environment that motivates and engages students by integrating videos and dynamic announcements. As I gain more experience, my main priority is to create more opportunities for student generated content. I strive to develop student-centered learning opportunities where students become both producers and consumers of course content.
I will offer greater flexibility in creating an assortment of more personalized, innovated, and collaborative learning opportunities to actively engage students both individually and in group work. I will create content to accommodate the kinesthetic, auditory, and/or visual learner. I envision assessing student’s understanding by giving them options to create a presentation slide, multimedia presentation, record an audio or video, or design a mind map.
Examples
Examples
The following artifacts serve as evidence to demonstrate my mastery of Principle Three: Dynamic Teaching.
Student-Generated Content Opportunity
Connection to Principle Three: This student self-produced assessment assimilates students into meaningful roles as both producers and consumers, having them directly involved in curating and building course curriculum in the form of generating quiz questions. Student produced questions are accumulated for a final exam and can be used as a summative assessment to monitor student learning and modify lessons as needed.
With this objective, students:
- Gain freedom in developing creative content that meets their individual interests within each module, implementing a learn by doing philosophy approach
- Acquire digital literacy skills and become critical thinkers in learning course material
- Build self-confidence, and verbal and written communication skills
- Develop more responsibility in the course through increased social and cognitive presence
The student-generated content is a long-lasting assignment that can carry over semester to semester, and can transfer into real-world collaboration.
Food for thought for the future: To fine tweak this student-generated assignment, the final quiz questions could be expanded to cover the overall sum of module material introduced throughout the semester and showcase more student-created work.
A second component of this assignment was stepping into the students’ shoes and participating in peer review and feedback using a universal teacher generated grading rubric.
Food for thought for the future: Student engagement can be strengthened by having them play an active role in developing a rubric from a module’s take-aways.
Student-Generated Content Assignment-Melissa Feinberg.docxGaining Feedback Through Formative Assessment
Connection to Principle Three: This sample low-stacks, bite, sized formative assessment assesses student learning within the group as a whole and individually using the digital learning platform Socrative to conduct an online survey of students’ progression of developing strategies to learn citations for research. Results can indicate if module material needs to be revisited and offers a window of opportunity to reach out to individual students to reteach and support in a timely manner.
Formative Assessment- Feinberg.docxCourse Improvement to Strengthen Dynamics
Connection to Principle Three: I developed a long-term plan of action to collect evidence and assess course design and make ongoing revisions for a library and information science lower division credit course on research in the digital age.
The outline highlights:
- Student analytics to aid in revising the online course
- Direct-feedback survey with a listing of survey questions and explanations and justification for their inclusion in the assessment
- Indirect student feedback to assess student learning
- Analyzing and revising future steps to improve the course based upon student learning and feedback
Course Improvement-Feinberg-1.docxPhoto Displayed in Principle Three: A Road Map Credited to Natalie Chaney on Unsplash
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