2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
ARTIFACT: ENGAGED LEARNING PROJECT
Reflection:
The artifact used for this standard was created during the ITEC 7400 class. It is the Engaged Learning Project. This project was created for fifth grade students to be able to work collaboratively on a community-based project that could be showcased at a local museum. When implemented, the teacher should model and facilitate how to use digital tools. This project should engage students better than a traditional paper/pencil approach. Throughout this project, the students will model their understanding of how to use digital tools and resources to create an instructional assignment.
Standard 2.3, Authentic Learning, occurs when candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. This project will be engaging to students because of the many uses of technology that they get to implement throughout. This project fits the category of authentic learning because it is used in a discourse in a community of learners, as well as encourages inquiry and thinking skills. It is used in a discourse in a community of learners because it is a community-based project to showcase student knowledge. It also encourages the students to inquire about topics and use thinking skills to create an engaging projects for others to view and learn from. Students will be able to choose a famous historian, research using a teacher-created Weebly, collaborate with a group while using research information to create a Glogster presentation, and then finally creating an informational video on Seesaw for their Glogster.
From this project, I learned through research about several digital tools and resources available for these students to enhance engagement. These programs were already familiar to the students, therefore they were able to reach optimal instruction and engagement during the process of this engaged learning project. The only thing that I would change about this project is the fact that I would make more differentiation possibilities for the students with disabilities. They would have accommodations that were in place for their project to be more successful.
This project was a great way to offer some professional development opportunities to other teachers at NLE. Once teachers saw the programs that students were using to create the informational videos, they wanted to learn more. Teachers were able to receive some basic training on these programs, and an overview of how they might be able to use those in their classrooms. The learning experience was meaningful, authentic, and the impact of student learning can be assessed by the completion of the artifacts and the rubric that accompanied this project.
The artifact used for this standard was created during the ITEC 7400 class. It is the Engaged Learning Project. This project was created for fifth grade students to be able to work collaboratively on a community-based project that could be showcased at a local museum. When implemented, the teacher should model and facilitate how to use digital tools. This project should engage students better than a traditional paper/pencil approach. Throughout this project, the students will model their understanding of how to use digital tools and resources to create an instructional assignment.
Standard 2.3, Authentic Learning, occurs when candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. This project will be engaging to students because of the many uses of technology that they get to implement throughout. This project fits the category of authentic learning because it is used in a discourse in a community of learners, as well as encourages inquiry and thinking skills. It is used in a discourse in a community of learners because it is a community-based project to showcase student knowledge. It also encourages the students to inquire about topics and use thinking skills to create an engaging projects for others to view and learn from. Students will be able to choose a famous historian, research using a teacher-created Weebly, collaborate with a group while using research information to create a Glogster presentation, and then finally creating an informational video on Seesaw for their Glogster.
From this project, I learned through research about several digital tools and resources available for these students to enhance engagement. These programs were already familiar to the students, therefore they were able to reach optimal instruction and engagement during the process of this engaged learning project. The only thing that I would change about this project is the fact that I would make more differentiation possibilities for the students with disabilities. They would have accommodations that were in place for their project to be more successful.
This project was a great way to offer some professional development opportunities to other teachers at NLE. Once teachers saw the programs that students were using to create the informational videos, they wanted to learn more. Teachers were able to receive some basic training on these programs, and an overview of how they might be able to use those in their classrooms. The learning experience was meaningful, authentic, and the impact of student learning can be assessed by the completion of the artifacts and the rubric that accompanied this project.