Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
- Element 2.1 Content Standards & Student Technology Standards - Candidates model and facilitate the design and implementation of technology- enhanced learning experiences aligned with student content standards and student technology standards.
- Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
- Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
- Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
- Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
- Element 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology- enhanced learning experiences.
- Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
- Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
Instructional Design- FRIT 7231
Reflection:
Instructional Design in FRIT 7231 was my first class and assignment for graduate school. At first looking at the requirements for this assignment it was overwhelming, and I did not know where to start or what exactly to do for this task. Once I begin to do the assignment one step at a time, everything started to make sense to me. I did my instruction based on my Kindergarten students needs. I based my students' needs from our STAR Early Literacy Assessment. Based on the assessment at the beginning of the school year, 96% of my students struggled with identifying letters and letter sounds. I constantly contemplated how I can give online instruction tools to Kindergarten students. Then it dawned on me that even though my students can't read using audio and videos would be exciting and will peak their understanding. These are the following standards that were met by the assignment. Element 2.1 content standards & student technology, Element 2.2 research-based learner-centered strategies, Element 2.3 authentic learning, Element 2.4 higher order thinking skills, Element 2.5 Differentiation , Element 2.6 Instructional Design, and Element 2.7 Assessment. I feel that these artifacts demonstrate my competency of Standard 2 by covering all elements of the standard. My artifacts cover student technology use, higher order thinking strategies for my students and differentiation for all students including my ESP students. My artifact is the exact instructional design, and at the end of the lesson, my students were assessed on what they learned throughout the implementation.
Instructional Design in FRIT 7231 was my first class and assignment for graduate school. At first looking at the requirements for this assignment it was overwhelming, and I did not know where to start or what exactly to do for this task. Once I begin to do the assignment one step at a time, everything started to make sense to me. I did my instruction based on my Kindergarten students needs. I based my students' needs from our STAR Early Literacy Assessment. Based on the assessment at the beginning of the school year, 96% of my students struggled with identifying letters and letter sounds. I constantly contemplated how I can give online instruction tools to Kindergarten students. Then it dawned on me that even though my students can't read using audio and videos would be exciting and will peak their understanding. These are the following standards that were met by the assignment. Element 2.1 content standards & student technology, Element 2.2 research-based learner-centered strategies, Element 2.3 authentic learning, Element 2.4 higher order thinking skills, Element 2.5 Differentiation , Element 2.6 Instructional Design, and Element 2.7 Assessment. I feel that these artifacts demonstrate my competency of Standard 2 by covering all elements of the standard. My artifacts cover student technology use, higher order thinking strategies for my students and differentiation for all students including my ESP students. My artifact is the exact instructional design, and at the end of the lesson, my students were assessed on what they learned throughout the implementation.
Key Assessments - FRIT 7236
Reflection:
Key Assessment Assignment was completed in FRIT 7236. I enjoyed this assessment. Becoming a freshly new Kindergarten teacher, I thought it would be difficult creating different types of assessment for my students. When I first started with the multiple choice assessment, I thought Kindergartners can't read. How in the world will they be able to select the correct answer? Of course, use PICTURES. I had it, using pictures made a lot of sense and was a unique way to give a multiple choice assessment. Also, the teacher can read the choices to the students. For the short answers portion, I created the questions so students would have to give a response verbally. Next thing I built was the higher order thinking questions. If students could write, I provided them the opportunity to write their answers on the assessment. Lastly, I created a performance-based evaluation. These assessments were designed to be done at home or an easy class assignment projects. I enjoyed this assignment because it made you think about how reliable and valid the assessments you give students. It makes you aware and conscious that all assessments meet the objectives taught to students. The element covered in this assignment is Element 2.7 assessments. This plan is an example of my ability to create an effective assessment to measure student learning.
Key Assessment Assignment was completed in FRIT 7236. I enjoyed this assessment. Becoming a freshly new Kindergarten teacher, I thought it would be difficult creating different types of assessment for my students. When I first started with the multiple choice assessment, I thought Kindergartners can't read. How in the world will they be able to select the correct answer? Of course, use PICTURES. I had it, using pictures made a lot of sense and was a unique way to give a multiple choice assessment. Also, the teacher can read the choices to the students. For the short answers portion, I created the questions so students would have to give a response verbally. Next thing I built was the higher order thinking questions. If students could write, I provided them the opportunity to write their answers on the assessment. Lastly, I created a performance-based evaluation. These assessments were designed to be done at home or an easy class assignment projects. I enjoyed this assignment because it made you think about how reliable and valid the assessments you give students. It makes you aware and conscious that all assessments meet the objectives taught to students. The element covered in this assignment is Element 2.7 assessments. This plan is an example of my ability to create an effective assessment to measure student learning.
|
|
Data Analysis - FRIT 7236
Reflection:
The Data Analysis in FRIT 7230 is another component of the Key Assessment that I describe in the above task. My Data Analysis focused on a math assessment and math curriculum. This assignment required me to find the mean and standard deviation for the students' addition and subtraction math test. Also in the data analysis, I created a chart that showed which questions that the students got correct and incorrect. I also colored coded each question based on the standard number. Another significant component of the data analysis is describing each students strengths and weakness in the assessment. The Data Analysis focused on Element 2.8. The data analysis involved a thorough discussion of the students and the course.
The Data Analysis in FRIT 7230 is another component of the Key Assessment that I describe in the above task. My Data Analysis focused on a math assessment and math curriculum. This assignment required me to find the mean and standard deviation for the students' addition and subtraction math test. Also in the data analysis, I created a chart that showed which questions that the students got correct and incorrect. I also colored coded each question based on the standard number. Another significant component of the data analysis is describing each students strengths and weakness in the assessment. The Data Analysis focused on Element 2.8. The data analysis involved a thorough discussion of the students and the course.