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. (PSC 2.1/ISTE 2a)
Artifact: Internet Lesson Plan |
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lesson_plan.docx | |
File Size: | 51 kb |
File Type: | docx |
Reflection: Standard 2.1 Content Standards & Student Technology Standards
The candidate will model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
This artifact is an internet lesson plan that I created for my third grade Social Studies class. I decided to use Social Studies for this assignment, because it seems that we commonly create lessons and activities in Math using technology, so I wanted to create something different. This was a research/webquest project for my students exploring American Government. They had a study guide to complete, using internet resources. They also completed a project to share with the class to show what they’d learned. This was an individual assignment that I completed independently, using available resources.
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
Standard 2.1 requires that the candidate model and facilitate the design and implementation of technology-enhanced learning experiences. These experiences must be aligned with the content standards, as well as the student technology standards. I am submitting this artifact to demonstrate my mastery of this standard, as I believe it perfectly exemplifies standard 2.1. I designed and implemented this lesson in my classroom, and the plan shows this.
Through this lesson, the students learned about the branches of government and its inner workings, which is a third grade Social Studies standard. This activity provided the opportunity to discover their answers and develop a thorough understanding of the branches of government and the jobs required of each branch.
A rubric was provided to assess the project, but the students were able to decide independently how they would like to show their understanding. This involved creativity and innovation. They worked with one another as partners or small groups, which required communication and collaboration. They were also expected to find out all they could about their topic and explain it in the language of the standard. Throughout this project, students are expected to use their knowledge and experience to navigate the internet and school websites, which involved research and information fluency.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
This was a lesson that I enjoyed doing with my class and have repeated, because it worked so well. I learned that students thrive in an environment in which they can determine the direction of their lessons. Some believed that this activity would be too difficult to complete independently, but I believe that students can rise to meet or exceed the bar that is set for them.
I believe that the artifact could have been better if I had asked the students for some feedback on this project. It would have been nice to hear their thoughts about the project or their suggestions to improve it. I believe that this is something that I would like to incorporate in my lessons in the future.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
This went directly toward student learning. Through completion of this lesson, the students mastered the Social Studies standards. This was assessed by a rubric, as well as by a unit test given later. The students also practiced and mastered student technology standards of creativity, collaboration and research. This is assessed through their future technology use.
The candidate will model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.
Briefly describe the artifact and the context in which it was created. What was your individual contribution(s)?
This artifact is an internet lesson plan that I created for my third grade Social Studies class. I decided to use Social Studies for this assignment, because it seems that we commonly create lessons and activities in Math using technology, so I wanted to create something different. This was a research/webquest project for my students exploring American Government. They had a study guide to complete, using internet resources. They also completed a project to share with the class to show what they’d learned. This was an individual assignment that I completed independently, using available resources.
Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
Standard 2.1 requires that the candidate model and facilitate the design and implementation of technology-enhanced learning experiences. These experiences must be aligned with the content standards, as well as the student technology standards. I am submitting this artifact to demonstrate my mastery of this standard, as I believe it perfectly exemplifies standard 2.1. I designed and implemented this lesson in my classroom, and the plan shows this.
Through this lesson, the students learned about the branches of government and its inner workings, which is a third grade Social Studies standard. This activity provided the opportunity to discover their answers and develop a thorough understanding of the branches of government and the jobs required of each branch.
A rubric was provided to assess the project, but the students were able to decide independently how they would like to show their understanding. This involved creativity and innovation. They worked with one another as partners or small groups, which required communication and collaboration. They were also expected to find out all they could about their topic and explain it in the language of the standard. Throughout this project, students are expected to use their knowledge and experience to navigate the internet and school websites, which involved research and information fluency.
What did you learn from completing this artifact? What would you do differently to improve the quality of the artifact or the process involved in creating the artifact?
This was a lesson that I enjoyed doing with my class and have repeated, because it worked so well. I learned that students thrive in an environment in which they can determine the direction of their lessons. Some believed that this activity would be too difficult to complete independently, but I believe that students can rise to meet or exceed the bar that is set for them.
I believe that the artifact could have been better if I had asked the students for some feedback on this project. It would have been nice to hear their thoughts about the project or their suggestions to improve it. I believe that this is something that I would like to incorporate in my lessons in the future.
How did the work that went into creating the artifact impact school improvement, faculty development or student learning? How can the impact be assessed?
This went directly toward student learning. Through completion of this lesson, the students mastered the Social Studies standards. This was assessed by a rubric, as well as by a unit test given later. The students also practiced and mastered student technology standards of creativity, collaboration and research. This is assessed through their future technology use.