ReflectionThe Technology Integration Plan (pages 3-6) focuses solely on English language learners in order to support their acquisition of the English language. In collaboration with a general education teacher, Ms. Soso, we devised a learning program which addressed the following standards; NYS English Language Arts, ISTE Student, and ISTE Teacher.
The Technology Integration Plan (pages 6-20) incorporates the use of three educational technology tools; Imagine Learning, ESL Games, and Interactive Sites for Education. Each aided the teacher in focusing on the learners needs and Imagine Learning also provided the teacher with strategies to work on with her ENL students To evaluate the validity of the programs the teacher and I decided to use assessment results from Imagine Learning as well as conduct Running Records. |
ReflectionThe image on the left is a project menu for fourth graders that I created on the Ecosystem unit. This menu board provides teachers with a range of projects from each student that showcases their knowledge. Allowing students to choose their method of presentation motivates them in their learning. Some of the assignments are computer based supporting students' college and career readiness skills. Providing students with several different options also addresses the needs of diverse learners.
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ReflectionThe second grade unit on communities was one in which I coached a mentee in designing an interdisciplinary unit. I made it evident that just using technology for the sake of using technology is not enough. Instead, I coached her in how to provide meaningful learning experiences that connect to all subject areas and provide meaningful knowledge. In this unit students examine a real world problem and explore various factors in order to devise a solution. They take on various roles throughout the project; engineer, artist, mathematician, scientist, and conservationist.
The unit prompts students to communicate and collaborate in order to find a creative solution. The project pushes students to think critically about how to solve this real world problem. Having students present their designs to their classmates and then a panel aids students in self reflection. |
ReflectionThis Digital Product Rubric was created by students in language used by students to create a digital product that meets high standards of quality. It can be modified to be used by peers to provide feedback or by teachers to monitor student progress and to assess final products. Having students collaborate on creating this rubric facilitates critical thinking skills as well as self regulation. It holds students accountable for their work and provides them with guidelines when creating their project.
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ReflectionIn this artifact I model for teachers the app EduCreations. It can be used to teach several different subjects and students can work at their own pace. Using this tool, teachers can demonstrate different strategies for their students. Teachers can create videos can to differentiate the content validating the knowledge of pedagogy and of student. Students can also work at their own pace since the videos can be accessed from any device. The tool mainly fulfills the needs of an auditory and visual learner.
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ReflectionThis video demonstraton was an additional resource to a professional devlopment I did on blended learning using Educreations. In the video I indentify and describe each function of the tool. Providing this additional resource after the in person professional development gave teachers further insight on how best to use the functions. Teachers mentioned that they used the tool to enhance student learning experiences in social studies to illustrate and animate the Westward Expansion.
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ReflectionThis presentation allowed me to coach 3-5 grade teachers in effective uses of the technology tool Padlet and its resources in collecting student data. Through the use of Padlet, teachers discovered that they could continuously assess student learning. It allowed teachers to pose questions to students to activate prior knowledge and checks for understanding. Teachers were amazed at the amount of paper saved since students were able to post their projects to the Padlet page and recieve feedback on it as well.
I also provided teachers with PBL reflection sheets and rubrics. When conducting project based learning activities, it is important that every student is held accountable. Thus, group contracts, team planning sheets, collaboration rubrics for both the individual and the team, and presentation rubrics serve an important role in ongoing assessments. |
ReflectionThis artifact is a presentation component of a professional development about Plickers, a digital assessment tool that does not require student devices. This app allows for teachers to track student progress through its many reports. Their reports are detailed and visual, they provide graphs to show the distribution of responses, display results by individual responses as well as by question. Teachers can systemically collect and analyze data to improve instructional practice and maximize student learning.
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