Module 6 Reflection

This module has helped me think about self-directed learners and the role of differentiation in the following ways...

I believe self-directed learning is important for several reasons. Since my unit is on the civil rights movement, I want students to learn from those courageous men, women, and children and be accountable for their own actions. Students, especially in high school, should be at the point where they are responsible for their own learning processes. Self-management and monitoring will guide students in completing any task. However, to successful complete any task, students must be motivated to attempt any real effort. Motivation drives the decision to participate, and how students will see a task through to the end. When self-direct learning works, students are curious, willing to try new things, and becomes more social. In continuing the development of self-directed learning, I will have to need to lead by example and show different learning strategies, such as predicting summarizing, so that students will identify what works for them and develop the ability to use the strategies on their own.

Students come from numerous learning environments. As previously stated in the module, students need the right amount of scaffolding so that they feel confident and comfortable taking risks, and are working to become independent learners. Changing the content, process, product, and/or learning environment can support a students learning potential. Technology and other readily available resources will help turn any roadblock into an easy journey.

Module 5 Reflection

This module has helped me think about student-centered assessment in the following ways…

As I pondered on what type of assessment to use, I thought about a few things. 1) How long would it take for me to provide feedback? 2) Is it "cool"? 3) Will it motivate students to think outside the box? 4) How effective will the project be with students with different learning styles? It is important for me to feel as though the teacher cares about my success in and out the classroom. If I have made it known time and time again that I dislike research papers, I would hope a teacher would take my thoughts in consideration and find a new way for us to present information. This module helped me to break down what I felt was most important in the project. Giving them enough space to work on their own with the guidance of a rubric, checklist, and/or any other guide (including myself) gives them enough Independence to accurately complete the task. Not only that, but they understand from the beginning what skills and content I would like for them to cover.

Module 4 Reflection

How can technology be used most effectively to support and assess student learning?

Prior to determining what type of technology I want students to use (and for the student sample), I had to identify my students’ needs and the expectations I set in place. It is important that I find a technology tool that will enable students to enhance their learning, productivity, and creativity in the most beneficial way. After I have figured out what tool I want the students to use, I need to make sure it is the best support for learning and skill development. To effectively support and assess student learning, the approach must be pleasing and interesting to the students. Each project should further knowledge on the topic, allow them to work on new skills, and create new skills in the process. As I created my student sample, I tried to think long and hard about a different way to present the information. In my past experiences in history courses, projects were turned in by a research paper or PowerPoint. It was important for me to find a new vehicle to drive students to be motivated.  I believe that a newsletter is an excellent way for students to take pride in a topic knowing that it would be available to other peers.

Module 3 Reflection

This module has helped me think about the impact of the Internet on my students’ learning in the following ways…

After the copyright quiz, I really began to think about my internet usage. Often, I get persuaded by different blogs and information on the Internet. If I do not know how to properly cite or identify accurate information, how can I expect my students too?! I will NEVER forget the first assignment I turned in during my first semester of college. I received a D! Why? I used Wikipedia as the primary source of my paper. I had no idea that it was not a scholarly source. As a teacher, we have to realize that media is a powerful peer pressure on youth. The amount of information on the internet is ENDLESS. When it comes to assignments, I think it is important that my students understand copyright laws. As one of my professors at AUM states all the time, "Cite. Cite. Cite! You had to learn this information somewhere!" I also want my students to know where to get information and proper search engines to use. During the first week of class, I will thoroughly stress safety precautions when using Internet communication tools and social networking sites. Although we may be using new ways to send information back and forth and assignments will not always be submitted in the form of a paper, correct spelling and grammar is expected. The do's and do not's of proper internet etiquette will be emphasized. My objective is to make sure they do not make the same mistakes I made in undergrad, and the proper way to research, identify, and cite accurate information.

Module 2 Reflection

This module has helped me think about using standards, CFQs, or formative assessment in the following ways:

I can honestly say that I really enjoyed this module. As previously stated, I am VERY new to the field of education. I even mentioned to one of the teachers I was observing last year that I had no idea what ALEX was or that teachers even made their own lesson plans. For some reason, I thought teachers had a go to guide and just followed along. Boy, was I wrong! The one thing I love about this course and the Intel Teach Program is everything is broken down so simple. ALEX was introduced to me last year ,but it was not until recently that I took a deeper look. It is very important that standards are given to make sure the proper topics are covered. I had NO idea what CFQs were until this course At first when I saw it on the unit plan I was wondering what had I gotten myself into. However, I was pleasantly surprised :). The formative assessment took me a little bit longer to figure out ,but I can honestly understand and see the importance of standards, CFQs and formative assessment. There is no way a classroom, or anyone life for that matter, can honestly flow successfully without organization. There is a beginning and an end ,and must have a nice organized path to get to the end with the least amount of distractions. As a prospective teacher, the ideas and materials introduced in this model at first was very foreign. I am now a lot more confident. I am truly excited to see the final product of my unit plan!

Module 1 Reflection

This module has made me think about my role as an instructional designer in the following ways:                            

This is my third semester in graduate school. I am extremely nervous because I can see the end of the tunnel. I have very limited experience with teaching in a traditional classroom setting. I currently work for the National Park Service, and I have learned that everything can be used to tell a story. I believe I have some of the same basic worries of inexperienced teachers.  How will I get my love of the social sciences across? What is the most effective way? How will I make sure that all the standards are covered while making sure the students are motivated to learn? I have been in school nonstop for the last 18 years. The teachers who have been a huge part in my decision in following in their footsteps have one thing in common, student centered lessons.  It was important that my teachers cared about me and maybe I would show better feedback. Now, that the shoe is almost on the other foot, I can see why teachers were “pushing” us. This module engaged me to think of how I can design my instruction so that the students will get the most out of it. It is one thing for me to cover the standards as required, but it is another to actually find a way that students can apply the lesson to their daily life. Communication and technology skills are a must in getting the most out of the resources that are readily available. Countless people tell me that they missed out on a job opportunity because they were not “computer literate”.  I have finally crossed over that hill, and must begin thinking like an educator. I am excited to learn more about the basics and put on my “teacher pants” and take over the world, one child at a time.