Standard 1: Teaching for Learning
Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge. |
Elements
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Reflection
For the school library media specialist, knowing how to approach instructional problems and analyze learning situations is just as important as assessing effective instruction. As someone who came into the field of education by way of English and creative writing, I had no formal training in these areas. Throughout my time in the ITEC program, I have had ample opportunity to develop theoretical as well as practical knowledge of these skills through professional reading, class discussions, and assignments and projects. My coursework has not only confirmed the few instinctual assumptions I had about learners and learning but has also prepared me to be an effective teacher and instructional partner.
Two of my key assessments, the instructional design plan and online module, successfully demonstrate my understanding of learner analysis and effective instruction. During the creation of my instructional design plan, I analyzed a population of learners at my school, developed learning objectives for an authentic and relevant procedural task, conceptualized instructional materials and assessments, and gathered formative feedback on my approach. I was later able to execute the instructional design plan by developing my online learning module. I used my knowledge of the module content, digital tools and resources, and effective learning strategies to create a module that taught members of my school’s technology club how to properly check for and install Windows 8.1 system updates.
In FRIT 7234, Information Fluency and Inquiry Learning, I created three lessons based on the AASL Standards for 21st-Century Learners that incorporated an inquiry-based approach to teaching and learning. These lessons pushed students to think critically about important 21st-century issues such as ethical use of information, online credibility, and online trolling. Lesson activities encouraged students to explore a variety of Web 2.0 tools while pursuing knowledge creation within authentic and relevant environments. These lessons gave me confidence that I could approach teachers at my school with quality ideas for collaborative units and that I could effectively differentiate my instruction for a variety of learners.
Task 2, the collaborative lesson I designed and taught with an 8th grade English teacher during my practicum, perhaps best illustrates my effectiveness as a teacher. I created a curated list of resources for students to use during their exploration of a chosen Georgia author, and I also developed materials that guided students through the process of verifying website credibility for academic research. Included in this lesson was an infographic (Task 3) I created that allowed me discuss ethical use with students and its long-term consequences, which are increasingly important topics in the age of easy information. I fully co-planned, co-taught, and co-assessed this lesson with the classroom teacher, and we even discussed ways to improve the lesson for future classes.
Two of my key assessments, the instructional design plan and online module, successfully demonstrate my understanding of learner analysis and effective instruction. During the creation of my instructional design plan, I analyzed a population of learners at my school, developed learning objectives for an authentic and relevant procedural task, conceptualized instructional materials and assessments, and gathered formative feedback on my approach. I was later able to execute the instructional design plan by developing my online learning module. I used my knowledge of the module content, digital tools and resources, and effective learning strategies to create a module that taught members of my school’s technology club how to properly check for and install Windows 8.1 system updates.
In FRIT 7234, Information Fluency and Inquiry Learning, I created three lessons based on the AASL Standards for 21st-Century Learners that incorporated an inquiry-based approach to teaching and learning. These lessons pushed students to think critically about important 21st-century issues such as ethical use of information, online credibility, and online trolling. Lesson activities encouraged students to explore a variety of Web 2.0 tools while pursuing knowledge creation within authentic and relevant environments. These lessons gave me confidence that I could approach teachers at my school with quality ideas for collaborative units and that I could effectively differentiate my instruction for a variety of learners.
Task 2, the collaborative lesson I designed and taught with an 8th grade English teacher during my practicum, perhaps best illustrates my effectiveness as a teacher. I created a curated list of resources for students to use during their exploration of a chosen Georgia author, and I also developed materials that guided students through the process of verifying website credibility for academic research. Included in this lesson was an infographic (Task 3) I created that allowed me discuss ethical use with students and its long-term consequences, which are increasingly important topics in the age of easy information. I fully co-planned, co-taught, and co-assessed this lesson with the classroom teacher, and we even discussed ways to improve the lesson for future classes.