Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
The alternative school where I have spent the last two years teaching has the students participate in project based learning. By doing this students need to either pick a real world problem they are interested in or the teacher will assign the class a specific problem and the students have to work through the problem and topic and create a presentation showing the class their knowledge on the subject. The artifact is a criteria rubric that shows just what students are supposed to be mastering during this project.
Artifact: Project Based Learning Rubric
I created a project for my geometry students and wanted them to create a website where they explain and define special parallelograms. I will have them working in groups and each group will be assigned a parallelogram to create a page for. The example I have is the parallelogram page where students had to create objectives, show the shapes properties and show real world examples of the shape. Students are modeling creative and innovative thinking because they have to find these shapes in a real world context and also create problems to relate to the shape.
Artifact: Parallelogram Wikispace
b. Engage students in exploring real world issues and solving authentic problems using digital tools and resources
While taking Technology and assessment, I was introduced to the idea of performance assessments. I found this idea intriguing and found that it allowed my students to work out math in real world situations and was much more effective at showing me what they have learned and understand about a certain topic than a traditional test ever could. In this Performance assessment I have a performance assessment where students will have to explore different ways to obtain the same volume while reducing the surface area of a cereal box and then make a presentation of their finished product.
Artifact: Performance Assessment
Students in my class will have the opportunity to explore the real world application of linear functions. This lesson focuses on pizza and how much you are actually paying per topping. Students will be asked to create graphs and tables showing how they found what a pizza costs based on the number of toppings and how much each of those toppings cost. They could create these graphs and tables using Desmos, an online graphing calculator, or they could use Geogebra, an app which allows you to draw and input graphs and shapes. Here I have the lesson outline of how students would be introduced to the topic.
Artifact: Linear Functions of Pizza
c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes
Students in two of my classes were asked to take a survey on google forms about how they were liking learning through online videos set up for a flipped classroom rather than in class like a traditional class. This tool allowed my students to reflect on what they have been doing, utilizing, and what they have been able to create with the new way of learning in the classroom. This allowed me to see what my students thought of the videos and what they thought could be improved.
Artifact: Google Survey
I have my students take exit slips before they leave my class to allow them to reflect on the days learning and also allow me to assess if we are ready to move on and what we still need to go over again. I used to have my students take this on a slip of paper but have recently moved to using google forms. This way the students can just click on a link posted on my twitter account and fill out the questions. The questions are open ended and allow the students to tell me what they understand and what they still need help with.
Artifact: Exit Slip
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environemnts
During my time in this program, I have been asked to participate in many collaborative groups. One in particular was the ISD project for Instructional Systems Design. My team and I agreed to create our project using google forms and to work together on creating a two day seminar for educators to learn about technologies they could use for collaboration, assessments, and online presentation tools. We worked collaboratively and engaged in learning about these different types of tools together.
Artifact: ISD Project
I also was part of project that had to choose sites on where to collaborate and discovered that Wikispaces are a great place to collaborate with a team. We set up the Wikispace so that all team members could post and be kept in the loop during the course of this project. We each contributed to the Wikispace with our ideas. I found it very easy to collaborate and create one cohesive project through this host site.