Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
Elements:
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Elements & Supporting Assignments:
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Artifacts
FRIT 7233- Book Trailer
Elements: 2.1, 2.3, 2.4, 2.5, 2.7
Everywhere Babies TrailerStory Board |
Reflection
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FRIT 7231- Instructional Design Plan
Elements: 2.2, 2.4, 2.6, 2.8
Reflection
The process of analyzing, researching, and creating an instructional design document for FRIT 7231 models elements 2.2, 2.3, 2.6, and 2.8. There are many moving parts when addressing the needs of a learner. First one must determine what needs should be met through training or instruction and then have information. Creating and synthesizing an appropriate needs or gap analysis only benefits the end product. The design document includes ways to meet the needs of each of the learners, as their general needs are revealed through the learner analysis. Higher order thinking skills are demonstrated throughout the document due to the analysis, research, and application required before developing the training and to support the need for the training, as well as in determining what technology is best used. This is all underscored by the complete document which is based on data analysis, the interpretation of results, and implementation of appropriate strategies or interventions. At the end of this course I was glad that the design document had been created in small chunks and that the entirety of it was not revealed up front. I am certain I would have been overwhelmed at the thought of it. What I value most about the instructional design plan is the thoroughness of it and that I could potentially hand it off to someone else for them to implement in a given setting.
The process of analyzing, researching, and creating an instructional design document for FRIT 7231 models elements 2.2, 2.3, 2.6, and 2.8. There are many moving parts when addressing the needs of a learner. First one must determine what needs should be met through training or instruction and then have information. Creating and synthesizing an appropriate needs or gap analysis only benefits the end product. The design document includes ways to meet the needs of each of the learners, as their general needs are revealed through the learner analysis. Higher order thinking skills are demonstrated throughout the document due to the analysis, research, and application required before developing the training and to support the need for the training, as well as in determining what technology is best used. This is all underscored by the complete document which is based on data analysis, the interpretation of results, and implementation of appropriate strategies or interventions. At the end of this course I was glad that the design document had been created in small chunks and that the entirety of it was not revealed up front. I am certain I would have been overwhelmed at the thought of it. What I value most about the instructional design plan is the thoroughness of it and that I could potentially hand it off to someone else for them to implement in a given setting.
FRIT 7234- Miniature Lessons with Curated Resources
Elements: 2.1, 2.3, 2.4
Curated Resources
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Biomes, Mini Lesson Plan
Click here for direct access to the full set of mini lessons. |
Reflection
One of the more challenging, yet rewarding, assignments I completed was the series of mini-lessons in FRIT 7234: Information Fluency & Inquiry learning. Here I modeled elements 2.1. 2.3, and 2.4. Aligning the lesson with content standards was a new concept for me, as I am not a classroom teacher. In addition to aligning the lesson with the standards, there was a need to make sure that each component of the lesson was engaging for seventh grade students, and that technology was used to either engage, enhance, or extend the learner or learning that was to occur. Similarly, the technology used was to encourage the students to apply what they were learning to the real world in a meaningful way, which required higher order thinking skills for both myself and the students. The curated resource were a bonus, as they gave the students a repository of support information that they could use to extend their learning as well. In the end, this was one of my favorite assignments from the course and almost the program. There was something satisfying about aligning things to the standards and objectives. I believe it because it means things are in order and everything has a purpose. I didn't go into this assignment that way, I had little practices designing lessons according to standards and objectives. I'm very proud of this assignment and the processes I went through to complete it.
One of the more challenging, yet rewarding, assignments I completed was the series of mini-lessons in FRIT 7234: Information Fluency & Inquiry learning. Here I modeled elements 2.1. 2.3, and 2.4. Aligning the lesson with content standards was a new concept for me, as I am not a classroom teacher. In addition to aligning the lesson with the standards, there was a need to make sure that each component of the lesson was engaging for seventh grade students, and that technology was used to either engage, enhance, or extend the learner or learning that was to occur. Similarly, the technology used was to encourage the students to apply what they were learning to the real world in a meaningful way, which required higher order thinking skills for both myself and the students. The curated resource were a bonus, as they gave the students a repository of support information that they could use to extend their learning as well. In the end, this was one of my favorite assignments from the course and almost the program. There was something satisfying about aligning things to the standards and objectives. I believe it because it means things are in order and everything has a purpose. I didn't go into this assignment that way, I had little practices designing lessons according to standards and objectives. I'm very proud of this assignment and the processes I went through to complete it.