2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
Artifact: Engaged Learning Project
Reflection:
In 21st Century Learning, ITEC 7400, the Engaged Learning Project, was created collaboratively with peers in my class. The Engaged Learning Project aims to provide students with an authentic learning experience. Students obtained new information, evaluated ideas, provided feedback, used critical thinking skills to create models, and communicated with industry professionals. Students worked in groups of four to research and design a prosthetic limb using Tinkercad for a person or animal. They spoke with three industry professionals via Microsoft Teams, and in the end, their prosthetics were donated. They provided feedback to one another using Canvas' feedback tool. This project was implemented in four seventh-grade advanced science classrooms by me and three other seventh-grade science teachers.
The Engaged Learning Project exhibits my ability to design and implement an engaging, authentic lesson that aligns with student content and technology standards. The artifact aligns with S7L4 of the Georgia Standards of Excellence in Science. The standard state's students will "Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms. The artifact specifically targets element c of the standard, which states, "Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. The artifact aligns with the following ISTE standards:
The artifact taught me how to design a technology-enhanced learning experience for my students. I implemented this lesson into a seventh-grade advanced unit on the human body, demonstrating the ability to effectively design and implement a technology-enhanced learning experience. I shared the lesson plan with my PLC and the teachers were interested in utilizing this project. I modeled and facilitated the design and implementation of this lesson for teachers in my PLC. I learned how to design an authentic learning experience. It includes multiple indicators of engaged learning and meets a higher LoTi. The project was challenging, authentic, culturally responsive, project-based, and student-centered. My students were extremely engaged in this project from researching, providing feedback to their peers' ideas, and sharing their projects with the experts. When I teach this again, I will have to plan the timeline better. The students went above expectations and needed more time to complete their projects. I also did this with only my advanced classes to learn where I needed scaffolds for my on-level and push-in classes. The next time I do this, I will do in all classes, have scaffolds for the research level, and guiding examples for feedback and questioning peers.
The impact of this project has been felt already with the faculty. Already three other science teachers used this project. Next year we have all agreed to do it in all class types. All students will be provided with authentic learning opportunities in seventh grade next year. The students expressed a desire to do a project like this again. The artifact was the only project that no student did not complete, and the assessment outcomes were the highest compared to the same assessment given in previous years.
In 21st Century Learning, ITEC 7400, the Engaged Learning Project, was created collaboratively with peers in my class. The Engaged Learning Project aims to provide students with an authentic learning experience. Students obtained new information, evaluated ideas, provided feedback, used critical thinking skills to create models, and communicated with industry professionals. Students worked in groups of four to research and design a prosthetic limb using Tinkercad for a person or animal. They spoke with three industry professionals via Microsoft Teams, and in the end, their prosthetics were donated. They provided feedback to one another using Canvas' feedback tool. This project was implemented in four seventh-grade advanced science classrooms by me and three other seventh-grade science teachers.
The Engaged Learning Project exhibits my ability to design and implement an engaging, authentic lesson that aligns with student content and technology standards. The artifact aligns with S7L4 of the Georgia Standards of Excellence in Science. The standard state's students will "Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms. The artifact specifically targets element c of the standard, which states, "Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. The artifact aligns with the following ISTE standards:
- Standard 1: Empowered Learner - 1a, 1b, 1c, 1d
- Standard 2: Digital Citizen - 2b and 2c
- Standard 3: Knowledge Constructor - 3a, 3d
- Standard 4: Innovative Designer - 4a, 4b, 4c, 4d
- Standard 5: Computational Thinker - 5b, 5c
- Standard 6: Creative Communicator - 6a, 6b, 6c, 6d
- Standard 7: Global Collaborator - 7a, 7b, 7c
The artifact taught me how to design a technology-enhanced learning experience for my students. I implemented this lesson into a seventh-grade advanced unit on the human body, demonstrating the ability to effectively design and implement a technology-enhanced learning experience. I shared the lesson plan with my PLC and the teachers were interested in utilizing this project. I modeled and facilitated the design and implementation of this lesson for teachers in my PLC. I learned how to design an authentic learning experience. It includes multiple indicators of engaged learning and meets a higher LoTi. The project was challenging, authentic, culturally responsive, project-based, and student-centered. My students were extremely engaged in this project from researching, providing feedback to their peers' ideas, and sharing their projects with the experts. When I teach this again, I will have to plan the timeline better. The students went above expectations and needed more time to complete their projects. I also did this with only my advanced classes to learn where I needed scaffolds for my on-level and push-in classes. The next time I do this, I will do in all classes, have scaffolds for the research level, and guiding examples for feedback and questioning peers.
The impact of this project has been felt already with the faculty. Already three other science teachers used this project. Next year we have all agreed to do it in all class types. All students will be provided with authentic learning opportunities in seventh grade next year. The students expressed a desire to do a project like this again. The artifact was the only project that no student did not complete, and the assessment outcomes were the highest compared to the same assessment given in previous years.