2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
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. 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 authenticity of the project was achieved by the student assuming the role of a prosthetist, a person who engineers prosthetic devices to design their own devices. The prosthetics could be designed for an animal or a person and can be for any limb and any purpose. The students had to include the functionality of the muscles/joints they were replacing. They will go through the design process and use Tinkercad to create a digital image of their prosthetic. This was modeled by me and a Youtube "How to" video. I encouraged students to think about the "client" as the prosthetist would have to do in real life. I facilitated the use of technology not only by student using Tinkercad, but also by having students analyze other student's designs' effectiveness at each step and give feedback on others' designs in the classroom through the website discussion board. I also gave feedback to the student designs during this time. At the end of the project, the students and 3 guest speakers voted for the top prosthetic in each category and those designs were sent with the guest speakers as donations to their company.
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, facilitating a technology-enhanced authentic-learning experience. 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.
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. 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 authenticity of the project was achieved by the student assuming the role of a prosthetist, a person who engineers prosthetic devices to design their own devices. The prosthetics could be designed for an animal or a person and can be for any limb and any purpose. The students had to include the functionality of the muscles/joints they were replacing. They will go through the design process and use Tinkercad to create a digital image of their prosthetic. This was modeled by me and a Youtube "How to" video. I encouraged students to think about the "client" as the prosthetist would have to do in real life. I facilitated the use of technology not only by student using Tinkercad, but also by having students analyze other student's designs' effectiveness at each step and give feedback on others' designs in the classroom through the website discussion board. I also gave feedback to the student designs during this time. At the end of the project, the students and 3 guest speakers voted for the top prosthetic in each category and those designs were sent with the guest speakers as donations to their company.
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, facilitating a technology-enhanced authentic-learning experience. 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.