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
1.1 Knowledge of learners and learning
1.2 Effective and knowledgeable teacher
1.3 Instructional partner
1.4 Integration of twenty-first century skills and learning standards
1.1 Knowledge of learners and learning
1.2 Effective and knowledgeable teacher
1.3 Instructional partner
1.4 Integration of twenty-first century skills and learning standards
Though I have been in education for 10 years, I am still amazed by learners and their capacity to sponge information. Staying on the cutting edge of curriculum, instruction, and assessment is essential in order to maintain relevancy and accuracy in my practice. By providing students and teachers with opportunities that allow them to take ownership of their own lifelong learning, a media specialist can make an impact like no other.
Over the course of my time in this program at Georgia Southern, I have created and implemented several artifacts that demonstrate my knowledge of learners and learning, like the Instructional Design Plan where I analyzed learners to determine the best course of action for instruction. I have also fostered inquiry learning and promoted multiple literacies with my Online Learning Module by allowing students to determine the course of their own learning.
The Collaborative Lesson that I completed as a requirement for this practicum experience allowed me a great opportunity with regard to Standard 1of the ALA/AASL Standards for Initial Preparation of School Librarians (2010). Not only was I able to demonstrate knowledge of learners and the learning process, but I collaborated with an instructional partner, and imparted twenty-first century skills on students.
Over the course of my time in this program at Georgia Southern, I have created and implemented several artifacts that demonstrate my knowledge of learners and learning, like the Instructional Design Plan where I analyzed learners to determine the best course of action for instruction. I have also fostered inquiry learning and promoted multiple literacies with my Online Learning Module by allowing students to determine the course of their own learning.
The Collaborative Lesson that I completed as a requirement for this practicum experience allowed me a great opportunity with regard to Standard 1of the ALA/AASL Standards for Initial Preparation of School Librarians (2010). Not only was I able to demonstrate knowledge of learners and the learning process, but I collaborated with an instructional partner, and imparted twenty-first century skills on students.
Key Assessment - Instructional Design Plan.
Creating and implementing this Instructional Design Project allowed me to demonstrate mastery of integrating technology as a productivity tool into my instruction. I analyzed the learners and tasks, designed instruction to meet specific objectives, and integrated technology in a meaningful way that engaged students and enhanced instruction. Additionally, I provided instruction for diverse learners. Finally I assessed learners for mastery and evaluated my own process through a survey and reflection. This artifact supports elements 1.1, 1.2, and 1.4.
Key Assessment - Online Learning Module.
This Online Learning Module allowed me to demonstrate not only my mastery of planning and instruction, but the ability to do so in an online environment as well. Planning instruction for learners that I will theoretically never see can be intimidating, but by following the UDL and assistive technology principles, I was able to design and implement this module. This series of lessons provides instruction and assessment for diverse 5th grade math students through choice, practice, inquiry, and collaboration. This artifact supports elements 1.1, 1.2, and 1.4.
Collaborative Lesson (Task 2).
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For my collaborative lesson, I worked with Mrs. Poole, the 8th grade science teacher. Each year, Mrs. Poole has her students compete in our local-level science fair with the hopes of moving on to regional and state competitions. To design this unit, we first looked at benchmark test scores in order to identify student weaknesses. Although the majority of students were able to research, evaluate, and cite at a basic level, the requirements of science fair projects demand that students perform at an advanced level relative to their grade-level peers. With this in mind, we established the learning objectives and then designed the instruction in order to meet them.
Since students struggle with advanced research, I tried to make the instruction as interesting as possible -- using dynamic GIFs, Bitmojis, videos, popculture references and visuals in addition to the content of the lesson. I chose to use a Google Slides presentation so that Mrs. Poole could place it in her Google Classroom for students to consult as they worked their way through the science fair project. Allowing students time for guided practice and monitoring them throughout allowed me to make instructional adjustments for those students who seemed to be working at a higher or lower level than their peers.
After students turned in their science fair projects, Mrs. Poole and I graded their bibliography pages according to the rubric that I shared with them in the lesson. Overall, we found that 88% of students completed the assignment successfully. Forty students exceeded the criteria and four students met the criteria. Out of those who did not, four students copied and pasted URLs instead of following the proper MLA Format, and two students failed to turn in a bibliography. I would say that the instruction and resources were effective in teaching the proper way to research, evaluate, and cite sources for academic purposes.
The planning process is where I give the credit for success. Mrs. Poole and I thoroughly hashed out the learning problems and objectives so that I could design an effective lesson to meet the needs of the learners. In the future, if I teach this lesson again, I would like to have two sessions with the students so that I can work more closely with them on the bibliography in addition to the research and evaluation phase.
The analysis, design, and delivery of of this lesson demonstrates my mastery of Standard 1 in that I took into account the learners and their needs, used my information literacy knowledge, served as an instructional partner, and integrated twenty-first century skills and standards. This artifact supports elements 1.1, 1.2, 1.3, and 1.4.
Since students struggle with advanced research, I tried to make the instruction as interesting as possible -- using dynamic GIFs, Bitmojis, videos, popculture references and visuals in addition to the content of the lesson. I chose to use a Google Slides presentation so that Mrs. Poole could place it in her Google Classroom for students to consult as they worked their way through the science fair project. Allowing students time for guided practice and monitoring them throughout allowed me to make instructional adjustments for those students who seemed to be working at a higher or lower level than their peers.
After students turned in their science fair projects, Mrs. Poole and I graded their bibliography pages according to the rubric that I shared with them in the lesson. Overall, we found that 88% of students completed the assignment successfully. Forty students exceeded the criteria and four students met the criteria. Out of those who did not, four students copied and pasted URLs instead of following the proper MLA Format, and two students failed to turn in a bibliography. I would say that the instruction and resources were effective in teaching the proper way to research, evaluate, and cite sources for academic purposes.
The planning process is where I give the credit for success. Mrs. Poole and I thoroughly hashed out the learning problems and objectives so that I could design an effective lesson to meet the needs of the learners. In the future, if I teach this lesson again, I would like to have two sessions with the students so that I can work more closely with them on the bibliography in addition to the research and evaluation phase.
The analysis, design, and delivery of of this lesson demonstrates my mastery of Standard 1 in that I took into account the learners and their needs, used my information literacy knowledge, served as an instructional partner, and integrated twenty-first century skills and standards. This artifact supports elements 1.1, 1.2, 1.3, and 1.4.