EDTC 602 Instructional Design
Reflection
This was one of my favorite
classes! I enjoy creating and
researching ideas that directly relate to what I can use in my Kindergarten classroom. The artifact I am highlighting first is my
backwards design map of animals and their needs. This is a culmination of all my work combined
into one document using the backwards design model. By teaching with my end learning goal in mind, I was able to make
sure all my learning activities led to the overall goal. Without this focus it is easy to throw
lessons in that are fun and interesting, but lack intellectual understanding
toward the end result. I would
eventually like to have all the major core subjects I teach written using
backwards design. I actually taught this
lesson a month after taking the graduate class.
The animal research project at the end was a huge success. It was a tall order, but my Kindergarteners
rose to the task.
This leads me into my second artifact the website I created for
our animal research project culminating activity. This site uses the Voki on the right to explain the purpose
of the project which is to choose and research an animal they would like to
bring to the new zoo they are creating. The
website has a research page which has links the children can use to access kid
friendly information about their animal.
It also has pictures of kids Popplets they made describing characteristics
of their animals. I always strive
to create fun cross curricular experiences that will motivate, challenge and
excite my students to do their best and learn.
This lesson did just that. Using
technology helped my students discover facts about animals on their own, rather
than me reading a book and them being passive listeners. They went home and showed their parents and
even grandparents in a different state their Popplet creations. Click here is a video of them sharing their project with the class.
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NETS*T Standards
*Facilitate and Inspire Student Learning and Creativity
*Design and Develop Digital Age Learning Experiences and Assessments
*Model Digital Age Work and Learning
*Promote and Model Digital Citizenship and Responsibility
*Engage in Professional Growth and Leadership
21st Century Skills
*Creativity and Innovation
*Critical Thinking and Problem Solving
*Communication and Collaboration
*Information Literacy
*Media Literacy
*Facilitate and Inspire Student Learning and Creativity
*Design and Develop Digital Age Learning Experiences and Assessments
*Model Digital Age Work and Learning
*Promote and Model Digital Citizenship and Responsibility
*Engage in Professional Growth and Leadership
21st Century Skills
*Creativity and Innovation
*Critical Thinking and Problem Solving
*Communication and Collaboration
*Information Literacy
*Media Literacy
Research
An important lesson I learned was to teach with a PURPOSE! When I am thinking of the end result first by designing the rest of activities in the room around that goal, my students will have a clear purpose in learning the new information. Rather than having lots of broken up ideas, each lesson will serve a purpose--- to learn that big idea or bigger picture.
How has this class impacted my teaching? I will teach to the standards. This class has been a great excuse for me to dive deep into our Core Curriculum Standards. The idea to plan with the end goal in mind has forced me to not only look at the standards for the unit I’ve created for my animals and their needs unit, but also for all the other core subjects I teach. I’ve come to the conclusion that I need to do a better job at looking and teaching with the big idea in mind. It sounds so easy, but it is not as easy as you might think. When I was new to my school four years ago, I taught what the other kindergarten teachers taught. They have slowly left one each year and I have seniority in Kindergarten. When the newest teacher asks what I do, she does what I do, just like I did. I am feeling pressured to have to go back and revamp what we have been teaching to make sure we are teaching to the standards, and not just doing cute activities that go along with the subject. This summer my colleagues and I are getting together to work on some Backwards Design units for some of our other units. I shared my concerns with them and they agreed we needed to work on this project. YES! It makes me feel better. The intentional planning of engaging, educational lessons that are not just random activities takes a lot of time, but in the end we owe it to our kids to be great teachers just like we want them to be great students.
How has this class impacted my teaching? I will teach to the standards. This class has been a great excuse for me to dive deep into our Core Curriculum Standards. The idea to plan with the end goal in mind has forced me to not only look at the standards for the unit I’ve created for my animals and their needs unit, but also for all the other core subjects I teach. I’ve come to the conclusion that I need to do a better job at looking and teaching with the big idea in mind. It sounds so easy, but it is not as easy as you might think. When I was new to my school four years ago, I taught what the other kindergarten teachers taught. They have slowly left one each year and I have seniority in Kindergarten. When the newest teacher asks what I do, she does what I do, just like I did. I am feeling pressured to have to go back and revamp what we have been teaching to make sure we are teaching to the standards, and not just doing cute activities that go along with the subject. This summer my colleagues and I are getting together to work on some Backwards Design units for some of our other units. I shared my concerns with them and they agreed we needed to work on this project. YES! It makes me feel better. The intentional planning of engaging, educational lessons that are not just random activities takes a lot of time, but in the end we owe it to our kids to be great teachers just like we want them to be great students.
In creating assessments for our unit we research the difference between assessments for learning and assessments of learning. I learned assessments for learning involves including students in the assessment progress and giving them an active role along the way, whereas assessment of learning involves the teacher assessing and learning where their students are so the teacher can be more informed so they can adapt instruction to give students what they need. The purpose of assessment of learning is teacher centered and for learning is student centered. By creating rubrics with my animal research project I created assessments for learning. |
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