Joseph D. Johnson
Teaching, Learning, & Assessment
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.
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Element 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.
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Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
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Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
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Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
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Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
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Element 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology- enhanced learning experiences.
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Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
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Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
FRIT 7231 Instructional Design Key Assessment
Summary for FRIT 7231 Instructional Design Key Assessment
In FRIT 7231, Instructional Design, we were told that we needed to come up with an instructional design plan focusing on our school, based on a specific deficit that we concluded from a needs assessment. I decided to use my own class, and through observation, data from assessments and programs, I decided to focus on creating my instructional design plan on understanding word problems.
Creating this design plan was extremely thought provoking. So many steps went into creating this plan, and it really opened my eyes on how important the proper interpretation of data is needed for the plan to be effective. Also, creating the task analysis really helped me later on in the design plan, because it helped to keep my thoughts focused on the specific objective and goals that I wanted to teach in the proper sequence. I must admit that though this was a tedious project, the information I gleaned from it was immeasurably important in better serving my students and creating truly effective instruction.
FRIT 7234 Mini-Lessons and Curated Resources
In FRIT 7234 Information Fluency and Inquiry Learning, I was able to create online mini-lessons on animals. This was a topic that I teach as a first grade teacher here in Georgia. I utilized Wix again, as I was impressed with how easy it was to create engaging sites. Both CCGPS and ISTE-NETS Standards were utilized in each lesson. Students are guided through each lesson by utilizing links and online resources (such as video's, promethean activities, and all lessons culminated in creation of a student's individual animal blog, based on online, cited resources and sources.
This assignment was a lot of fun! I was able to actually utilized this in the classroom a week or so ago, and the kids loved it. The curated resource list embedded in the site has a plethora of fun areas students can explore to find out more information on animals, the similarities and differences, and how to properly research a subject and cite sources.
Summary for FRIT 7234 Mini-Lessons and Curated Resources
FRIT 7739 Face-to-Face Staff Development
Summmary for FRIT 7739
Face-to-Face Staff Development
As with the other infographics I have done, I found this assignment for FRIT 7233 to be fun, and educational for myself and hopefully for my target audience as well. This was meant to be a professional development on various Web 2.0 tools and how they can be used by students to achieve higher level's of thinking and engagement.
When creating this particular activity, I picked tools that I thought would benefit and interest students in the classroom, while culitvating higher-order thinking skills by asking them to extend their normal ways of interacting with subject matter. Using technology honestly to bridge the concrete and abstract.
Reflection on Standard 2: Teaching, Learning, &
Assessment
I believe that I have been successful in showing I understand the use of Teaching, Learning, and Assessment by creating and effectively utilizing the online module and lessons above with my students and other students on my first grade team. I have worked with a variety of staff at my sites to create varous blended technology resources to better improve their classes understanding of the subject-matter. Technology has helped bridge the gap with many students with various disabilities or lack of background knowledge. I worked hard to be sure that my lessons and resources would allow for all students, including those with disabilities or might need interventions to be successful and move past just basic information. Knowing their needs is vital, as well as how well they have learned the material.
The assessment portion of this standard is vital in being able to decide if any changes need to be made, or if the lesson may need to be revised. Without assessments, both formative and summative, true understanding cannot be gauged. This is utilizing data from past assessments as well as the ones I have created to see how each student is doing and if any changes need to be made. By utilizing various needs assessments I am able to align lessons and resources to both Common Core and Instructional Technology Standards, while adding Web 2.0 tools to not only gain interest, but also allow for higher-order thinking skills. This again reinforces the curriculum that we have to already teach in the classroom, but adds a whole other dimension. I truly enjoyed the projects above. Though the Instructional Design Key Assessment was rather tedious, it truly helped me understand the steps one needs to go through when teaching, as well as what each students needs to learn to be successful. I did not realize everything needed until I completed that project with my group. I also love doing the Animal Online Module in FRIT 7234. This was extremely successful, and I had used what I learned as well to translate assessing and creating a staff face-to-face and online professional development to help them utilize helpful technology in their classrooms. This was very satisfying as I was able to present it to a good size group of teachers and support staff.