Designing Coherent Instruction in the area of Learning Activities – When I think of math, what used to come to mind was boring, solitary, repetitive exercises involving memorizing times tables or algorithms. Throughout this program I have learned that the most effective math instruction is creative, engaging, and social. According to Ernst & Ryan (2014), math discourse, or the ways students talk about math, shapes the way they think about it (p. 196). Having students engage in listening, responding, and expressing their thinking process helps them to develop critical thinking habits while at the same time creating that safe and supportive environment where students can try and use different methods. Math discourse not only fundamentally shapes student learning around mathematics but can positively impact classroom environment.
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What are ways that I can model digital citizenship to students and invite them to participate in positive, safe and proactive ways with an evolving digital culture?
According to Lindsay & Davis (2010), digital citizenship is about “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects” (p. 12). Within their statement there is an aspect of strong leadership, willingness to go beyond normal technological comfort zones, and a desire to know a student’s experience with different technologies. As an educator the skills may not be easy to develop at first, but the excitement, innovation and willingness to engage other educators and students around what they see and do through computers, tablets, phones, and the internet are a pre-requisite of a growing learner.
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What skills or attributes of an innovative educator, such as problem-solving and flexibility with technology, can I model to 3rd grade students and connect to their development in digital fluency?
Differences between Literacy and Fluency
(c) Briggs, 2011
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4.4 Content Knowledge – Designing Coherent Instruction in the area of Lesson and Unit Structure
Throughout the course General Inquiry and Teacher Assessment Methods (EDU 6150) I have been challenged to change how I approach the process and components of lesson planning. In the past, I had been more concerned with creating engaging learning activities than developing assessment tools for my students. Learning the ‘backwards design’ method where educators carefully consider assessment before designing activities along with studying the edTPA requirements has equipped me with a structured approach lesson planning for my future classroomsRead More »