What digital-age tools can I use to effectively design, develop and evaluate learning experiences in a 3rd grade classroom that students can extend or access beyond the classroom?
With the internet at our fingertips, teachers today have access to a multitude of online resources to choose from the enhance learning in their classrooms. Professional development and practice exchanges are no longer limited within school communities, conferences, and local teacher trainings. According to the eighth annual PBS teacher survey on media and technology, one-fourth of teachers in 2010 joined online communities to exchange resources, get information or advice, and connect with fellow teachers from around the world (PBS and Grunwald Associates, 2010). Even while evaluating my own question on digital-age tools and resources I can use in the classroom, I am able to share in online discussions with teachers in my program in other school districts and countries.
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 »
Prompt: Over the past few weeks, we have been discussing nature vs nurture, the basics of biological development and a few different perspectives on cognitive development. Please reflect and write about the big ideas that you have learned and the implications for classroom practice.
Recently I have been reflecting on how theories of cognitive development, through biological and environmental factors, have revolutionized my understanding of assessments and turning them into tools that my students can use for learning. As a student I have seen tests and grades as the stamp of value on my knowledge and the ultimate proof that I was succeeding in school. There were times I only performed for the sake of a test, cramming for a test and then forgetting everything afterwards just to get a good grade. Now as I become a teacher, these motivations make me uncomfortable, how can I ease the pressure that extrinsic scores and grades place on students? What are effective ways to encourage my future students to learn for intrinsic value?Read More »