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. (PSC 2.6/ISTE 2f)
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. (PSC 2.6/ISTE 2f)
Reflection
This lesson was a technology-infused Math lesson I presented as a model coaching lesson for a third grade mathematics class. Several other teachers observed me teach the lesson, where students used the app Explain Everything on Google Nexus tablets to show what they know about fractions. Students created a video with a partner and were able to share the video with the class during the lesson closure.
During this lesson, I used several research-based strategies with students, starting with the app itself. Explain Everything is a very versatile app that I found through online research and recommendations from several educators who are part of my personal learning network on Twitter. I incorporated a fun aspect to this lesson where students were able to take selfies for the introduction slide. Through my research, I have found that when students are learning a new technology tool, it helps to start with something fun before you move on to academic curriculum. This learning experience provided for choice and real-world experiences, as students were able to take pictures of objects in the room and mark them up to demonstrate their knowledge of fractions.
During this experience, I learned a lot about the differing levels of background knowledge that students bring to a task. I had to remediate and enrich several groups who either struggled with the task or found the task too simplistic. If I had to do this lesson again, I would build in more differentiation for different groups of learners. I would also like to do this lesson and give students the freedom to move throughout the school to find better examples of fractions to complete the task.
Presenting this lesson with a group of teachers observing gave me the chance to have some conversations with them about lesson steps and explaining my teaching moves. This dialogue was very valuable to the observers. It gave them a chance to see themselves in my shoes and served to make the lesson more transparent. This model lesson’s impact spread throughout each one of their classrooms as they applied the same technology integration strategies they observed into their own lessons. The impact of this lesson could be measured by giving teachers a survey and by analyzing student results on state and district mathematics assessments.
During this lesson, I used several research-based strategies with students, starting with the app itself. Explain Everything is a very versatile app that I found through online research and recommendations from several educators who are part of my personal learning network on Twitter. I incorporated a fun aspect to this lesson where students were able to take selfies for the introduction slide. Through my research, I have found that when students are learning a new technology tool, it helps to start with something fun before you move on to academic curriculum. This learning experience provided for choice and real-world experiences, as students were able to take pictures of objects in the room and mark them up to demonstrate their knowledge of fractions.
During this experience, I learned a lot about the differing levels of background knowledge that students bring to a task. I had to remediate and enrich several groups who either struggled with the task or found the task too simplistic. If I had to do this lesson again, I would build in more differentiation for different groups of learners. I would also like to do this lesson and give students the freedom to move throughout the school to find better examples of fractions to complete the task.
Presenting this lesson with a group of teachers observing gave me the chance to have some conversations with them about lesson steps and explaining my teaching moves. This dialogue was very valuable to the observers. It gave them a chance to see themselves in my shoes and served to make the lesson more transparent. This model lesson’s impact spread throughout each one of their classrooms as they applied the same technology integration strategies they observed into their own lessons. The impact of this lesson could be measured by giving teachers a survey and by analyzing student results on state and district mathematics assessments.