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)
Artifact: Lesson Plan
Reflection:
This artifact is a lesson plan for implementing NETS S standards. The lesson plan was created for a high school Analytic Geometry class. Students are learning about transformations of quadratic functions. The plan consists of about seven class periods. Students begin by completing a discovery component of the lesson. Students use a graphing calculator to see how quadratic functions are transformed. After their discovery, the students will complete a formative assessment on Khan Academy where they will receive immediate feedback. The final component requires students to use technology to create some form of product that will demonstrate their mastery. They will also incorporate real world examples into their final product. My contribution included gathering academic and technology standards that would be addressed. I also designed the format of the lesson that students would follow.
This artifact demonstrates mastery of standard 2.6. The standard states that I will use research-based best practices for instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. I modeled this learning experience and facilitated it with two Analytic Geometry classes. The model of this lesson includes content and technology standards, assessments, resources, instructional plan, management, learning activities, and a closure. There is also a rubric for determining the students’ level of mastery. Everything needed to implement this lesson is included. This lesson is research-based because it is intended to address all levels of Blooms Taxonomy. The first component of the lesson involves the students working to remember and understand the content. The formative assessment component requires students to apply and analyze the content. In the final component requires students to evaluate the content and create a product that demonstrates their mastery.
Through creating this artifact, I feel that I have learned much more about using research based and learner centered strategies that will address the diversity of all students. There are almost an unlimited number of Web2.0 tools available for addressing the needs of all students. With the use of technology, it is now possible to create a personalized learning experience for the diverse needs of every student in your classroom. Students also appreciate the opportunity to have input on how they learn the content. One tool may not be perfect for every student in the classroom. This lesson plan could be improved if I provided a variety of tools for the discovery of formative assessment portion of the assignment instead of directing all students to the same resource. It would also be helpful to provide students with exemplars for the final product.
The work that went into this artifact has already had an impact on school improvement, faculty development and student learning. I feel that my students have a greater understanding of this material than they have ever had before. I have already shared this lesson with other members of the math department. The framework of this lesson could also be adapted to address other standards in any academic subject. These resources are providing opportunities for students to personalize their learning and gain a much greater understanding of the content. Anytime you improve student learning and develop the faculty I feel that the school is improving. This impact can be assessed through benchmark assessments, state tests, and classroom walkthroughs.
Reflection:
This artifact is a lesson plan for implementing NETS S standards. The lesson plan was created for a high school Analytic Geometry class. Students are learning about transformations of quadratic functions. The plan consists of about seven class periods. Students begin by completing a discovery component of the lesson. Students use a graphing calculator to see how quadratic functions are transformed. After their discovery, the students will complete a formative assessment on Khan Academy where they will receive immediate feedback. The final component requires students to use technology to create some form of product that will demonstrate their mastery. They will also incorporate real world examples into their final product. My contribution included gathering academic and technology standards that would be addressed. I also designed the format of the lesson that students would follow.
This artifact demonstrates mastery of standard 2.6. The standard states that I will use research-based best practices for instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. I modeled this learning experience and facilitated it with two Analytic Geometry classes. The model of this lesson includes content and technology standards, assessments, resources, instructional plan, management, learning activities, and a closure. There is also a rubric for determining the students’ level of mastery. Everything needed to implement this lesson is included. This lesson is research-based because it is intended to address all levels of Blooms Taxonomy. The first component of the lesson involves the students working to remember and understand the content. The formative assessment component requires students to apply and analyze the content. In the final component requires students to evaluate the content and create a product that demonstrates their mastery.
Through creating this artifact, I feel that I have learned much more about using research based and learner centered strategies that will address the diversity of all students. There are almost an unlimited number of Web2.0 tools available for addressing the needs of all students. With the use of technology, it is now possible to create a personalized learning experience for the diverse needs of every student in your classroom. Students also appreciate the opportunity to have input on how they learn the content. One tool may not be perfect for every student in the classroom. This lesson plan could be improved if I provided a variety of tools for the discovery of formative assessment portion of the assignment instead of directing all students to the same resource. It would also be helpful to provide students with exemplars for the final product.
The work that went into this artifact has already had an impact on school improvement, faculty development and student learning. I feel that my students have a greater understanding of this material than they have ever had before. I have already shared this lesson with other members of the math department. The framework of this lesson could also be adapted to address other standards in any academic subject. These resources are providing opportunities for students to personalize their learning and gain a much greater understanding of the content. Anytime you improve student learning and develop the faculty I feel that the school is improving. This impact can be assessed through benchmark assessments, state tests, and classroom walkthroughs.