5. Designer"Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
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Standard 5 dictates the importance of an educator designing original, learner-centered activities that take into account the different types of learners. It is very important that educators are mindful of differences between learners and create activities that acknowledge that. Educators need also be creating activities that not only meet the content standards, but also encourage meaningful learning. There are many amazing ways to use technology in the classroom that get students engaged and excited to learn. If students aren’t engaged, it is hard to get them to focus on tasks and start the learning process. Using technology is intriguing to students and it’s something that most of them are familiar with using (the basics at least).
What I did to accomplish this:
I accomplished indicator 5a through completion of a class webpage. In this assignment, we had to create a webpage in order to help students with their homework. I created a webpage about the states of matter and linked three websites to assist students. These three websites enhanced student learning by recapping the information discussed in class, but in different ways than it was presented originally. By presenting three different websites, all with unique content, I was able to address all learner types and nurture the independent learner experience. I also addressed different learner types in another assignment, entitled Tech Infusion. In this assignment, I created a video (see below) of me teaching a lesson as if I were teaching it in the classroom. I used the online tool Screencast-O-Matic in order to create this video. I narrated this presentation like I would in a classroom and I also provided visual cues and important words to accommodate visual and auditory learners. It’s important to recognize all different learner types and accommodate them.
My webquest about recycling helped me to accomplish indicator 5b. Through this webquest, students followed a series of steps in order to compile and analyze research about recycling and pollution, and pollution’s effects on Earth. For the final part of this webquest, students were to film, edit, and submit an advertisement summarizing their research and advocating for recycling. This activity promoted deep learning by the students conducting their own research and discovering new things about pollution all on their own, with minimal assistance from the teacher. They also learned how to make a convincing argument with evidence from their research and how to effectively convince an audience to do something through the process of recording and editing their advertisement. This webquest also aligned with the fifth grade Michigan Science Standard 5-ESS3-1. I also accomplished indicator 5b through the use of an online graphic organizer, or a concept map. I created a concept map to go along with my technology infusion assignment, discussed above in indicator 5a. In this concept map, I planned the content we were going to be discussing, what their activity was going to be, and how they were going to be assessed on the content. Their activity was based on the Social Studies content standard 4 - H3.0.8 and required use of digital resources. In my classroom, students would be encouraged to use an online graphic organizer, like the one I created, to help clarify their ideas and build higher level thinking skills. It is imperative that educators use technology in a way that promotes independence in learners.
Indicator 5c was accomplished through creation of my Google Classroom, webquest, and class webpage (all described in previous standards). All the activities in these websites and online modules enhanced student learning, as they were figuring out how to do things on their own and therefore learning in a way that can’t be taught. In these assignments, I created digital learning environments that were engaging for students and flowed in an organized manner. I used images that were appealing and language appropriate for the corresponding grade levels. I made sure not to overload the students with information, while also keeping students engaged and learning.
My webquest about recycling helped me to accomplish indicator 5b. Through this webquest, students followed a series of steps in order to compile and analyze research about recycling and pollution, and pollution’s effects on Earth. For the final part of this webquest, students were to film, edit, and submit an advertisement summarizing their research and advocating for recycling. This activity promoted deep learning by the students conducting their own research and discovering new things about pollution all on their own, with minimal assistance from the teacher. They also learned how to make a convincing argument with evidence from their research and how to effectively convince an audience to do something through the process of recording and editing their advertisement. This webquest also aligned with the fifth grade Michigan Science Standard 5-ESS3-1. I also accomplished indicator 5b through the use of an online graphic organizer, or a concept map. I created a concept map to go along with my technology infusion assignment, discussed above in indicator 5a. In this concept map, I planned the content we were going to be discussing, what their activity was going to be, and how they were going to be assessed on the content. Their activity was based on the Social Studies content standard 4 - H3.0.8 and required use of digital resources. In my classroom, students would be encouraged to use an online graphic organizer, like the one I created, to help clarify their ideas and build higher level thinking skills. It is imperative that educators use technology in a way that promotes independence in learners.
Indicator 5c was accomplished through creation of my Google Classroom, webquest, and class webpage (all described in previous standards). All the activities in these websites and online modules enhanced student learning, as they were figuring out how to do things on their own and therefore learning in a way that can’t be taught. In these assignments, I created digital learning environments that were engaging for students and flowed in an organized manner. I used images that were appealing and language appropriate for the corresponding grade levels. I made sure not to overload the students with information, while also keeping students engaged and learning.