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Teaching, Learning, and the Curriculum |
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 III. |
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Teacher
Performance Indicators (NETS•T)
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| A. |
Facilitate technology-enhanced experiences that address content standards and
student technology standards. |
- I
will share two of several ways I've met this standard.
First of all, I have facilitated a fourth
grade
classroom
community
in completing
my WebQuest, Sky Pictures. I was extremely pleased that students were not only highly engaged in this
collaborative team learning experience, but I was equally
gratified
to know how helpful the classroom teacher found this
process
to
be in improving
her students' use of technology tools, Internet
research capabilities, creative design, and collaborative
writing skills. Student final products were created using Microsoft Paint and Microsoft Word. On my Teacher Information page, you can read the multiple process and content standards, communication arts and science Grade Level Expectations (GLE's), and ISTE Technology Foundation Standards for Students that this WebQuest addresses.
- Another artifact I've created and utilized to provide students experiences with
applicable, interactive, online activities that
address content standards and student technology standards
is
my Middle School Math Mania Web page. The navigation links on the site represent the big ideas in mathematics.
Subheadings on each page are organized by DESE Mathematics Strands. Beneath each strand, the links relate specifically to corresponding Grade Level Expectations (GLE's). All glossary terms on my Math Mania pages are shown in boldface type. Relevant student technology
standards would include those under the ISTE headings of Digital Citizenship
and Technology Operations and
Concepts.
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B.
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Use technology to support learner-centered strategies that
address the diverse needs of students. |
- My Revised
Lesson Plans utilizing handhelds in the classroom support the diverse learning needs of
students. For example, students in same
Jigsaw expert group study
information together and prepare to teach it
to their home team. They generate a concept
map for this
piece
of the topic using PICoMap. Students then
beam to each other so that info they have in
common will overlap and anything one person has
omitted will be added to that person’s concept
map. Each student is then prepared to return
to his/her home team and
teach
their piece
of the learning puzzle.
- The use of both synchronous and asynchronous online communication tools indicated
on my concept map (isf) for Collaborative Writing in High School Literature (rtf) addresses various student needs. Not only will reluctant students
be more apt to contribute when they have ownership
of a specific role in a small cooperative online
environment, but even homebound students can fully
participate and contribute to cooperative group
work. This online collaboration and interaction
is second
nature for digital
native learners. We need to take advantage of it as educators.
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C.
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Apply technology to develop students' higher order skills and creativity. |
- The
level of thinking required for students to complete
a task is always a strong consideration when I'm planning
learning events. I often refer to this Depth of Knowledge (DOK) poster (modified with permission from a Pam Lowe poster) during activities to encourage student metacognition. When students rate the
DOK level of an activity themselves, they gain a deeper
understanding and more active control over the thinking
processes involved in their own learning.
- Taking
students to higher levels of Bloom's Taxonomy/Webb's DOK was a primary goal when developing both my Star Pictures WebQuest and my "We the People..." Technology Integration Lesson Plan. In addition to developing a sound knowledge base, these learning events also
require students to record data, make observations,
analyze information, formulate personal views, and
design a final product to share their findings with
an authentic audience.
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D.
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Manage student learning activities in a technology-enhanced
environment. |
- My
WebQuest has several management pieces built in to
facilitate class implementation. First of all, clarifying
expectations and establishing cooperative group roles
and strategies within the task and process promotes
student success. Additionally, the templates and handouts
available to teachers and students on both the process and teacher pages serve as management tools in this
technology-enhanced task. In order to keep track of
SkyTeam groups and individual student roles, I've even
provided an 11x17 Sky Pictures team chart to help facilitators keep track of student SkyTeam roles throughout the quest.
- A
variety of other online resources are available
today to aid classroom teachers in managing learning
activities. There is a huge potential for this
through blogs and wikis.
I've been directly involved in facilitating
initial blog set-up and student introduction
in diverse classrooms ranging from our GATE classes (Gifted and Talented Education) to the Satellite program (instructional learning environment for any students
experiencing great difficulty in controlling their
behavior in the regular classroom). In both the gifted and satellite classes, students were
eager and receptive learners. I've also initiated
a BlogSpot for my eMINTS Professional Learning Community (ePLC) to provide an online forum
for veteran and current eMINTS teachers to not
only respond to training reflections, but also
to exchange ideas, question, and solutions.
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I.