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: Internet Lesson Plan Mapping the Library
Reflection:
This artifact involved kindergarten students mapping their school library. This required taking a tour of the library, using a digital camera to photograph the library and drawing sketches of the floor plan. This activity was planned to meet our Common Core social studies standards for globes and maps. However, we also met many language arts and technology standards during this unit. After reading several books about mapping the students were comfortable with drawing their own maps of the library. The students illustrated what types of text were housed where in the library and they labeled the drawing to indicate this. After the students completed their maps they used headsets and narrated what they wanted to say about their map into Audacity. Once the narration was completed, their map and narration was uploaded to either Windows Movie Maker or Glogster.
This artifact show master of the standard 2.6 as it contains research-based best practices. The activities in this unit allow for students to move from their prior knowledge of texts; to synthesis through their creations of the maps and the comparisons of our school’s library to those we saw in videos and books. Finally, they moved into evaluation, according to Bloom’s Taxonomy, as they critique one another’s work. Students accessed their prior knowledge through brainstorming activities and then applied this knowledge and their newly acquired knowledge to mapping the library. As they took photographs and created illustrations to be put into a video cast they are synthesizing everything they have learned. This lesson also meets many of the indicators for engagement, empowerment and deep understanding. Technology truly enhanced this lesson and was not added just for the sake of using it.
Managing kindergartners with digital tools was quite a challenge; however, they were more than enthusiastic about doing it. I was surprised to find how critical they were of their own narrations and often shook their head as they played them back indicating it was not good enough for the project and they needed to redo it. This was a great way for students to self-evaluate. This was a large project and in the future I would allow for more time for gathering twenty-three maps and narrations. I would also look for software that is more user friendly than Glogster and one that can accommodate more pieces of artwork. Most of the students preferred seeing their work in Glogster because they could interact with it from the SMARTBoard, as opposed to the passive experience of Movie Maker. Students were able to push the play button and listen their own or a friend’s narration.
During professional learning teachers were amazed to see the student’s work in this digital form. They were also able to see how this project could be used to assess the students not only on their social studies standard, but in several language arts standards. This type of assessment is more authentic and meaningful to the child and very easy for the teacher to catalog. The two products were also published on the classroom web page for students to share with their parents and siblings. This had a positive impact on students’ learning, school improvement and our faculty’s development in using digital tools.
This artifact involved kindergarten students mapping their school library. This required taking a tour of the library, using a digital camera to photograph the library and drawing sketches of the floor plan. This activity was planned to meet our Common Core social studies standards for globes and maps. However, we also met many language arts and technology standards during this unit. After reading several books about mapping the students were comfortable with drawing their own maps of the library. The students illustrated what types of text were housed where in the library and they labeled the drawing to indicate this. After the students completed their maps they used headsets and narrated what they wanted to say about their map into Audacity. Once the narration was completed, their map and narration was uploaded to either Windows Movie Maker or Glogster.
This artifact show master of the standard 2.6 as it contains research-based best practices. The activities in this unit allow for students to move from their prior knowledge of texts; to synthesis through their creations of the maps and the comparisons of our school’s library to those we saw in videos and books. Finally, they moved into evaluation, according to Bloom’s Taxonomy, as they critique one another’s work. Students accessed their prior knowledge through brainstorming activities and then applied this knowledge and their newly acquired knowledge to mapping the library. As they took photographs and created illustrations to be put into a video cast they are synthesizing everything they have learned. This lesson also meets many of the indicators for engagement, empowerment and deep understanding. Technology truly enhanced this lesson and was not added just for the sake of using it.
Managing kindergartners with digital tools was quite a challenge; however, they were more than enthusiastic about doing it. I was surprised to find how critical they were of their own narrations and often shook their head as they played them back indicating it was not good enough for the project and they needed to redo it. This was a great way for students to self-evaluate. This was a large project and in the future I would allow for more time for gathering twenty-three maps and narrations. I would also look for software that is more user friendly than Glogster and one that can accommodate more pieces of artwork. Most of the students preferred seeing their work in Glogster because they could interact with it from the SMARTBoard, as opposed to the passive experience of Movie Maker. Students were able to push the play button and listen their own or a friend’s narration.
During professional learning teachers were amazed to see the student’s work in this digital form. They were also able to see how this project could be used to assess the students not only on their social studies standard, but in several language arts standards. This type of assessment is more authentic and meaningful to the child and very easy for the teacher to catalog. The two products were also published on the classroom web page for students to share with their parents and siblings. This had a positive impact on students’ learning, school improvement and our faculty’s development in using digital tools.