2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Engaged Learning Project
Reflection:
The Engaged Learning Project is a comprehensive technology lesson that was geared towards teaching first graders about weather. The project encompassed current research and instructional design features to foster higher-order thinking, creativity, and problem-solving. For the final product, students would assume the role of a meteorologist by hypothesizing future weather patterns and producing a multimedia video of weather predictions. Students would share their final findings with another first-grade class within the school and on the morning news. Ultimately, the students will share their products with a collaborative class via Skype (Another class in Georgia).
Standard 2.3 states, “Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.” I facilitated the use of digital tools and resources by giving students content knowledge on types of weather and weather patterns through multiple means of representation. I modeled the use of weather instruments and data collection for students, and I also modeled the use of digital tools such as SeeSaw to create a digital portfolio of data and Skype to communicate with other individuals beyond our classroom. This unit addresses several components of the engaged learning indicators. Not only does this unit address content standards, but it also includes an authentic learning experience that allows students to become meteorologists. The unit also contains a variety of assessments to accommodate different learning styles and help students understand the material being taught.
This artifact helped me apply current research and instructional design to develop an engaging and authentic learning experience. This artifact has helped me see how crucial it is to provide 21st-century learners with opportunities that foster higher-order thinking, creativity, and problem-solving to create life-long learners. To improve the quality of the artifact, I would scale down the number of technologies I implemented in the unit. It looks great on paper, but it is not realistic.
The work that went into creating this artifact impacted student learning because it gives students an authentic learning experience. Furthermore, this artifact helped to support higher-order thinking skills, creativity, and problem-solving. Students’ learning could be assessed through ongoing assessments, such as observational/anecdotal notes, content quizzes, and checklists.
The Engaged Learning Project is a comprehensive technology lesson that was geared towards teaching first graders about weather. The project encompassed current research and instructional design features to foster higher-order thinking, creativity, and problem-solving. For the final product, students would assume the role of a meteorologist by hypothesizing future weather patterns and producing a multimedia video of weather predictions. Students would share their final findings with another first-grade class within the school and on the morning news. Ultimately, the students will share their products with a collaborative class via Skype (Another class in Georgia).
Standard 2.3 states, “Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.” I facilitated the use of digital tools and resources by giving students content knowledge on types of weather and weather patterns through multiple means of representation. I modeled the use of weather instruments and data collection for students, and I also modeled the use of digital tools such as SeeSaw to create a digital portfolio of data and Skype to communicate with other individuals beyond our classroom. This unit addresses several components of the engaged learning indicators. Not only does this unit address content standards, but it also includes an authentic learning experience that allows students to become meteorologists. The unit also contains a variety of assessments to accommodate different learning styles and help students understand the material being taught.
This artifact helped me apply current research and instructional design to develop an engaging and authentic learning experience. This artifact has helped me see how crucial it is to provide 21st-century learners with opportunities that foster higher-order thinking, creativity, and problem-solving to create life-long learners. To improve the quality of the artifact, I would scale down the number of technologies I implemented in the unit. It looks great on paper, but it is not realistic.
The work that went into creating this artifact impacted student learning because it gives students an authentic learning experience. Furthermore, this artifact helped to support higher-order thinking skills, creativity, and problem-solving. Students’ learning could be assessed through ongoing assessments, such as observational/anecdotal notes, content quizzes, and checklists.