Teaching, Learning, and Assessments

Teaching, Learning, and Assessments address the coach's role in assisting teachers to use technology effectively. To me, this standard addresses ways in which coaches can be most supportive in their role to support student learning and technology-rich environments. In my professional role, I view this standard as one that can help guide me in modeling effective behavior and create supports for my learners to transfer their knowledge from PD settings to home visits. Several of the projects I completed for this cohort included opportunities to demonstrate skills aligned with this standard.

INSTTECH 5131 Exploring Issues and Trends in Instructional Technology

Artifact: Using Twitter to Personalize Your Professional Learning (Website); Measuring Learning and Professional Competencies for Family Support Professionals (Argumentative Paper)

How This Meets the Standard:

C.2.a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

C.2.b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

C.2.d Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)

C.2.f Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

These standards were met by the small group project that demonstrated ways to use technology to transfer our knowledge of the issues to other professionals. We also facilitated and communicated relevant information to support emerging digital tools that enhance and support learning. I think this project was a really great example of coaching teachers and professionals through technology infused learning, as the concept was to use technology to guide PD. In particular, I think this project met the standards for emphasizing creativity, higher-order thinking, and mental habits of the mind by redesigning how PD could be obtained and used.

INSTTECH 6232 Selecting and Integrating Instructional Technologies

Artifact: The Lancer Look

How This Meets the Standard:

C.2.c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

C.2.d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)

C.2.e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals

C.2.f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

This project centered around this standard which provides opportunities for real-world experiences and collaborations. The students will partner with other school districts already implementing a similar project to garner feedback and utilize formative assessment approaches to learning, indicating alignment with global/local partnerships. This project is heavily integrated with the 4 C’s of 21st Century Learning. We designed this project in a way that highlights the importance of technology-enhanced learning experiences to infuse core standards with 21st century learning. This creates a culture of higher-order thinking skills and processes. Additionally, we highlight ways in which content can be adjusted or changed based on formative assessment opportunities and by following the structure of Universal Designs for Learning. This project was designed with consideration of several research-based best practices including TPACK, UDL, and the Technology Integration Matrix. These tools allow us to incorporate best practice into the design of the unit and implementation plan, while focusing on technology-enhanced learning experiences.

INSTTECH 6237 Leading Change through Instructional Technology

Artifact: Plan on a Page

How This Meets the Standard:

C.2.a Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

C2.b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

These standards were met by creating a plan that modeled effective use of technology to support PD learning opportunities. The plan created was supported by research and identified ways to create a learner-driven, rich instructional setting to provide personalized PD. The plan addressed a real-world issue, showed collaboration with other teachers, and produced a product that would be meaningful to teachers who struggle with PD and time management. This project addressed individual needs in a comprehensive approach and modeled how to best use technology-infused learning.

INSTTECH 6240 Understanding Instructional Design

Artifact: Understanding by Design Framework

How This Meets the Standard:

C.2.a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

C.2.b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

C.2.g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards

C.2.h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

This project explores a unit that changes the way teachers/trainers think about instructional design. I explore how to effectively use strategies with all students, including those with diverse needs. These indicators are met by using a real-world topic, behavior issues in young children, and creating authentic tasks to engage students in the unit. Students participating in this unit will create videos and intervention plans on the app, Trello, based on real-life scenarios. Integrating technological tools and authentic tasks will ensure student engagement in the unit. This indicator is met by setting goals that establish learning within the context of real-world situations, ultimately encouraging critical thinking and higher-order thinking processes. Additionally, a thorough assessment process which includes adjustment of content and learning environments based on student needs aids in meeting this standard. This project utilizes both formative and summative assessments to ensure knowledge acquisition, meaning-making, and transfer goals. By using a new method to create learning activities, I am contributing to the effectiveness, vitality, and self-renewal of the family support (teaching) profession.

INSTTECH 5153 Using Digital and Social Media in Education

Artifact: Infant and Early Childhood Development Game

How This Meets the Standard:

This artifact demonstrates the coaching of family support professionals in model design and implementation of technology-enhanced learning experiences using a learner-centered instructional strateigy, such as gaming, to address the diverse needs and interests of all learners. This artifact demonstrates the coaching of family support professionals in using real-world problems and simulations to make genuine meaning from the content.

Additionally, this artifact demonstrates the coaching of family support professionals by modeling effective use of technology tools to continuously assess student learning and technology literacy. This done by assessing learner answers as the game progresses and ensuring a continuous feedback loop that connects learners to additional content.

INSTTECH 6210 Developing and Directing Online Learning

Artifact: Flipped Professional Development Online Classroom

How This Meets the Standard:

C.2.a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

C.2.f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

This project addressed all of the standards applicable to Teaching. Learning, and Assessments because I was able to create a comprehensive flipped learning environment. This flipped environment incorporated best practices in instructional design, allowed for opportunities to use formative and summative assessment that directly aligned with the content, and modeled how technology could be used to analyze learner data.