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)
Artifacts: Lesson Plan Project
Reflection:
The Lesson Plan for Implementing NETS-S was a project I completed in my ITEC 7430 class. I was charged with creating a lesson plan in which I modeled and facilitated the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. The lesson plan that I created was more of a unit plan. I created a project based lesson for my students to complete. The lesson covered quite a few of the 8th grade Georgia chemistry standards. First students had to define the difference between and element and a compound. Then, students had to complete research about properties and changes in matter that elements go through. Finally students had to use all the information they learned and create a webpage about one particular element on the periodic table. Students then had to present their findings and we created a class periodic table.
This artifact shows mastery of standard 2.6 because I modeled and facilitated the use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. When I designed my lesson I based it upon the project based learning classroom model. This is a research based best practice in instructional design. In this lesson I used digital tools such as Flickr, Weebly, and Google Docs. Students even had the options to use other great digital tools such as Time Toast, Voki, and YouTube. These tools were used to help support the project based lesson. They were also used as resources by helping the students conduct research and create a final presentation to share with the class. These tools helped to make the lesson a technology-enhanced learning experience.
From completing this artifact, I learned that students need more guidance than what I initially anticipated. Students struggle in using technology for education. They know how text, but they do not know how to search for pictures and then add those pictures to a website. This was a learning curve and a lot of the students struggled. If I were doing this project over again, I would be sure to address some of these logistical challenges as I walk through the unit with the students. I would also ensure I had models of each artifact so they would have a better understanding of my expectations. I also would have to think of a smarter way to upload the project to the Website. I might have the students load their projects one at a time or 4 at a time and see if that goes better. The students really enjoyed the project though. Also pair the students up. This way the students that type slow can collaborate with other students that might move faster than them.
This project based lesson allowed students to take charge of their own learning and this had a great student learning impact. Students were engaged and they could not wait to show others the website that they created. This project also allowed for critical thinking. This project increased student engagement and that will have a great impact on learning. This is because student engagement increases student achievement. This achievement can be assessed by ongoing pre- and post-test.
The Lesson Plan for Implementing NETS-S was a project I completed in my ITEC 7430 class. I was charged with creating a lesson plan in which I modeled and facilitated the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. The lesson plan that I created was more of a unit plan. I created a project based lesson for my students to complete. The lesson covered quite a few of the 8th grade Georgia chemistry standards. First students had to define the difference between and element and a compound. Then, students had to complete research about properties and changes in matter that elements go through. Finally students had to use all the information they learned and create a webpage about one particular element on the periodic table. Students then had to present their findings and we created a class periodic table.
This artifact shows mastery of standard 2.6 because I modeled and facilitated the use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. When I designed my lesson I based it upon the project based learning classroom model. This is a research based best practice in instructional design. In this lesson I used digital tools such as Flickr, Weebly, and Google Docs. Students even had the options to use other great digital tools such as Time Toast, Voki, and YouTube. These tools were used to help support the project based lesson. They were also used as resources by helping the students conduct research and create a final presentation to share with the class. These tools helped to make the lesson a technology-enhanced learning experience.
From completing this artifact, I learned that students need more guidance than what I initially anticipated. Students struggle in using technology for education. They know how text, but they do not know how to search for pictures and then add those pictures to a website. This was a learning curve and a lot of the students struggled. If I were doing this project over again, I would be sure to address some of these logistical challenges as I walk through the unit with the students. I would also ensure I had models of each artifact so they would have a better understanding of my expectations. I also would have to think of a smarter way to upload the project to the Website. I might have the students load their projects one at a time or 4 at a time and see if that goes better. The students really enjoyed the project though. Also pair the students up. This way the students that type slow can collaborate with other students that might move faster than them.
This project based lesson allowed students to take charge of their own learning and this had a great student learning impact. Students were engaged and they could not wait to show others the website that they created. This project also allowed for critical thinking. This project increased student engagement and that will have a great impact on learning. This is because student engagement increases student achievement. This achievement can be assessed by ongoing pre- and post-test.