Standard 1
Facilitate and Inspire Student Learning and Creativity
TEACHERS USE THEIR KNOWLEDGE OF SUBJECT MATTER, TEACHING AND LEARNING, AND TECHNOLOGY TO FACILITATE EXPERIENCES THAT ADVANCE STUDENT LEARNING, CREATIVITY, AND INNOVATION IN BOTH FACE-TO-FACE AND VIRTUAL ENVIRONMENTS.
a. Promote, support, and model creative and innovative thinking and inventiveness
Throughout the Instructional Systems Design course, I learned to analyze professional development needs, select appropriate instructional strategies, translate those strategies into products, and evaluate the quality of my work. The ISD approach produces quality training programs, whether you work for a multi-national corporation or a local school district. Our final project included all the skillsets we had previously learned as stand-alone assignments: creating needs assessments, performing learner and contextual analyses and topic and procedural analyses, writing instructional objectives, determining the types of learning, instruction and materials needed, and then creating and implementing both formative and summative evaluations. The Instructional Systems Design my group created dealt with delivering instruction to teachers, coaches, and instructors about how to implement electronic portfolios for students of performance-based disciplines, such as art, music, video, graphic design, sports, dance. This e-portfolio will feature academic achievements and digital media showcasing their performances. These portfolios will be simple to manage and easy to share with colleges and employers.
Introduction to Digital Media offered and overview of image software, video software, scanners, digital cameras, digital video cameras, and graphics tablets. It provided basic principles of digital media design and production. I learned to manipulate images, video and audio. I created a portfolio that highlighted the various digital media I had created throughout the semester. I gained a great deal of knowledge and insight into digital media, how to manipulate the various forms of digital media, and the laws behind copyright and laws. In addition, I was able to see different ways to integrate the tools I had learned in my own classroom and was going to teach the upcoming year. I am excited to use this newly found knowledge to help my students create and learn.
Introduction to Web Development helped me learn basic web page design and authoring skills, along with browser/server interaction, directory management, and other technical skills. I am most proud of the Kindermusik website I hand-coded myself, from scratch. I also learned to evaluate my website's impact on communication, understanding, and accessibility.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
During Introduction to Technology in Schools, I created a Technology Integration Learning Plan to utilize with my students. In this unit I focused on the North Carolina Career and Technical Education Standards for Digital Media. It consisted of a tablet and pen lesson that enables students to take images within a photo and place them in a different setting with the greatest precision as to not notice the change. Prior to the lesson, a KWL assessment will highlight knowledge that my student's are lacking. This will guide my teaching as to fill in gaps of missing knowledge so that students are not confused. My goal for integrating technology into my lesson is to allow students complete control over the interaction with the digital content on their computer. The surface of the tablet maps to the desktop of the computer and the pen becomes the cursor. After the lesson is completed, the technology integration will allow real world experiences of graphic designer expectations, help to show the difference between technology regarding precision editing, and help the students to fully understand how to use the tools of Adobe Photoshop to edit photos. Students will be assessed by providing the project, peer feedback, and a multiple choice assessment aligned with NC's state assessment questions.
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
Through PowerSchool, a new student management system implemented in our entire state, is not only for educators, students and parents can log in and observe current grades, absences, discipline, etc. PowerSchool was implemented this past 2013-2014 school year. Even though the initial implementation was bumpy, the results by the spring semester have been phenomenal. Student and parent communication and involvement have increased sufficiently. Students are staying up-to-date on grades, missing assignments, expectations and are able to reflect on how their actions have consequences.
In an attempt to also encourage student reflection, I regularly print out testing data for students, teach them how to analyze the data, and help them plan for future assessments based on testing data.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Collaborating with others through digital tools takes place on a daily basis. Through email I am able to send messages about upcoming events or the status of a student. Through PowerSchool, I am able to stay up-to-date with keeping a running record of student's grades and I have the ability to find demographic data on them as well. I am also able to analyze and recognize problems that might arise with a student (i.e. inconsistent absences/truancy or potential failures). PowerSchool is not only for educators, students and parents can log in and observe current grades, absences, discipline, etc. PowerSchool was implemented this past 2013-2014 school year. Even though the initial implementation was bumpy, the results by the spring semester have been phenomenal. Student and parent communication and involvement have increased sufficiently.
With Remind I am able to communicate with all of my students, either by class/group/team or all at the same time by sending one text (i.e. test reminders, foods to eat morning of state assessments, etc.). It is a subscription-based texting tool that is free.
I also collaborate with colleagues that teach the same curricula I am currently teaching within a collaborative Moodle. There is where I can access the curricula, supplemental exercises, assessment ideas, and educators share additional ideas to enhance student learning and increase student engagement.
To make sure that my parents are informed, I utilize my School-In-Sites website (a resource that is provided by our district as a mandatory communication tool as part of each school's annual strategic plan). For the classes I teach, I have Mrs. Cobb's Virtual Classroom. This is where students go to find notes, what they have missed while absent, what is expected of them, etc.
Throughout the Instructional Systems Design course, I learned to analyze professional development needs, select appropriate instructional strategies, translate those strategies into products, and evaluate the quality of my work. The ISD approach produces quality training programs, whether you work for a multi-national corporation or a local school district. Our final project included all the skillsets we had previously learned as stand-alone assignments: creating needs assessments, performing learner and contextual analyses and topic and procedural analyses, writing instructional objectives, determining the types of learning, instruction and materials needed, and then creating and implementing both formative and summative evaluations. The Instructional Systems Design my group created dealt with delivering instruction to teachers, coaches, and instructors about how to implement electronic portfolios for students of performance-based disciplines, such as art, music, video, graphic design, sports, dance. This e-portfolio will feature academic achievements and digital media showcasing their performances. These portfolios will be simple to manage and easy to share with colleges and employers.
Introduction to Digital Media offered and overview of image software, video software, scanners, digital cameras, digital video cameras, and graphics tablets. It provided basic principles of digital media design and production. I learned to manipulate images, video and audio. I created a portfolio that highlighted the various digital media I had created throughout the semester. I gained a great deal of knowledge and insight into digital media, how to manipulate the various forms of digital media, and the laws behind copyright and laws. In addition, I was able to see different ways to integrate the tools I had learned in my own classroom and was going to teach the upcoming year. I am excited to use this newly found knowledge to help my students create and learn.
Introduction to Web Development helped me learn basic web page design and authoring skills, along with browser/server interaction, directory management, and other technical skills. I am most proud of the Kindermusik website I hand-coded myself, from scratch. I also learned to evaluate my website's impact on communication, understanding, and accessibility.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
During Introduction to Technology in Schools, I created a Technology Integration Learning Plan to utilize with my students. In this unit I focused on the North Carolina Career and Technical Education Standards for Digital Media. It consisted of a tablet and pen lesson that enables students to take images within a photo and place them in a different setting with the greatest precision as to not notice the change. Prior to the lesson, a KWL assessment will highlight knowledge that my student's are lacking. This will guide my teaching as to fill in gaps of missing knowledge so that students are not confused. My goal for integrating technology into my lesson is to allow students complete control over the interaction with the digital content on their computer. The surface of the tablet maps to the desktop of the computer and the pen becomes the cursor. After the lesson is completed, the technology integration will allow real world experiences of graphic designer expectations, help to show the difference between technology regarding precision editing, and help the students to fully understand how to use the tools of Adobe Photoshop to edit photos. Students will be assessed by providing the project, peer feedback, and a multiple choice assessment aligned with NC's state assessment questions.
While taking Teaching Online Courses, we had to design a Synchronous Instructional Session (SIS). The content area of focus was to obtain a better understanding of Photoshop layers by creating the layers of a sandwich on a plate. Utilizing layers effectively is a key skill to have in order to create efficient and fully editable graphics. The purpose of this session was direct instruction, targeting those students who learn through listening and viewing the material. Upon request the students were able to receive the tutorial file to read during and after the session. Upon completing this session students will be able to: a. use layering tool to produce a multi-layered image, b. manipulate backgrounds using the masking tool, and c. effectively demonstrate the brush tool for added effect. I will admit that I received the most out of the SIS reflection. The reflection enabled me to look back at the lesson I taught and suggest changes I would make if taught again in the future or to different audiences.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
Through PowerSchool, a new student management system implemented in our entire state, is not only for educators, students and parents can log in and observe current grades, absences, discipline, etc. PowerSchool was implemented this past 2013-2014 school year. Even though the initial implementation was bumpy, the results by the spring semester have been phenomenal. Student and parent communication and involvement have increased sufficiently. Students are staying up-to-date on grades, missing assignments, expectations and are able to reflect on how their actions have consequences.
In an attempt to also encourage student reflection, I regularly print out testing data for students, teach them how to analyze the data, and help them plan for future assessments based on testing data.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Collaborating with others through digital tools takes place on a daily basis. Through email I am able to send messages about upcoming events or the status of a student. Through PowerSchool, I am able to stay up-to-date with keeping a running record of student's grades and I have the ability to find demographic data on them as well. I am also able to analyze and recognize problems that might arise with a student (i.e. inconsistent absences/truancy or potential failures). PowerSchool is not only for educators, students and parents can log in and observe current grades, absences, discipline, etc. PowerSchool was implemented this past 2013-2014 school year. Even though the initial implementation was bumpy, the results by the spring semester have been phenomenal. Student and parent communication and involvement have increased sufficiently.
With Remind I am able to communicate with all of my students, either by class/group/team or all at the same time by sending one text (i.e. test reminders, foods to eat morning of state assessments, etc.). It is a subscription-based texting tool that is free.
I also collaborate with colleagues that teach the same curricula I am currently teaching within a collaborative Moodle. There is where I can access the curricula, supplemental exercises, assessment ideas, and educators share additional ideas to enhance student learning and increase student engagement.
To make sure that my parents are informed, I utilize my School-In-Sites website (a resource that is provided by our district as a mandatory communication tool as part of each school's annual strategic plan). For the classes I teach, I have Mrs. Cobb's Virtual Classroom. This is where students go to find notes, what they have missed while absent, what is expected of them, etc.
Designed by Kari Cobb * Updated 07/2014 * All images are property of Kari Cobb * Any use of images on this web site are prohibited without permission from the site owner * [email protected].
*All items found in YELLOW are links. Please feel free to click on them for an enriched ePortfolio experience.
*All items found in YELLOW are links. Please feel free to click on them for an enriched ePortfolio experience.