Area of Achievement II
What is the area of achievement that is the focus of this section of your portfolio?
Description: I have created two unit plans that showcase many of my skills in designing solid, technology-infused curriculums. Both of these units are examples of how assess the use of technology in many different ways, and also use assess students through the use of technology. I developed my Spatial Geometric Reasoning Unit for the curriculum course, and have used it several times in the classroom. The 3rd Grade Pilgrims Unit was designed for my Special Education course.
What items have you chosen and why? Describe each item individually, answering as appropriate, who, what, why, where, and when.
Evidence:
Strengths and weaknesses in this area of achievement?
I feel that the units I create are very well put-together and can easily be adapted for other classrooms. I always try to include varying types of technology, including many Web 2.0 tools along with the more transitional Microsoft Office programs. I often try to differentiate my lessons to fit all learning styles, but feel like I have more to work on in this area. My differentiation skills without using technology have led me to recognition by department head within two different schools, but differentiation with technology seems like a whole separate hurdle. Many of the sites or programs I like to use do not have customizable levels, so I often feel I need to choose between create a new activity through the same site or give the student a paper-based version. Either way, I feel like the student(s) in need of differentiation are missing out on interactivity or another high-quality activity due to my limited time in planning.
What are the positive and negative lessons you learned from focusing on this particular area?
An important lesson I learned while creating these units, is to be specific in exactly what activities will be incorporated, what is expected of students, and how they will be assessed. Without putting down these details, a teacher cannot be sure if the essential questions within the unit have been answered. It is also vital to the success in the classroom that the objectives being taught are pre-determined before the unit teachings are in place.
One negative lesson learned throughout this experience is that cramming the unit full of activities and great technology, does not necessarily mean the students will walk away with a great amount of learning. The reasons for why they are completing the tasks are important for the students to know, prior to assigning it. Otherwise, students will easily loose meaning in the activities and not connect it to the curriculum goals.
How will you use what you have learned?
The school where I am currently employed is in the early stages in developing a Technology Plan, in which I am very involved. Creating unit plans, instructing with technology, and assessing with technology will be used when I write the technology curriculum each summer. In addition, I will pass on my knowledge in these areas as I start to train the faculty to begin incorporating these tools into their own classrooms.
How do you plan to continue working on this area of achievement?
I will continue to develop curriculum for the technology program in my school. At some point, I would also like to get a network of technology teachers together and create a database of unit plans and curriculum. I feel that teachers have a great amount to learn from each other, and sharing lessons is a direct way of showing others how a particular program, skill, or website can be used in a unique way.
Identify the primary professional licensure standards addressed by this area of achievement, and describe how they are met by your items.
MASSACHUSETTS LICENSURE STANDARDS FOR INSTRUCTIONAL TECHNOLOGY
1) Technology tools for word processing, databases, spreadsheets, print/graphic utilities, multi- and hypermedias, presentations, videos for the purpose of formal and informal assessment, instruction, and administration for professional and instructional use.
2) Communications and research tools such as email, world wide web, web browsers, and other online applications that link to the state standards and requirements, for professional and instructional use.
3) Criteria for selection, evaluation, and use of appropriate computer/technology based materials to support a variety of instructional methods.
Description: I have created two unit plans that showcase many of my skills in designing solid, technology-infused curriculums. Both of these units are examples of how assess the use of technology in many different ways, and also use assess students through the use of technology. I developed my Spatial Geometric Reasoning Unit for the curriculum course, and have used it several times in the classroom. The 3rd Grade Pilgrims Unit was designed for my Special Education course.
What items have you chosen and why? Describe each item individually, answering as appropriate, who, what, why, where, and when.
Evidence:
- Spatial Geometric Reasoning Unit – This integrated unit is for the math and arts high school classroom. Throughout this unit some of the technology used includes students watching a video clip selected through Discovery Streaming, preparing for a test using Quizlet, higher level thinking skills introduced through Cabri 3D software, use Excel to calculate data, creating a virtual art space using Google Sketch-up, and student creating a PowerPoint which demonstrates the math involved in their design. The website for this unit also showcases a KWL chart, checklist, lesson plan, and assessments created in Microsoft Word.
- 3rd Grade Pilgrims Unit Plan – This unit plan is designed to teach students about the Mayflower compact, and requires students to use many different types of technology (WallWisher, VoxoPop, Kidspiration or Inspiration, and Penzu).
Strengths and weaknesses in this area of achievement?
I feel that the units I create are very well put-together and can easily be adapted for other classrooms. I always try to include varying types of technology, including many Web 2.0 tools along with the more transitional Microsoft Office programs. I often try to differentiate my lessons to fit all learning styles, but feel like I have more to work on in this area. My differentiation skills without using technology have led me to recognition by department head within two different schools, but differentiation with technology seems like a whole separate hurdle. Many of the sites or programs I like to use do not have customizable levels, so I often feel I need to choose between create a new activity through the same site or give the student a paper-based version. Either way, I feel like the student(s) in need of differentiation are missing out on interactivity or another high-quality activity due to my limited time in planning.
What are the positive and negative lessons you learned from focusing on this particular area?
An important lesson I learned while creating these units, is to be specific in exactly what activities will be incorporated, what is expected of students, and how they will be assessed. Without putting down these details, a teacher cannot be sure if the essential questions within the unit have been answered. It is also vital to the success in the classroom that the objectives being taught are pre-determined before the unit teachings are in place.
One negative lesson learned throughout this experience is that cramming the unit full of activities and great technology, does not necessarily mean the students will walk away with a great amount of learning. The reasons for why they are completing the tasks are important for the students to know, prior to assigning it. Otherwise, students will easily loose meaning in the activities and not connect it to the curriculum goals.
How will you use what you have learned?
The school where I am currently employed is in the early stages in developing a Technology Plan, in which I am very involved. Creating unit plans, instructing with technology, and assessing with technology will be used when I write the technology curriculum each summer. In addition, I will pass on my knowledge in these areas as I start to train the faculty to begin incorporating these tools into their own classrooms.
How do you plan to continue working on this area of achievement?
I will continue to develop curriculum for the technology program in my school. At some point, I would also like to get a network of technology teachers together and create a database of unit plans and curriculum. I feel that teachers have a great amount to learn from each other, and sharing lessons is a direct way of showing others how a particular program, skill, or website can be used in a unique way.
Identify the primary professional licensure standards addressed by this area of achievement, and describe how they are met by your items.
MASSACHUSETTS LICENSURE STANDARDS FOR INSTRUCTIONAL TECHNOLOGY
1) Technology tools for word processing, databases, spreadsheets, print/graphic utilities, multi- and hypermedias, presentations, videos for the purpose of formal and informal assessment, instruction, and administration for professional and instructional use.
2) Communications and research tools such as email, world wide web, web browsers, and other online applications that link to the state standards and requirements, for professional and instructional use.
3) Criteria for selection, evaluation, and use of appropriate computer/technology based materials to support a variety of instructional methods.