Standard Eleven:
ISTE Standards
Effective teachers model and apply the ISTE Standards for Students as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.
Artifact: Student Teaching Action Plan
ISTE Standards: 2(b) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
2(c) Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
2(d) Provide Students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Description: The Student Teaching Action Plan was a goal setting sheet for every student teacher to establish constructive goals that they would implement and achieve during their 16 week student teaching placement. This goal setting sheet was meant to be a positive and encouraging activity to inspire each student teacher to learn something new.
Rationale: For this artifact one of my key goals was to implement meaningful technology in the classroom to meet the diverse needs of my learners. I met this goal by attending EdCamp and learning a variety of new things, one in particular was Plickers QR Code App. I used the Plickers QR Code App to use data driven formative assessment to help guide my instruction. Through the goal setting activity I pushed myself to try new things and personalize instruction for my learners and give them an opportunity to experience a new style of assessment.
Artifact: York High School Lesson
ISTE Standards: 1(a) Promote, support, and model creative and innovative thinking and inventiveness.
1(b) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
1(d) Model collaborative knowledge construction by engaging in learning with students, colleagues, and other in face-to-face and virtual environments.
Description: Mid way through my 16 week placement I was asked to teach a lesson to a geometry class at York High School as a finalist for a high school mathematics position. I was asked to teach a lesson on Soh Cah Toa to eighteen sophomores and juniors while the Assistant Principal and two other current faculty members observed. I created a website, a formal lesson, pre and formative assessment, along with an exit ticket as a summative assessment for the day to leave with the instructor.
Rationale: At York High School they are not an MLTI school, they are not 1-1 with technology and because of this I decided to integrate meaningful technology into my lesson. I used a projector to connect my laptop and share the daily agenda and standards the students would master via my website created just for this class. I gave students a graphic organizer, calculators, and some content notes and then had them participate in a formative assessment. The formative assessment I chose to use was Plickers and the use of the QR code activity that both the faculty and students had never experienced. The use of technology excited the students got them engaged and were invested in truly doing the practice problems and engage with the technology. Through the activity we solved real world problems and applied our content notes, students were active and invested in the learning experience.