3. Communicate Knowledge
Sub-competencies
Communicates effectively in oral and written formats
Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners
Artifact
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Final Digital Prototype |
Supporting Narrative
The first sub competency suggests that I can communicate effectively in oral and written formats. In this paper prototype, I explained in detail, all the components necessary to complete an ELearning module on how to write a summary on an inventor’s life. Having to share every piece of a project in a written document before creating and developing the module, was a new experience. However, I am confident that anyone can open the document and tell in detail ever lesson, every activity and every assessment presented for the online module prior to it being developed. Some of the activities that students needed to complete was to tell the difference between fake websites and factual websites before beginning to research on their own. I designed an infographic that would give students warning signs as to if they are factual. The students were given fake and factual websites and had a quiz to determine which were the factual websites. This gave them the confidence that they needed to do their own research. The students were then given information on how to pick the best pieces of information for their summary on their inventor. For this skill, I created a video that modeled my thinking for the students and showed them how I selected facts. The students were then able to practice this skill before applying it to their own research.
The second sub-competency states that I can effectively communicate content through the design and delivery of teaching/learning activities that integrate content and pedagogy. My planning document artifact that I have presented lists every content piece, practice activity and assessment that was designed for the module. These were selected by comparing the projects needs to third grade standards. There was purpose for each activity. I believe the design of this artifact indeed communicates knowledge to the student in a way that they can also apply that knowledge. Every piece of this module was designed to build the next topic and include the previous objective. To take one topic or objective away would break the certain pedagogical measures that were taken to create an effective, creative learning experience. I believe this artifact is the perfect example of how I met that sub-competency.
The third sub-competency states that I demonstrated the ability to adapt instruction and assessment techniques to the needs of diverse learners. This artifact is a great example of how I provided unique assessments to this project. The instruction in the planning document, as well as the digital prototype, consists of videos, examples, infographics and demonstrations. The needs of visual learners and auditory learners are both met. Students can manipulate the instruction to hear again or fast forward at their own pacing. The assessments consisted of choice activities, performance activities and checks for understanding. Students had choice in their topic, making it more desirable by students but still meeting the standards and objectives of the project.
I have been a teacher for six years in an elementary classroom with inclusion students being in my class two of the six years. I can adapt and assess students in a variety of ways. However, an area of growth that I became aware of in my EDCI 569 class, Introduction to E-Learning, I sometimes will create an assessment that does not match the objective directly. My artifact demonstrates hard work and a handful of meetings with my professors. I have grown tremendously in this area.
The second sub-competency states that I can effectively communicate content through the design and delivery of teaching/learning activities that integrate content and pedagogy. My planning document artifact that I have presented lists every content piece, practice activity and assessment that was designed for the module. These were selected by comparing the projects needs to third grade standards. There was purpose for each activity. I believe the design of this artifact indeed communicates knowledge to the student in a way that they can also apply that knowledge. Every piece of this module was designed to build the next topic and include the previous objective. To take one topic or objective away would break the certain pedagogical measures that were taken to create an effective, creative learning experience. I believe this artifact is the perfect example of how I met that sub-competency.
The third sub-competency states that I demonstrated the ability to adapt instruction and assessment techniques to the needs of diverse learners. This artifact is a great example of how I provided unique assessments to this project. The instruction in the planning document, as well as the digital prototype, consists of videos, examples, infographics and demonstrations. The needs of visual learners and auditory learners are both met. Students can manipulate the instruction to hear again or fast forward at their own pacing. The assessments consisted of choice activities, performance activities and checks for understanding. Students had choice in their topic, making it more desirable by students but still meeting the standards and objectives of the project.
I have been a teacher for six years in an elementary classroom with inclusion students being in my class two of the six years. I can adapt and assess students in a variety of ways. However, an area of growth that I became aware of in my EDCI 569 class, Introduction to E-Learning, I sometimes will create an assessment that does not match the objective directly. My artifact demonstrates hard work and a handful of meetings with my professors. I have grown tremendously in this area.