COLLABORATIVE PRACTICE
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Artifacts:
Unit Plan-First Grade Story Elements
Artifact & Course Description:
Course Description:
Created in GDIT 715: Instructional Learning Theory, Fall 2013
“In this class, students will locate, evaluate, and select educational resources; design technology- supported learning environments; use computer productivity tools to plan and develop technology-enhanced learning materials and activities…”
~Fall 2013 Syllabus, Dr. Joseph Kush
Project Description:
The artifacts presented above were part of a group project completed in GDIT 715 by myself, Anna Blake, Jessica Martin, and Emily Skirtich. In this assignment, we created a first grade story elements unit that incorporated technology and utilized backwards design. The project required a team effort and incorporated and required us to reflect upon our design choices. The idea was to apply the concepts of instructional design in a realistic way, while incorporating elements of instructional technology throughout the unit.
Reflection:
In the creation of this unit, the interaction of group members was a positive aspect. It created a more realistic team situation in terms of K-12 lesson planning and unit design. I feel that the core of this project meets the standard in its goal to create a unit collaboratively. The unit needed to consider learning theory and lesson design for the creation of the unit and the supporting materials. The group collaboration between peers truly enhanced the content and design of the lessons.
The creation of the unit was valuable in several ways to my future in education. Firstly, it was beneficial due to the requirement of group work. In my past public school experiences, team lesson planning and curriculum writing were vital. They were never completed in isolation. Working with educators of different backgrounds and experience levels is a part of any teaching career. Secondly, the design methodology that was used in creating the unit will be applicable to any level of teaching, from grade K to higher education. The content may vary, but the design principles that guide the creation process ensure that all of the elements of learning and assessment are considered.
References:
Campbell, Michelle. Basic Story Map. Retrieved from: http://www.teacherspayteachers.com/Product/Basic-Story-Map-256665
Hey Teacher. Story Elements and Readin Responses. Retrieved from: http://www.teacherspayteachers.com/Product/Story-Elements-Reading-Responses-812571
Primpary Paradise. Spectactular Story Elements Bundle. Retrieved from: http://www.teacherspayteachers.com/Product/Spectacular-Story-Elements-Bundle-Pack-288872
Kaufman, D. (2004). Constructivist Issues in Language Learning and Teaching. Annual Review of Applied Linguistics, 24. 303-319.
Wiggins, G. & McTighe, J. (2000). Understanding by Design. New York: Prentice Hall.
Wiggins, G * McTighe, J. (1998, 2004). Understanding by design and Understanding by design: Professional development workbook. Retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Becky Durbin's IT Portfolio Collection 