2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Internet Lesson Plan
Artifact: Multimedia Design Project and Report
Reflection:
The Internet Lesson plan, which I created for ITEC 7430, and the Multimedia Project, which I created for ITEC 7445, both illustrate my ability to use research-based practices, like active learning, differentiation, collaboration, and feedback, to develop technology-infused lessons. For each lesson, students took an active role in their learning. The students assumed the roles of explorers and discovers while I took the role as facilitator. For example, in the Multimedia WebQuest project, students acted as anthropologists to explore the ways modern Western culture has been influenced by ancient Roman culture. The students researched different aspects of Roman culture and created wikis to share their research with the world. The students were constructing their own cultural understanding through their research and by analyzing and summarizing their research in the creation of the wiki.
Each lesson also highlights my use of differentiation in technology-enhanced lessons. A variety of differentiation strategies were incorporated; however, the most common strategy was student choice. Students were given the chance to choose the content, process, and product based on their interests and goals. For example, in the Multimedia WebQuest, students chose their research topic, chose their digital tools for their presentation, and chose the design of their wiki. Another important differentiation strategy used was varying the content and process based on the student's ability level. For example, in the Internet Lesson Plan, gifted students were given an extension activity and lower-performing students were given graphic organizers for their research. Both of these assignments were geared at assisting students in reaching their highest level of success.
Collaboration was another important research-based practice that was included in each lesson. I used heterogeneous groups based on interest or ability levels. Students worked with their partner to create the final products for each lesson. The collaborative element increases student engagement since the students can share their ideas and build off of their partners' ideas. Collaboration also encourages metacognitive strategies like planning, brainstorming, discussing, and evaluating.
Providing chances for feedback was an important strategy that I incorporated into each lesson. Students reviewed their peers' projects and provided constructive criticism to help their peers improve the project before it was submitted. I used surveys and rubrics to assess the students and provide my feedback. The usage of the surveys also gave the students chances to self-reflect on the process and product, which enhanced their overall learning experience. Self-reflection is an important metacognitive strategy that is a vital part of each lesson.
Overall, each technology-enhanced lesson contains a multitude of research-based practices in their design. Creating these lessons was extremely beneficial and educational for me. I gained knowledge and skills that I can use to enhance more of my lessons. I learned how to design and implement a WebQuest that merges many multimedia elements. I have learned new ways to utilize digital tools to meet the varying needs of my students. I discovered that digital tools, like Google Drive, can be used to encourage and facilitate collaboration, reflection, evaluation, and synthesis. I also gained an appreciation for the importance of students being actively involved in their learning. The teacher must be willing to take a back-seat role and give students the time and tools necessary to develop their own understanding of the content. I will continue to apply this practice as well as other research-based practices in the creation of my future lessons. If I were to redesign these lessons, I would permit my students to pick their final product. For each project, I required the students to create a wikipage. I chose this final product because I wanted the students to be able to share their discoveries with a wider audience. However, next time I would provide students with options for final products. For example, the students could create a video instead of a webpage. This video could be shared via YouTube. I think that permitting students to choose their method of illustrating their understanding would further differentiate the lessons.
Classroom assessment scores and observations would illustrate the effects of these lessons. Implementing technology-infused, student-centered lessons increase student engagement and thereby student performance. Additionally, since I led staff development lessons on using these tools, our faculty has learned how to incorporate these tools into their lessons as well. With the increased usage of these types of lessons school-wide, student achievement will continue to increase.
The Internet Lesson plan, which I created for ITEC 7430, and the Multimedia Project, which I created for ITEC 7445, both illustrate my ability to use research-based practices, like active learning, differentiation, collaboration, and feedback, to develop technology-infused lessons. For each lesson, students took an active role in their learning. The students assumed the roles of explorers and discovers while I took the role as facilitator. For example, in the Multimedia WebQuest project, students acted as anthropologists to explore the ways modern Western culture has been influenced by ancient Roman culture. The students researched different aspects of Roman culture and created wikis to share their research with the world. The students were constructing their own cultural understanding through their research and by analyzing and summarizing their research in the creation of the wiki.
Each lesson also highlights my use of differentiation in technology-enhanced lessons. A variety of differentiation strategies were incorporated; however, the most common strategy was student choice. Students were given the chance to choose the content, process, and product based on their interests and goals. For example, in the Multimedia WebQuest, students chose their research topic, chose their digital tools for their presentation, and chose the design of their wiki. Another important differentiation strategy used was varying the content and process based on the student's ability level. For example, in the Internet Lesson Plan, gifted students were given an extension activity and lower-performing students were given graphic organizers for their research. Both of these assignments were geared at assisting students in reaching their highest level of success.
Collaboration was another important research-based practice that was included in each lesson. I used heterogeneous groups based on interest or ability levels. Students worked with their partner to create the final products for each lesson. The collaborative element increases student engagement since the students can share their ideas and build off of their partners' ideas. Collaboration also encourages metacognitive strategies like planning, brainstorming, discussing, and evaluating.
Providing chances for feedback was an important strategy that I incorporated into each lesson. Students reviewed their peers' projects and provided constructive criticism to help their peers improve the project before it was submitted. I used surveys and rubrics to assess the students and provide my feedback. The usage of the surveys also gave the students chances to self-reflect on the process and product, which enhanced their overall learning experience. Self-reflection is an important metacognitive strategy that is a vital part of each lesson.
Overall, each technology-enhanced lesson contains a multitude of research-based practices in their design. Creating these lessons was extremely beneficial and educational for me. I gained knowledge and skills that I can use to enhance more of my lessons. I learned how to design and implement a WebQuest that merges many multimedia elements. I have learned new ways to utilize digital tools to meet the varying needs of my students. I discovered that digital tools, like Google Drive, can be used to encourage and facilitate collaboration, reflection, evaluation, and synthesis. I also gained an appreciation for the importance of students being actively involved in their learning. The teacher must be willing to take a back-seat role and give students the time and tools necessary to develop their own understanding of the content. I will continue to apply this practice as well as other research-based practices in the creation of my future lessons. If I were to redesign these lessons, I would permit my students to pick their final product. For each project, I required the students to create a wikipage. I chose this final product because I wanted the students to be able to share their discoveries with a wider audience. However, next time I would provide students with options for final products. For example, the students could create a video instead of a webpage. This video could be shared via YouTube. I think that permitting students to choose their method of illustrating their understanding would further differentiate the lessons.
Classroom assessment scores and observations would illustrate the effects of these lessons. Implementing technology-infused, student-centered lessons increase student engagement and thereby student performance. Additionally, since I led staff development lessons on using these tools, our faculty has learned how to incorporate these tools into their lessons as well. With the increased usage of these types of lessons school-wide, student achievement will continue to increase.