INTASC Standard #7: Instructional Strategies

The teacher plans instruction, supporting each student in meeting learning goals by drawing upon subject content, curriculum, cross-disciplinary skills, and pedagogy.

 

Rationale & Disposition Statement

Planning for Instruction is important for teachers so that we are prepared to provide students with challenging learning goals, which build off of previous knowledge. It is vital that students are able to draw connections between disciplines and situations and apply knowledge in various contexts in order to meet the demands of the 21st Century workplace. It is imperative that students be able to communicate effectively, be globally aware, and show empathy in order to successfully engage in the global community.

 

Application of Standard

Differentiating Instruction (EUDC 531) , Brian Based Learning (PSY 511), and Digital Technology in the Classroom (EDUC 506) are courses that contributed to my understanding of INTASC Standard Seven. Both EDUC 531 and PSY 511 focused on facilitating rigorous educational standards and experiences for students, but also encouraged teachers to provide alternative means for students to display their learning. EDUC 506 has brought to attention the diversity available in digital tools for both formative and summative projects and for community or global communication, collaboration, and connectivity. 

 

When planning for summative assessments I have provided students with various options for presenting their knowledge. Students are each held to the same high standard, but are able to gear their work towards their crosscurricular interests, resulting in student ownership and the ability to apply knowledge across disciplines.

 

While enrolled in EDUC 506, I gave a presentation to the administration and teaching staff at my school about using the digital tool MarQueed (2014). MarQueed can be used in any subject area as a tool for collecting information, analyzing ideas, and working collaboratively with a team to brainstorm new solutions to questions or as a tool for collective constructive criticism. It can also be used to collaborate with other schools or local businesses as it allows for private groups.

 

In this presentation I talked about SAMR and Bloom's Taxonomy. I used MarQueed to demonstrate how a digital tool can be used effectively to assist students in engaging with higher order thinking skills (Puenedura, 2013). MarQueed provides a collaborative platform for students to reach a transformational level of learning by modifying and redefining the learning process because of the implemenation of digital technology (Common Sense Media, n.d.).

 

This presentation helped our school to define how we want to use digital technology in our teaching. We cannot simply use digitial technology as means of substitution or augmentation, but we must strive to engage students in the higher order thinking skills of modification and redefinition (Common Sense Media, n.d.).

 

References

 

Common Sense Media. (n.d.). Introduction to the SAMR model [Video file]. Retrieved from https://www.commonsensemedia.org/videos/introduction-to-the-samr-model

 

Marqueed collect and discuss images. (2014). Retrieved July 12, 2015, from http://www.marqueed.com/

 

Puentedura, R. (2013). The SAMR ladder: Questions and transitions. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/10/26/SAMRLadder_Questions.pdf

 

Explaination of Artifacts

Artifact #1

In the Capzles lesson, students will be supported in meeting learning targets because the goals will be presented to the class during the lesson presentation and displayed to the students on their rubrics. Learning targets will be reviewed throughout each class period as a reminder of what the students should focus on in their work.

 

Artifact #2

This project allows students the opportunity to choose to work on different jobs within a group that best utilize their personal skills and interests. Students may also choose how they would like to conduct and organize research, choose their topics, and how they would like to present their learning through the use of a digital presentation tool.

 

Artifact #3

The presentation, Integrated Art, helps to make historical and contemporary art relevant to student interests by highlighitng the cross-curricular nature of art. This presentation highlights eco-artists and bio-artists, emphasizing the inclusion of science, technology, math, engineering, and nature in art.