Standard 1: Teaching for Learning
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Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.
- Element 1.1 Knowledge of learners and learning - Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.
- Element 1.2 Effective and knowledgeable teacher - Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
- Element 1.3 Instructional partner - Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school 2010 ALA/AASL Standards for Initial Preparation of School Librarians Page 2 of 20 improvement processes, and of offering professional development to other educators as it relates to library and information use.
- Element 1.4 Integration of twenty-first century skills and learning standards -Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state student curriculum standards. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.
As a media specialist I find it important to have the success of all students and teachers at heart. When taking on the role of a teacher, collaborative planning with a classroom teacher is the best way to gain knowledge of learners and determine the best type of instructional strategies to use. My experiences as a classroom teacher will assist my ability of being an effective media specialist. My prior knowledge of the standards and curriculum will allow for better planning with classroom teachers to create engaging lessons for their students. During FRIT 7231, I was able to use my knowledge of Daily 5 reading instruction to create my staff development for fellow Kindergarten, First grade, and Second grade teachers. I enjoyed being able to put my two worlds of classroom teacher and aspiring media specialist together to create engaging activities for the students and a variety of practice activities for the teachers to experiment with and then create for their students. During my collaborative lesson experiences as a classroom teacher and in the media specialist role, I have been able to evaluate the level of technology that is being used with students and its effectiveness. A lot of teachers think that using a piece of technology will satisfy incorporating a technology component. Through my experiences, I have discovered various ways to take instruction into the 21st-century.
FRIT 7231: Instructional Design
Reflection:
This Instructional Design Document was completed in FRIT 7231. This assignment was very overwhelming to me as I completed it. There are many parts to it, but they each have a function that is necessary for the model to be successful. Since learning of the Ross, Morrison, & Kemp model, I have used it when designing any other design document. This has been very beneficial when creating my design documents for my practicum assignments, which is the focus of element 1.2. Element 1.4 can be seen throughout the design document when incorporating ISTE and Georgia Excellence standards for teachers to implement with their students. Element 1.2 was met through my research of Daily 5 activities and how they can address all learners. Element 1.1 were covered through learners choosing their own technology tool to create a Daily 5 activity. Element 1.3 was covered through the instructional design of my document and professional development. The participants were provided with presentations in multiple formats and free choice on the activities they would create, just like the students they would be creating these activities for. Element 1.2 is also used through the variety of formative and summative assessments created to collect participant data.
This Instructional Design Document was completed in FRIT 7231. This assignment was very overwhelming to me as I completed it. There are many parts to it, but they each have a function that is necessary for the model to be successful. Since learning of the Ross, Morrison, & Kemp model, I have used it when designing any other design document. This has been very beneficial when creating my design documents for my practicum assignments, which is the focus of element 1.2. Element 1.4 can be seen throughout the design document when incorporating ISTE and Georgia Excellence standards for teachers to implement with their students. Element 1.2 was met through my research of Daily 5 activities and how they can address all learners. Element 1.1 were covered through learners choosing their own technology tool to create a Daily 5 activity. Element 1.3 was covered through the instructional design of my document and professional development. The participants were provided with presentations in multiple formats and free choice on the activities they would create, just like the students they would be creating these activities for. Element 1.2 is also used through the variety of formative and summative assessments created to collect participant data.