Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.
- Element 2.1 Content Standards & Student Technology Standards - Candidates model and facilitate the design and implementation of technology- enhanced learning experiences aligned with student content standards and student technology standards.
- Element 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
- Element 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
- Element 2.4 Higher Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).
- Element 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.
- Element 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.
- Element 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.
- Element 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.
FRIT 7231 - Instructional Design Plan
In the summer of 2015 I took FRIT 7231. This was one of the first classes that I had taken. In this class I was instructed to design an instructional plan that would later be turned into an online module that could be used for instruction. I chose “The Deconstruction Test Questions by the Depth Knowledge level the teachers at my school. This class helped me get a better grasp of how to effective plan a training based on the learner's prior knowledge and potential obstacles they may endure. While this training was for the teachers at my school, I started thinking about how I could use this same model to create units of students for my children.
This artifact helped me successfully achieve mastery of all sub-standards of Teaching, Learning and Assessment. In this assignment I showed the teachers how to enhance the learning experience of the students by showing teachers how to accurately assess the students in or to properly prepare them for District and State Assessments. I researched how to best practices to creating rigorous assessment questions which is how I came across the "DOK Chart" to help identify the level of understanding was going to be need for each student. As a result of using my instructional design, teachers can better measure their students level of mastery. In the assignment Through this assignment I showed my ability to use digital tools too enhance, content, teaching strategies, higher order thinking, authentic learning, and data analysis, through instructional design.
This artifact helped me successfully achieve mastery of all sub-standards of Teaching, Learning and Assessment. In this assignment I showed the teachers how to enhance the learning experience of the students by showing teachers how to accurately assess the students in or to properly prepare them for District and State Assessments. I researched how to best practices to creating rigorous assessment questions which is how I came across the "DOK Chart" to help identify the level of understanding was going to be need for each student. As a result of using my instructional design, teachers can better measure their students level of mastery. In the assignment Through this assignment I showed my ability to use digital tools too enhance, content, teaching strategies, higher order thinking, authentic learning, and data analysis, through instructional design.
Davies7231 KA by Shawn Davies on Scribd
FRIT 7236 - Data Analysis Key Assessment
In the Spring of 2015, I completed a data analysis at Lilburn Middle School of 8th grade Social Studies, specifically SS8H7 “The New South Era”. In this assignment I analyzed the scores to see if there were any descrpencies in the questions themselves. I discovered to questions that were outliers and required me to determine the reason for it. This assignment was beneficial because it gave me a better understanding of my students knowledge of that content going into our district midterms. It also helped me refine my assessment building skills as identified that outlier questions.
My artifact shows a mastery of standard 2.8, as I analyzed the results of a test, checked the validity and reliability of the test and determined that the assessment was both reliable and valid. Afterwards I examine the response of the questions for inconsistencies to which I found two. I then analyzed those questions to figure out potential reasons for the answers being extremely low or high on those questions in order to assist in future in assessment and instruction. I also created ways in which to reassess and differentiate instruction for each potential incorrect assessment answer in order to ensure a better outcome next time. I not only masters it but it also alter the way in which I look at test as a teacher.
My artifact shows a mastery of standard 2.8, as I analyzed the results of a test, checked the validity and reliability of the test and determined that the assessment was both reliable and valid. Afterwards I examine the response of the questions for inconsistencies to which I found two. I then analyzed those questions to figure out potential reasons for the answers being extremely low or high on those questions in order to assist in future in assessment and instruction. I also created ways in which to reassess and differentiate instruction for each potential incorrect assessment answer in order to ensure a better outcome next time. I not only masters it but it also alter the way in which I look at test as a teacher.
KA1 Davies by Shawn Davies on Scribd |
Data Analysis Key Assessment by Shawn Davies on Scribd |