Design and develop digital age learning experiences and assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
One of the larger projects in my W200 class was to create a short video for our hypothetical students teaching them a lesson that correlated to a specifc standard for our grade and subject area. I chose the standard 1.3.2: identify and describe continents, oceans, cities, maps, and globes. I first outlined the entire video and created a script for the lesson. After I had created the video using iMovie, I then uploaded it to Edpuzzle where I inserted questions throughout the lesson designed to assess how well my "students" were understanding the material as well as keep them engaged and attentive. This video is a perfect example of how I used a digital tool, iMovie, to not only create the lesson itself, but also to enhance it, through Edpuzzle, so that it informed as well as assessed student understanding. This tool satisfies 2a and 2c.
Another one of the Techonology Integrated Practices we had to create was a short quiz using Plickers. Plickers is a great tool to use for quick and easy assessment for whole class activites because you are able to create the question yourself, choose what style of question it will be (short answer, true or false, multiple choice, etc), and what the answer is. You are able to give each student a specific card to use that you can then scan the whole room to get everyone's answers. You are able to see how many answered the question correctly, what other answers were chosen, and track each student's answers. This tool is great for assessing how well the class as a whole understnds the content. The teacher then has the ability to go back and review which specfic students were struggling adn be able to offer them additional support. This tool satisfies 2d.
One of the tasks in the lesson plan I helped create for the Service Learning Project was for the students to make either a powerpoint or Google Slides presentation where they identify the theme of a book and provide 3 textual pieces of evidence in support of their claim. There were guidelines as to what needed to be included in the presentation. However, we wanted the students to have considerable freedom within those guidelines. Our hope was that they would find different ways of meeting those guidelines as well as being creative in not only identifying the theme but also in how they chose to support it. Their final presentation is the how the teacher will assess how well the students understand the concept of theme in literature and if they're able to successfully support thier claim by identifying supportive pieces of evidence within the text. This evience satisfies 2a, 2b, 2c, and 2d.