PROFESSIONAL KNOWLEDGE & SKILLS - ELEMENT 1: COLLABORATIVE PRACTICE
Candidates will collaborate with their peers and subject matter experts to analyze learners,
develop and design instruction and evaluate its impact on learners.
Artifact: Rationale for Backwards Design
Description:
GDIT 715: Instructional Learning Theory, Fall 2013
"In this class, students will locate, evaluate, and select educational resources; design technology- supported learning environments; use computer productivity tools to plan and develop technology-enhanced learning materials and activities; and create a technology plan and electronic portfolio. Students will also make informed decision when encountered social, ethical, legal, and human issues while applying technology to teaching and learning."-Course Syllabus
Candidates will collaborate with their peers and subject matter experts to analyze learners,
develop and design instruction and evaluate its impact on learners.
Artifact: Rationale for Backwards Design
Description:
GDIT 715: Instructional Learning Theory, Fall 2013
"In this class, students will locate, evaluate, and select educational resources; design technology- supported learning environments; use computer productivity tools to plan and develop technology-enhanced learning materials and activities; and create a technology plan and electronic portfolio. Students will also make informed decision when encountered social, ethical, legal, and human issues while applying technology to teaching and learning."-Course Syllabus
Reflection:
Collaboration begins with finding time to connect with colleagues, to share thoughts, and provide support. When collaborating with peers, team members are able to share ideas, learn from each other, and discuss concerns and strengths of classroom instruction. Research suggests that collaboration with colleagues around student instruction is an essential part of every teacher’s job and results in rising student achievement. These are the findings Carrie R. Leana, a professor of organizations and management at the University of Pittsburgh, writes about in the fall 2011 issue of the Stanford Social Innovation Review. In a study of more than 1,200 kindergarten through fifth grade teachers in New York City, Leana and her co-workers found the following: "Students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers. In other words, teacher social capital was a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom."
I truly enjoyed collaborating with fellow educators. I am a true believe that, "two heads are better than one". I work best collaborating with others in a similar field and professional experience. Personally, I was able grow in my knowledge of the Backwards Design Model and how I could apply it to a unit on story elements for primary students. I grew in my knowledge of using best practices in order to ensure a learner-centered approach to instruction. Professionally, I grew in my approach to collaborating with peers in my profession with similar backgrounds in elementary education. I was able grow in my ability to communicate my knowledge of the backwards design on instructional techniques that would best fit the student's ability to learn story elements, as well as, fulfill my part in completing my portion of the unit design, rationale for design, and lesson plans. In addition, I grew to express appropriate peer and self feedback on the overall contribution of the group as well as my personal contribution to the project. Students are impacted in that the backwards design provides them objectives and goals they are expected to learn throughout the unit. This strengthens their understanding of the content and provides a learner-centered approach to ensure engagement of all learners at varying levels of development. When teachers work together with their colleagues to look at student learning data, use it to determine student learning needs, and then determine their own learning needs based on what students need, they design programs that really help improve instruction.
Resource:
Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review, 9(4), 30-35.
Collaboration begins with finding time to connect with colleagues, to share thoughts, and provide support. When collaborating with peers, team members are able to share ideas, learn from each other, and discuss concerns and strengths of classroom instruction. Research suggests that collaboration with colleagues around student instruction is an essential part of every teacher’s job and results in rising student achievement. These are the findings Carrie R. Leana, a professor of organizations and management at the University of Pittsburgh, writes about in the fall 2011 issue of the Stanford Social Innovation Review. In a study of more than 1,200 kindergarten through fifth grade teachers in New York City, Leana and her co-workers found the following: "Students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers. In other words, teacher social capital was a significant predictor of student achievement gains above and beyond teacher experience or ability in the classroom."
I truly enjoyed collaborating with fellow educators. I am a true believe that, "two heads are better than one". I work best collaborating with others in a similar field and professional experience. Personally, I was able grow in my knowledge of the Backwards Design Model and how I could apply it to a unit on story elements for primary students. I grew in my knowledge of using best practices in order to ensure a learner-centered approach to instruction. Professionally, I grew in my approach to collaborating with peers in my profession with similar backgrounds in elementary education. I was able grow in my ability to communicate my knowledge of the backwards design on instructional techniques that would best fit the student's ability to learn story elements, as well as, fulfill my part in completing my portion of the unit design, rationale for design, and lesson plans. In addition, I grew to express appropriate peer and self feedback on the overall contribution of the group as well as my personal contribution to the project. Students are impacted in that the backwards design provides them objectives and goals they are expected to learn throughout the unit. This strengthens their understanding of the content and provides a learner-centered approach to ensure engagement of all learners at varying levels of development. When teachers work together with their colleagues to look at student learning data, use it to determine student learning needs, and then determine their own learning needs based on what students need, they design programs that really help improve instruction.
Resource:
Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review, 9(4), 30-35.