2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact:
Engaged Learning Project
Reflection:
To demonstrate my ability to model and facilitate the use of digital tools and resources to engage students in an authentic learning experience, I developed the Engaged Learning Project. For this project, third grade students participated in taking on the role of environmental scientists by exploring, investigating, and reporting on the various plants and animals that live within Georgia’s geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau). They were instructed to use the knowledge they gained throughout the lesson to evaluate ways in which they can protect habitats and identify issues that affect wildlife. The presentation of their findings was shared to an audience using Sway and iMovie (creating a commercial about how to protect habitats). I researched different resources such as GPB Virtual Field Trips, that could be used to enhance learning throughout the project.
The Engaged Learning Project involves the modeling and facilitating of digital tools and resources to engage students in authentic learning experiences. During the project I modeled how to effectively research and locate valuable sources on the internet and how to use digital tools such as iMovie to create a presentation. I facilitated the use of digital tools and resources by supporting my students during the process and serving as a coach guiding them on the proper path needed for success during their learning experience. This project enabled an authentic learning experience creating a learner-centered project where the student was able to master content in their own way through integration of Science, Math, English Language Arts, and Visual Arts. They practiced researching, writing out informative facts about their region and the importance of environmental safety, and designed scripts for their creative products. Once completed, the students presented their projects to another class within the school.
Completing this artifact helped me to grow my knowledge and expertise surrounding what resources and tools would support best teaching practices for real-world project experiences. To improve the quality of the assignment in the future, I would create and share an exemplary piece to demonstrate the expectations for students. The artifact impacted student learning by allowing them to tap into real-life situations which included identifying plants and animals in the Georgia regions, investigating concerning issues about habitats, and justifying ways that people in the community can help protect them. The project was assessed by the successfulness of the presentation to the audience and through grade level common assessments.
Reflection:
To demonstrate my ability to model and facilitate the use of digital tools and resources to engage students in an authentic learning experience, I developed the Engaged Learning Project. For this project, third grade students participated in taking on the role of environmental scientists by exploring, investigating, and reporting on the various plants and animals that live within Georgia’s geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau). They were instructed to use the knowledge they gained throughout the lesson to evaluate ways in which they can protect habitats and identify issues that affect wildlife. The presentation of their findings was shared to an audience using Sway and iMovie (creating a commercial about how to protect habitats). I researched different resources such as GPB Virtual Field Trips, that could be used to enhance learning throughout the project.
The Engaged Learning Project involves the modeling and facilitating of digital tools and resources to engage students in authentic learning experiences. During the project I modeled how to effectively research and locate valuable sources on the internet and how to use digital tools such as iMovie to create a presentation. I facilitated the use of digital tools and resources by supporting my students during the process and serving as a coach guiding them on the proper path needed for success during their learning experience. This project enabled an authentic learning experience creating a learner-centered project where the student was able to master content in their own way through integration of Science, Math, English Language Arts, and Visual Arts. They practiced researching, writing out informative facts about their region and the importance of environmental safety, and designed scripts for their creative products. Once completed, the students presented their projects to another class within the school.
Completing this artifact helped me to grow my knowledge and expertise surrounding what resources and tools would support best teaching practices for real-world project experiences. To improve the quality of the assignment in the future, I would create and share an exemplary piece to demonstrate the expectations for students. The artifact impacted student learning by allowing them to tap into real-life situations which included identifying plants and animals in the Georgia regions, investigating concerning issues about habitats, and justifying ways that people in the community can help protect them. The project was assessed by the successfulness of the presentation to the audience and through grade level common assessments.