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. (PSC 2.6/ISTE 2f)
Artifact:
Online OLE Grid Unit Module
Reflection:
The Online OLE Grid Unit Module demonstrates my ability to use best practices to show instructional design using digital tools, resources and technology to effectively use research-based practices such as blended learning in instructional design. This artifact was designed as the framework for a six-week blended-online teaching experience. I was able to use various digital tools and resources in creating this unit. Some of the resources included online discussion forums, videos, textbooks, and interactive activities using a smartboard to solve word problems using multiplication and division within 100 and also solving two-step word problems using the addition and subtraction operations.
In this unit plan, I modeled and facilitated effective use of research-based best practices in instructional design by incorporating digital tools and resources that supported curricular goals and that were academically appropriate. To effectively instruct, I broke the material down into smaller modules. By taking this step, students were able to learn new material without having to cram so much information at once. They were given time to actually practice mastering the material and I was able to offer support as needed. The amount of support that the students required was based on formative assessments such as quizzes, exit tickets, Think-Pair-Share and discussion postings. I enjoyed the role of guiding and scaffolding students through challenging tasks as well as asking questions frequently to evaluate student learning.
While developing this artifact, there were several things that helped me strengthen my knowledge of instruction and technology use. First, I learned the importance of choosing digital tools and resources that would support the curriculum goals set by the Georgia Standards of Excellence. I was intentional about assessing each part of the unit plan as it was developed and revised instruction whenever necessary. Furthermore, I learned to integrate digital tools and resources that were readily available by evaluating technology tools and ensuring that links and external sources were working properly. I also learned that by collaborating with other teachers I could receive different perspectives on ways in which students learned and also how to address their challenges. This enabled me to provide a plan of meeting those needs for all students in this blended-online learning experience. If I could change anything to improve the quality of this artifact, I would research a few more valuable content resources as an extension for enhancing student learning.
By creating this artifact, it helped faculty development as I was able to show other teachers how to create a blended online learning environment. This artifact also impacted student learning because the students were able to experience what a blended learning environment looked like and was able to learn content in a different way. Student learning can be evaluated by the students’ final product at the end of the lesson. The Unit Plan can be assessed by the evaluation at the end of the unit.
Reflection:
The Online OLE Grid Unit Module demonstrates my ability to use best practices to show instructional design using digital tools, resources and technology to effectively use research-based practices such as blended learning in instructional design. This artifact was designed as the framework for a six-week blended-online teaching experience. I was able to use various digital tools and resources in creating this unit. Some of the resources included online discussion forums, videos, textbooks, and interactive activities using a smartboard to solve word problems using multiplication and division within 100 and also solving two-step word problems using the addition and subtraction operations.
In this unit plan, I modeled and facilitated effective use of research-based best practices in instructional design by incorporating digital tools and resources that supported curricular goals and that were academically appropriate. To effectively instruct, I broke the material down into smaller modules. By taking this step, students were able to learn new material without having to cram so much information at once. They were given time to actually practice mastering the material and I was able to offer support as needed. The amount of support that the students required was based on formative assessments such as quizzes, exit tickets, Think-Pair-Share and discussion postings. I enjoyed the role of guiding and scaffolding students through challenging tasks as well as asking questions frequently to evaluate student learning.
While developing this artifact, there were several things that helped me strengthen my knowledge of instruction and technology use. First, I learned the importance of choosing digital tools and resources that would support the curriculum goals set by the Georgia Standards of Excellence. I was intentional about assessing each part of the unit plan as it was developed and revised instruction whenever necessary. Furthermore, I learned to integrate digital tools and resources that were readily available by evaluating technology tools and ensuring that links and external sources were working properly. I also learned that by collaborating with other teachers I could receive different perspectives on ways in which students learned and also how to address their challenges. This enabled me to provide a plan of meeting those needs for all students in this blended-online learning experience. If I could change anything to improve the quality of this artifact, I would research a few more valuable content resources as an extension for enhancing student learning.
By creating this artifact, it helped faculty development as I was able to show other teachers how to create a blended online learning environment. This artifact also impacted student learning because the students were able to experience what a blended learning environment looked like and was able to learn content in a different way. Student learning can be evaluated by the students’ final product at the end of the lesson. The Unit Plan can be assessed by the evaluation at the end of the unit.