6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact:
Field Experience
Reflection:
I chose the Field Experience from the ITEC 7430 Internet Tools for the Classroom course to demonstrate mastery of 6.3. For this field experience, I worked with an ELL student on effective ways to practice learning map skills. The student’s task was to learn vocabulary terms and explore cardinal directions using online technology tools.
With this artifact, I was able to engage in a field experience where I could synthesize and apply content, professional knowledge, skills, and dispositions for student growth. I identified the importance of being knowledgeable about general instructional practices that could benefit students who were learning to speak English. It was important for me to be familiar with the ISTE standards and understanding how they were used to enhance learning in the classroom. Working with the student showed me that an instructional coach must be able to model and facilitate the implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.
During the field experience, there were three strategies that I focused on. The strategies included: teaching vocabulary, activating background knowledge, and providing opportunities for the student to practice. I modeled and facilitated the design and implementation of technology enhanced learning experiences by utilizing tools such as Smart Exchange and The IRIS Center to support the student in adjusting to content in the learning environment. The student was able to practice differentiation of learning vocabulary with the Social Studies content focusing on cardinal directions by using pictures/flash cards and referring to the word wall in the classroom. She also participated in activities to demonstrate mastery of cardinal direction using Smart Exchange on the smartboard to identify different locations. I used differentiated worksheets and assessments (matching words to pictures, fill in the blank, providing a word bank) from Super Teachers to adjust with student learning. The student’s products were sometimes differentiated because I allowed her to verbally explain her understanding of lessons or limited the amount of required writing, such as only writing a paragraph or two, for a task.
I learned from this field experience that technology facilitation and leadership play a huge role in engaging student learning. It is imperative for the instructional coach to be familiar with different technology components that are age appropriate. Another major thing that I learned was to gain as much knowledge about the student and their academic needs so that learning would be authentic and meaningful to them. To improve this artifact, I would collaborate more with the ESOL teacher to get additional ideas of strategies to support the student’s current WIDA level.
This artifact impacts student learning through engagement of instructional content and the use of technology integration. With this assignment, I was able to gain new strategies of implementing researched -based practices to assist with lessons for an ELL student. I used technology resources to enhance learning by building student’s higher order thinking skills through evaluating, demonstrating, and summarizing content material. Student impact can be assessed through presentation of learned material and the results of the summative assessment.
Reflection:
I chose the Field Experience from the ITEC 7430 Internet Tools for the Classroom course to demonstrate mastery of 6.3. For this field experience, I worked with an ELL student on effective ways to practice learning map skills. The student’s task was to learn vocabulary terms and explore cardinal directions using online technology tools.
With this artifact, I was able to engage in a field experience where I could synthesize and apply content, professional knowledge, skills, and dispositions for student growth. I identified the importance of being knowledgeable about general instructional practices that could benefit students who were learning to speak English. It was important for me to be familiar with the ISTE standards and understanding how they were used to enhance learning in the classroom. Working with the student showed me that an instructional coach must be able to model and facilitate the implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.
During the field experience, there were three strategies that I focused on. The strategies included: teaching vocabulary, activating background knowledge, and providing opportunities for the student to practice. I modeled and facilitated the design and implementation of technology enhanced learning experiences by utilizing tools such as Smart Exchange and The IRIS Center to support the student in adjusting to content in the learning environment. The student was able to practice differentiation of learning vocabulary with the Social Studies content focusing on cardinal directions by using pictures/flash cards and referring to the word wall in the classroom. She also participated in activities to demonstrate mastery of cardinal direction using Smart Exchange on the smartboard to identify different locations. I used differentiated worksheets and assessments (matching words to pictures, fill in the blank, providing a word bank) from Super Teachers to adjust with student learning. The student’s products were sometimes differentiated because I allowed her to verbally explain her understanding of lessons or limited the amount of required writing, such as only writing a paragraph or two, for a task.
I learned from this field experience that technology facilitation and leadership play a huge role in engaging student learning. It is imperative for the instructional coach to be familiar with different technology components that are age appropriate. Another major thing that I learned was to gain as much knowledge about the student and their academic needs so that learning would be authentic and meaningful to them. To improve this artifact, I would collaborate more with the ESOL teacher to get additional ideas of strategies to support the student’s current WIDA level.
This artifact impacts student learning through engagement of instructional content and the use of technology integration. With this assignment, I was able to gain new strategies of implementing researched -based practices to assist with lessons for an ELL student. I used technology resources to enhance learning by building student’s higher order thinking skills through evaluating, demonstrating, and summarizing content material. Student impact can be assessed through presentation of learned material and the results of the summative assessment.