Personal Reflection for Instructional Design Project

 for LME 535 Survey of Educational Technology Practices

Name:         Jeremy Shultz                                                                                Date: 21 November 16

  1. Reflect on possibilities for your own professional development based on what you learned in this course and in designing this lesson.  Discuss at least two areas of your professional competence that should be a focus for further training for you. At least one area for your professional development should relate to teaching with CReaTE.

T: I plan to learn more about integrating technology into the classroom. I currently have my Level 1 Google certification and have plans for obtaining my Level 2. I do not want to just show the students the technologies available, but to teach them how to use them appropriately and effectively. I attend several PD’s each school year that are technology centered and have helped me to bring more technology integration into the classroom, but it’s always evolving.

R: I will also continue pursuing my Master's Degree in Teacher Leadership with a technology certification. The concepts gained during my course work will allow me to effectively collaborate with my colleagues and move my school and community into a new direction with technology integration at the helm.

  1. What suggestions would you have to improve this class? What was most helpful to improve your teaching? What was least helpful to improve your teaching?

To improve the class, I feel there needs to be an incorporation of current, relevant, web based platforms. A large majority of school districts have moved into the world of Google by becoming GAFE districts. The Google G-Suite of tools offers the opportunity to incorporate technology into the classroom at no cost, but there is no real mention or use. All documents have to be created using MS Word which is problematic for students who choose to use MAC or Google software. If the class/university moved in the same direction as the local school districts, sharing and collaboration would be simplified.

The most helpful (and most difficult) portion of the class that will improve my teaching was the rubric design process for the IDP. I have struggled creating rubrics and the rubrics I have created have been mediocre at best. Recently, I used the information gained to create a rubric for an assessment. I explained the rubric and allowed the students to self-grade using the rubric when they completed their assessment. The test had the highest scores this year on one of the more difficult task.

The least helpful was the blog site. I feel the blog site was irrelevant to the classroom. It was used to upload our written papers, which could have been done on Blackboard and it did not fit the typical definition of a blog. The blog site did nothing to enhance my abilities to teach within the classroom.

Blog -a regularly updated website or web page, typically one run by an individual or small group, that is written in an informal or conversational style.

  1. Discuss how you considered the diversity of pupils in planning this unit. Diversity can include special populations, ELL, different learning styles, ethnic differences, gender, economic differences, etc.

The students in my classes come from low socioeconomic households. Fast food is often considered a luxury item for them. I also have students that are below grade level with 7 or more IEP’s in each class. To accommodate the different learning styles or abilities, the assignment would have to be altered and based on the student's abilities. Timelines would have to be extended and grading for specific individuals would have to be lenient.  

  1. Discuss your role in this lesson. Would you be the classroom teacher, library media specialist, TRT (technology resource teacher), or other? Discuss how you would collaborate with other professionals in teaching this lesson. Discuss your role in terms of the CReaTE framework.

For the lesson, I would be the classroom teacher. My collaborative efforts would include professionals inside and outside of the school district. I would arrange for multiple restaurant professionals to come to the classroom and discuss the nutritional value of their respective restaurants. I would also invite the district Food Service Coordinator to come and discuss the nutritional value of the school menu items. A debate between the two entities may be an option also.

Although I am the classroom teacher, I would be in an advisory position. Ask questions that would push students to generate higher level thinking questions for the subject matter professionals.. Assist with any technical issues that may surface during the presentation design process and help with the collaborative process between students and professionals.

  1. Select two disposition statements for the course (page 2 of the syllabus) and discuss how you could demonstrate those positive dispositions in teaching this lesson. Copy each disposition statement and discuss it below

h. Values collaboration: Actively seeks out and incorporates ideas of others. Willingly works with others to improve the overall environment. Regularly shares information and ideas.

I always seek out assistance and ideas from other educators. My individual idea may be good, but with the input from other educators, a good idea becomes a great idea. To explain the collaborative process, students could observe teachers collaborating to see how powerful collaboration can be. Students could be more successful if they work together and share their ideas and information. The distinction between collaboration and copying must be discussed also.

a. Values learning: Attendance Consistently attends class and is on time. Usually notifies instructor in advance and arranges to meet instructor following a missed class. Usually gives a reason for a planned absence.

In order for students to understand the assignment, concepts or to be an active part of a group assignment, the student must be present in class. If an absence is required, life does happen, then the student should inform the instructor and group if necessary. Upon return, the student needs to determine what occurred during the absence and make up any missing work - without prompting. The students in my class know that I come to work unless there is an emergency or scheduled absence for professional reasons. On the days I am absent from the classroom, I stay in contact with the substitute and class through email and Google Hangouts. I know what has occurred in my absence and make up for any lost time when I return. The students need to understand the importance of being present and punctual.


Self-Evaluation of Lesson Plan

Highlight the text and change the color for your self-evaluation on each area. (See sample highlighting below. Be sure to remove the blue sample highlighting when you complete this section.) Provide comments and justification for your evaluation in the last column.

1. Indicator Not Met;  Needs Much Improvement; Novice

(0-49%)

2. Indicator Partially Met; Needs Improvement; Apprentice

(50-74%)

3. Indicator Met; Acceptable; Proficient

(75-94%)

4. Exceeds Indicator; Excellent; Distinguished

(95-100%)

YOUR RATINGS AND JUSTIFICATIONS FOR SELF-EVALUATION IN THIS COLUMN

OBJECTIVES (20 points)

  • Objectives unclear whether they are content or technology
  • No evidence of higher level thinking in the Content objective (Analysis, Evaluation, or Create level of Bloom’s)  or incorrect use of verbs or context clues
  • No standards are given or they are not related to the objectives
  • Cites no standards source and date
  • Either content or technology objective is missing
  • Little evidence of higher level thinking in the Content objective (Analysis, Evaluation, or Create level of Bloom’s) by incorrect use of verbs or context clues
  • Gives inappropriate student standards for either or both objectives
  • Cites some but not all standards source and date

  • One content objective and one technology objective
  • Evidence of higher level thinking in the Content objective (Analysis, Evaluation, or Create level of Bloom’s) by correct use of verbs but context clues may not be clear
  • Gives appropriate student standards for both objectives
  • Cites standards source and date

  • One content objective and one technology objective
  • Clear evidence of higher level thinking in the Content objective (Analyze, Evaluate, or Create level of Bloom’s) by correct use of verbs and context clues
  • Gives excellent and appropriate student standards for both objectives
  • Cites standards source and date
  • Accomplishes all of the above on the first attempt

The assignment has both Content and Technology objectives but the proposal had to be resubmitted multiple times before receiving approval.

CONNECTIONS (30 points)

  • Incorrect identification of Revised Bloom’s Taxonomy level and no cognitive process given
  • The lesson plan clearly reflects a CReaTE 1 level or less.
  • No justification for each CReaTE component provides clear supporting examples from the lesson
  • No justification uses statements from the CReaTE framework supporting each component rating
  • No discussion of collaboration with other professional educators; discussion of how you will conduct lesson alone
  • Incorrect identification of Revised Bloom’s Taxonomy level and/or cognitive process or justification
  • The lesson plan clearly reflects a CReaTE 2 level or less.
  • Little justification for each CReaTE component provides clear supporting examples from the lesson
  • Little justification uses statements from the CReaTE framework supporting each component rating
  • H. Description of collaboration in very general terms and does not indicate professional educators you will work with or may describe only cooperation
  • Correct identification of Revised Bloom’s Taxonomy level and cognitive process and justification
  • The lesson plan clearly reflects a CReaTE 3 level or higher.
  • Some justification for each CReaTE component provides clear supporting examples from the lesson
  • Some justification uses statements from the CReaTE framework supporting each component rating
  • H. Description of true collaboration with at least one professional educator when planning, teaching, or assessing pupil performance in this lesson.
  • Correct identification of Revised Bloom’s Taxonomy level and cognitive process and justification
  • The lesson plan clearly reflects a CReaTE 3 level or higher.
  • Comprehensive justification for each CReaTE component provides clear supporting examples from the lesson
  • Comprehensive justification uses statements from the CReaTE framework supporting each component rating
  1. Description of true collaboration with at least one professional educator when planning, teaching, and assessing pupil performance in this lesson.
  • Accomplishes all of the above on the first attempt

All criteria for the Distinguished category have been met.

RESOURCES  (20 points)

  • Only 1-3 print/media/ technology are listed.
  • Few of the instructional documents, worksheets and assessments are listed and files are included in the Appendix
  • Very short description telling how resources are used in the lesson or incomplete sentences.
  • Not all specific print/media/ technology is listed. Some obvious items are left out or discussed in very general terms.
  • Not all  instructional documents, worksheets and assessments are listed and some files are included in the Appendix.
  • Very short description telling how resources are used in the lesson or incomplete sentences.
  • All specific print/media/ technology is listed.
  • All instructional documents, worksheets and assessments are listed and files are included in the Appendix.
  • 1 sentence description telling how resources are used in the lesson.
  • No additional technologies are used to enhance instruction.
  • All specific print/media/ technology is listed.
  • All instructional documents, worksheets and assessments are listed.
  • 2-3 sentence description for each resource telling how this resource is used in the lesson.
  • 1-2 additional technologies are used to enhance instruction.
  • Accomplishes all of the above on the first attempt

All specific media and technology used is listed. Only one sentence was used to describe how the technologies/resources were used in the lesson.

ASSESSMENT,

 (30 points)

ASSESSMENT 

  • Assessment scoring rubrics do not address either objective.  
  • Scoring rubrics do not have four levels and they may not quantify and qualify criteria at each level.
  • No alignment among assessment, instruction, and each objective

ASSESSMENT 

  • Assessment scoring rubrics do not address both objectives.  
  • Scoring rubrics do not have four levels or they may not quantify and qualify criteria at each level.
  • Alignment among assessment, instruction, and each objective is not evident

ASSESSMENT 

  • Assessment scoring rubrics address both objectives.  
  • Scoring rubrics have four levels and quantify and qualify criteria at each level.
  • Alignment among assessment, instruction, and each objective is evident

ASSESSMENT 

  • Assessment scoring rubrics are creative and clearly address both objectives and learning characteristics of pupils.  
  • Scoring rubrics have four levels and clearly quantify and qualify criteria at each level.
  • Direct alignment and correlation among assessment, instruction, and each objective
  • Accomplishes all of the above on the first attempt

The IDP proposal was not accomplished on the first (or second) attempt. I struggled creating the rubric and received assistance from the course instructor. However, all Proficient criteria has been met.

INSTRUCTION or Student Directions (30 points)

  • Directions do not address student level and is not accurate content for both learning objectives.
  • Instructional activities do not connect objectives, assessment, age/ability level, identified standards, identified CReaTE levels.
  • Directions do not provide any evidence of pupils using higher level thinking (Analyze, Evaluate, or Create) with the CONTENT.
  • Pupils do not create a technology product.
  • Directions do not clearly address student level and is not accurate content for one of the learning objectives.
  • Instructional activities poorly connect objectives, assessment, age/ability level, identified standards, identified CReaTE levels.
  • Directions do not provide clear evidence of pupils using higher level thinking (Analyze, Evaluate, or Create) with the CONTENT.
  • Pupils create a technology product that does not meet lesson requirements.

  • Detailed directions that address student level and accurate content for both learning objectives.
  • Instructional activities connect objectives, assessment, age/ability level, identified standards, identified CReaTE levels.
  • Directions provide evidence of pupils using higher level thinking (Analyze, Evaluate, or Create) with the CONTENT.
  • Pupils have the opportunity to create one technology product that meets lesson requirements.

  • Detailed creative directions that clearly address student level and accurate content for both learning objectives.
  • Instructional activities clearly connect objectives, assessment, age/ability level, identified standards, identified CReaTE levels.
  • Directions provide clear evidence of pupils using higher level thinking (Analyze, Evaluate, or Create) with the CONTENT.
  • Pupils have the opportunity to create 1-2 technology products that meet or exceed lesson requirements.
  • Accomplishes all of the above on the first attempt

All criteria for Distinguished have been met. Students have the opportunity to utilize multiple technology products within the lesson (i.e. Google tools, PollEverywhere, Prezi).

Use of Technology and Sample Student Work

(30 points)

USE OF TECHNOLOGY

  • Pupils use of technology in this lesson is not aligned with 3-4 of the following: objectives, assessment, age/ability level, identified standards, or incorrect CReaTE levels  
  • In this lesson pupils do not create a technology product at all.
  • Your use of word processing features (such as word wrap, use of ruler markers, table management) is very poor with more than 10 mistakes.

SAMPLE STUDENT WORK

  • Creates sample student project that does not meet any of the criteria of both IDP objectives, or projects would score a level 1-2 on your own IDP rubrics, and/or project(s) do not represent the CReaTE levels that you identified in the Context section

USE OF TECHNOLOGY

  • Pupils use of technology in this lesson is not aligned with 1-2 of the following: objectives, assessment, age/ability level, identified standards, or incorrect CReaTE levels  
  • In this lesson pupils do not create a technology product that meets the lesson requirements; i.e., does not use one of the required programs or does not create a required product
  • Your use of word processing features (such as word wrap, use of ruler markers, table management) is poor with 4-10 mistakes.

SAMPLE STUDENT WORK

  • Creates sample student project that meets some of the criteria of both IDP objectives but not all, or projects would score a level 2 on your own IDP rubrics, or project(s) do not represent the CReaTE levels that you identified in the Context section

USE OF TECHNOLOGY

  • Lesson requires pupils use of technology aligned with objectives, assessment, age/ability level, identified standards, correct CReaTE levels 3 with the content
  • Lesson requires pupils create a technology product that meets the lesson requirements.
  • Your use of word processing features (such as word wrap, use of ruler markers, table management) is good with 3 or less mistakes.

SAMPLE STUDENT WORK

  • Creates sample student project that clearly meets the criteria of both IDP objectives, projects would score a level 3 on your own IDP rubrics, Clearly represents the CReaTE levels that you identified in the Context section

USE OF TECHNOLOGY

  • Lesson requires pupils use of technology aligned with objectives, assessment, age/ability level, identified standards, correct CReaTE levels 3 or higher with the Content
  • Lesson requires pupils create a technology product that meets the lesson requirements.
  • Your use of word processing features (such as word wrap, use of ruler markers, table management) is excellent with no mistakes.

SAMPLE STUDENT WORK

  • Creates excellent model student project that clearly meets the criteria of both IDP objectives, projects would score a level 4 on your own IDP rubrics, Clearly represents the CReaTE levels that you identified in the Context section
  • Accomplishes all of the above on the first attempt

All criteria for Distinguished has been met.

Student work sample is a Prezi that is ready to be presented to the school board and scores a Distinguished (4) on the rubric.

REFLECTION AND SELF- EVALUATION (20 points)

  • Names 1-2 general areas in which you need professional development (PD) with no discussion.
  • Names 1-2 consideration for diversity of pupils with no discussion.
  • Identifies 1-2 possible collaboration efforts with other professionals but no  discussion.
  • Lists 1-2 positive dispositions from the syllabus but no discussion.
  • Self-evaluation is incomplete with 6-9 areas in the rubric not rated or 6-9 justifications are missing.
  • Identifies one area in which you need professional development (PD) or discusses two areas in very general terms.
  • Discusses one point of consideration for diversity of pupils or discussion very general.
  • Discusses one point of discussion of possible collaboration with other professionals or discussion is very general.
  • Discusses 1 positive disposition or discussion very general.
  • Self-evaluation is incomplete with 1-5 areas in the rubric not rated and/or 1-5 justifications are missing.
  • Identify 2 areas in which you need professional development (PD). Describe each specific PD you need.
  • Discusses 2 points providing clear, appropriate consideration for diversity of pupils.
  • Discusses 2 points providing discussion of possible collaboration with other professionals
  • Discusses 2 positive dispositions.
  • Completion of self-evaluation with each area in the rubric rated and justification for each rating in last column.
  • Identify 2 or more areas in which you need professional development (PD). Describe each specific PD you need, how and when you could participate in the training, and new skills you will apply to your professional work setting.
  • Discusses 2-3 points providing comprehensive, clear, appropriate consideration for diversity of pupils.
  • Discusses 3 or more points providing comprehensive discussion of possible collaboration with other professionals
  • Discusses 3 or more points providing excellent discussion of positive dispositions.
  • Completion of self-evaluation with each area in the rubric rated and justification for each rating in last column.
  • Accomplishes all of the above on the first attempt

All criteria for Distinguished have been met.

REFERENCES (20 points)

  • Listed at least two references, used APA format with many errors;
  • No annotations or give very little detail of source contents and how source was used in creating lesson
  • Very few citations
  • Provides no reference(s) for standards from Objectives section

  • Listed at least three references, used APA format with some errors; 
  • Annotations give little detail of source contents and how source was used in creating lesson
  • Not all “borrowed” information was cited or incorrect APA format
  • Provides some but not all reference(s) for standards from Objectives section

  • Listed five references, used correct APA format with few errors;
  • Annotations give detail of source contents and how source was used in creating lesson
  • All “borrowed” information cited in correct APA format with 1-2 mistakes
  • Provides reference(s) for standards from Objectives section

  • Listed more than five references, used correct APA format;
  • Annotations give two sentences—one gives the source’s contents and the second tells how the source was used in creating lesson.
  • All “borrowed” information (even pictures) is cited in correct APA format.
  • Provides reference(s) for standards from Objectives section
  • Accomplishes all of the above on the first attempt

There are 5 references listed  on the Reference page but there may be some APA formatting issues.