Standard 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: Iste lesson plan
Reflection:
This was one of my most enjoyable activities. I enjoy teaching social students and utilizing technology in the process. Students enjoyed the WWII Webquest, working in groups of three. My role was to create the Webquest about WWII using the Georgia Standards of Excellence (GSE) to students to complete in small groups. Student engagement was evident so most of the lesson consisted of me having to monitor students and assist with standard questions or technology questions. After completing the activity, students performed well on the summative assessment, but there were a few bumps in the road. The lesson plan was created to meet the WWII social studies standards for fifth graders in the state of Georgia. Based on the research-based best practices in instructional design using the LoTi level of instructional design, this activity would be a level four with the possibility of a level 5 if taken outside the classroom and school and presented to others in the community.
When designed this artifact, I first thought about which topic I would consider in creating a technology lesson plan. Based on the fifth-grade curriculum and timing and reviewing researched-based best practices, I went with WWII. A Webquest was created to guide students through exploring WWII topics aligned with the fifth-grade standards. The Webquest gave students the information on how to complete the task, as well as a rubric that shared how the task will be assessed and what is expected from them. The Webquest also presents a chance for students to use multiple technology practices throughout the task. I modeled the video that introduces Bloxes to the students and facilitated a brief example of the game. The instructional design of this artifact demonstrated how I used to research and best practices for students when designing the Webquest. The Webquest was modeled as well to show students how to navigate through the activity.
After creating this artifact, I realized I enjoyed creating Webquests. When providing the task to the students, their level of engagement increased during the activity. When continuing with the activity in the following years, I would make the groups into pairs instead. I would also add choices for assessments. Other than the Bloxel activity, I would offer other assessment options such as SWAY, Flipgrid, or Scratch.
The work that went into creating this artifact impacted student learning because it gave students a different way of learning and presenting the information. The impact of this activity would present itself through assessments given by teachers and through state assessments.
This was one of my most enjoyable activities. I enjoy teaching social students and utilizing technology in the process. Students enjoyed the WWII Webquest, working in groups of three. My role was to create the Webquest about WWII using the Georgia Standards of Excellence (GSE) to students to complete in small groups. Student engagement was evident so most of the lesson consisted of me having to monitor students and assist with standard questions or technology questions. After completing the activity, students performed well on the summative assessment, but there were a few bumps in the road. The lesson plan was created to meet the WWII social studies standards for fifth graders in the state of Georgia. Based on the research-based best practices in instructional design using the LoTi level of instructional design, this activity would be a level four with the possibility of a level 5 if taken outside the classroom and school and presented to others in the community.
When designed this artifact, I first thought about which topic I would consider in creating a technology lesson plan. Based on the fifth-grade curriculum and timing and reviewing researched-based best practices, I went with WWII. A Webquest was created to guide students through exploring WWII topics aligned with the fifth-grade standards. The Webquest gave students the information on how to complete the task, as well as a rubric that shared how the task will be assessed and what is expected from them. The Webquest also presents a chance for students to use multiple technology practices throughout the task. I modeled the video that introduces Bloxes to the students and facilitated a brief example of the game. The instructional design of this artifact demonstrated how I used to research and best practices for students when designing the Webquest. The Webquest was modeled as well to show students how to navigate through the activity.
After creating this artifact, I realized I enjoyed creating Webquests. When providing the task to the students, their level of engagement increased during the activity. When continuing with the activity in the following years, I would make the groups into pairs instead. I would also add choices for assessments. Other than the Bloxel activity, I would offer other assessment options such as SWAY, Flipgrid, or Scratch.
The work that went into creating this artifact impacted student learning because it gave students a different way of learning and presenting the information. The impact of this activity would present itself through assessments given by teachers and through state assessments.