2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.
Artifact: Engaged Learning Project
Reflection:
This artifact, an engaged learning project, is a student centered, technology driven learning experience designed for second and third grade students. I developed this lesson and related project in the fall of 2011 as a requirement for ITEC 7400. In this project plan, students work collaboratively to plan and develop a field trip aligned to the state learning standards. Students assume the role of a school official as they research and select a historical destination, plan for field trip expenses, and develop itineraries of activities that address the standards.
Standard 2.3 outlines the use of digital tools and resources to engage students in authentic learning experiences. This learning project is designed to allow students to construct new knowledge, deepen their understanding, and demonstrate their learning in an active performance task situation. Student use of technology is a vital component of this learning experience as students use it to gather information and to share their decisions and information. This engaged learning project is designed to be a highly engaging, relevant, and authentic learning experience.
As one of the first projects of my graduate school experience, this was certainly a very meaningful learning experience. This was my first experience writing an extended learning plan driven by technology. As I wrote this lesson, it evolved at a rapid pace with additional components and elements added constantly. I learned that when students have access to technology based resources, the opportunities for the learning experience are drastically increased and enhanced. This was the first time I realized that student usage of technology increased efficiency while simultaneously increasing effectiveness. If given the opportunity to modify this lesson, I would extend the sharing opportunity. Providing students the opportunity to share their project electronically with diverse audiences would certainly enhance the feedback received and extend the learning process.
Without question, this lesson positively impacted student learning. After completing this engaged learning project with my students, their understanding of the social studies content was deep and their motivation level was high. Students also gained a deeper understanding of math concepts (elapsed time, addition, and subtraction) as they applied it in a relevant situation. This lesson was also shared with the second and third grade teams at Hollydale. While several teachers implemented this entire project, multiple components of the lesson were utilized by other teachers. Authentic learning experiences, such as this, impact student learning, school improvement, and professional development.
Reflection:
This artifact, an engaged learning project, is a student centered, technology driven learning experience designed for second and third grade students. I developed this lesson and related project in the fall of 2011 as a requirement for ITEC 7400. In this project plan, students work collaboratively to plan and develop a field trip aligned to the state learning standards. Students assume the role of a school official as they research and select a historical destination, plan for field trip expenses, and develop itineraries of activities that address the standards.
Standard 2.3 outlines the use of digital tools and resources to engage students in authentic learning experiences. This learning project is designed to allow students to construct new knowledge, deepen their understanding, and demonstrate their learning in an active performance task situation. Student use of technology is a vital component of this learning experience as students use it to gather information and to share their decisions and information. This engaged learning project is designed to be a highly engaging, relevant, and authentic learning experience.
As one of the first projects of my graduate school experience, this was certainly a very meaningful learning experience. This was my first experience writing an extended learning plan driven by technology. As I wrote this lesson, it evolved at a rapid pace with additional components and elements added constantly. I learned that when students have access to technology based resources, the opportunities for the learning experience are drastically increased and enhanced. This was the first time I realized that student usage of technology increased efficiency while simultaneously increasing effectiveness. If given the opportunity to modify this lesson, I would extend the sharing opportunity. Providing students the opportunity to share their project electronically with diverse audiences would certainly enhance the feedback received and extend the learning process.
Without question, this lesson positively impacted student learning. After completing this engaged learning project with my students, their understanding of the social studies content was deep and their motivation level was high. Students also gained a deeper understanding of math concepts (elapsed time, addition, and subtraction) as they applied it in a relevant situation. This lesson was also shared with the second and third grade teams at Hollydale. While several teachers implemented this entire project, multiple components of the lesson were utilized by other teachers. Authentic learning experiences, such as this, impact student learning, school improvement, and professional development.