Standard I
Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Reflection
Standard I shows that the job of the teacher is changing. Traditionally, teachers serve as the givers of information, however, Standard I promotes the role of facilitator. Instead of a teacher telling the students, he or she engages the students. The 21st century learner will require skills such as collaboration, digital literacy, critical thinking, and problem-solving; these skills cannot be developed by passively listening to a teacher’s lecture. Standard I calls for creative thinking and student reflection through the use of technology. I have used several technologies in this program that meet the criteria for this standard.
Artifact 1: I was tasked with creating an informational document using Google Docs to be shared with my peers. The goal of the project was to allow each group member to contribute and edit the document to make it more appealing. I chose this as an artifact for Standard I because it can be used as a collaborative tool which engages the students. Each student is given the opportunity to participate in the creation of a document which supports innovative thinking.
Artifact 2: Scoop.it is a platform that allows the user to organize web content in a meaningful way. By using Scoop.it I was able to gather current events and news regarding the topic of my course and publish them to one page. Scoop.it provides students with an efficient way to find relevant content on the web. This technology meets Standard I because it advances student learning by engaging them in exploring real-world issues.
Artifact 3: Spicynodes is a system that provides the user with a method of breaking down complex information into an interactive nodemap. Spicynodes presents material in a visually appealing manner which captures the imagination. I created a Spicynodes as a presentation on the Situated Learning Theory. I was able to share text and images to enrich the content of my presentation. Students can benefit from Spicynodes by creating their own nodemaps and integrating media that they are familiar with such as images, videos, and music. Spicynodes meets Standard I by facilitating creativity and inventiveness.
Click the icons below to access the artifacts that support this standard.
Artifact 1: I was tasked with creating an informational document using Google Docs to be shared with my peers. The goal of the project was to allow each group member to contribute and edit the document to make it more appealing. I chose this as an artifact for Standard I because it can be used as a collaborative tool which engages the students. Each student is given the opportunity to participate in the creation of a document which supports innovative thinking.
Artifact 2: Scoop.it is a platform that allows the user to organize web content in a meaningful way. By using Scoop.it I was able to gather current events and news regarding the topic of my course and publish them to one page. Scoop.it provides students with an efficient way to find relevant content on the web. This technology meets Standard I because it advances student learning by engaging them in exploring real-world issues.
Artifact 3: Spicynodes is a system that provides the user with a method of breaking down complex information into an interactive nodemap. Spicynodes presents material in a visually appealing manner which captures the imagination. I created a Spicynodes as a presentation on the Situated Learning Theory. I was able to share text and images to enrich the content of my presentation. Students can benefit from Spicynodes by creating their own nodemaps and integrating media that they are familiar with such as images, videos, and music. Spicynodes meets Standard I by facilitating creativity and inventiveness.
Click the icons below to access the artifacts that support this standard.
Future learning goals
The artifacts that I chose to demonstrate Standard I will prove invaluable in the high school classroom. Google Docs allows students to work together even if they never physically meet. I know that I will use this tool in my planning because it allows for collaboration even after the class bell has rung. When assigned projects students are often unaware of how to responsibly research on the Internet. By using Scoop.it I can provide resources that can be used to effectively gather information from reliable sources. Spicynodes is not only a great tool for me to use as a teacher when presenting new content, but it is also a tool to be used by students to show their creativity. I know that I will introduce Spicynodes to my students as an alternative to the traditional presentation.
Copyright © 2015 Barrett Taylor. Last updated November 6, 2015. All rights reserved. Reproduction in whole or in part in any form or medium without express written permission of Barrett Taylor is prohibited.