Service Learningms. Schrader's Teaching Portfolio

  



I believe that teaching and educating is one of the most important jobs in today's world; Teachers are raising the next generation. Educators often times have a huge influence on their students, and I want to be a good role model for my pupils. “Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility. Standard 1: Learner Development focuses on the importance of all teachers knowing and understanding the process of learning and how a learner’s development makes an impact on the acquisition of. This is the fifth story in an occasional series that will examine trends in assessment. In aiming to measure the richness of good teaching, the National Board for Professional Teaching Standards.

  1. Service Learningms. Schrader's Teaching Portfolio Assessment
  2. Service Learningms. Schrader's Teaching Portfolios
  3. Service Learningms. Schrader's Teaching Portfolio Allocation
  4. Service Learningms. Schrader's Teaching Portfolio Login

Service Learningms. Schrader's Teaching Portfolio Assessment

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Throughout the entire project I was in constant contact with my teacher, asking him for feedback on what I was creating for him. Based off his comments to what I was creating, I changed the format of my final deliverable. Instead of breaking the components of the project up, he wanted me to put it in a PowerPoint so he could access all of the content more easily. I also changed the format of the scavenger hunt that I created based on making it more compatible to his classroom. I made the scavenger a pdf. so he could have the option of printing it out and sharing with the students. From this project I learned that it is not as difficult to integrate technology into the classroom as I previously thought. My teacher is not comfortable using technology at all, so I had to find ways to still integrate technology without it being too difficult for him to understand. It was not difficult to find technological resources that were easy to use and implement into the classroom.
The main objective of W200 is that students will be able to analyze technological resources that can be integrated into the classroom. This project helped me accomplish this objective because I had to research multiple technological tools that could accomplish the learning objectives and tasks that I created. I had to analyze which one was best suited to complete not only the task, but also what was best to promote optimal student learning. After researching and analyzing these tools, I had to select the best one and justify my reasoning for selecting that particular resource. This made me critically think and analyze all of the resources in order to make sure that my selection truly was the best one. Prior to this project, I was a firm believer that technology could not be integrated into a History classroom. After the completion of this project I know now that, that is not the case. It was surprising to me how many different tools were designed specifically for Social Studies. I am very optimistic now that I will be able to integrate technology successfully into my future classroom because I know that there are so many options out there.
Although I became more confident in integrating technology into my future classroom, I did face some difficulty throughout this project. The main difficulty was finding resources that would be suitable for my teacher. He mainly lectures during class, and is not comfortable with technology so it so difficult to be able to find resources that would work for him. To solve this dilemma I just talked to him more about what he felt comfortable using. I would send him different tools that I found explaining how they worked, and then he would tell me which ones he would feel comfortable using. This was the main difficulty that I had to overcome throughout this project. I am incredibly proud of the end result of this project, but if I could make changes to it I would. The main change that I would make is to make the scavenger hunt more interactive. I would discuss more with Mr. Moulton about the possibility of incorporating the online scavenger hunt along with an actual one as well around the classroom or school. I would have had Mr. Moulton send me their books, and I would have made clues from the information in their books that they could have looked for. I believe that this would have increased their learning of the information.

Service Learningms. Schrader's Teaching Portfolios

I really enjoyed the Service Learning Project, but if I had to change one thing it would be to space out when the assignments were do. I found it hard at times to keep up with the Class Preps, Teacher Website, E-Portfolio, and the Service Learning Project. It would have been nice to focus solely on this project without having to worry about turning in other assignments. With that being said, I know that we have a lot of information to cover in the semester so it is hard to not have other assignments to do. Other than that though I really enjoyed this project and the way it was structured.

Thirteen weeks and a plethora of knowledge has worked its way into the file folders of my mind.

I set out this past May to start to apply some of what I had learned so far in UBC’s MET program and to fill in some of the gaps that then felt like abysmal vacuums of knowledge and know-how. And so, through ETEC 565, perfectly combined with ETEC 532 for my purposes, I have. In May, I set out some personal learning objectives for this summer. I have attained some of them, and those I am yet missing I now feel competent enough to learn on my own when the time comes. Work accomplished through these past two courses have scaffolded me to a place of improved comfort. I am not yet on my laurels, nor will I be for some time (and that’s a good thing), but rather I rest at that happily-motivated-to-go-on-having-tackled-the-first-big-mountain-and-feeling-like-I-will-actually-make-it-to-the-top place.

Reflection on Goals

I have now not only learned what Moodle is, but I have created a course in MET’s Moodle. The design is a blended approach to enhance and extend the learning from my face-to-face (f2f) classes. I am quite happy with what I designed, but I can see a shift from the balance I originally expected. My students will be writing quite a bit online, which fits with what I want, and I think this will have a positive effect on our f2f time, allowing us to be more interactive rather than needing to sit down to write quietly quite as often. I am now capable of using html tags. I remain limited in how many I know, but reading html is not as intimidating and I have dappled in and used with reasonable proficiency some of the more common tags, including those for linking. I have been able to trouble-shoot by reading code. Blogging and online discussion forums are tools I am now excited to use in my teaching, instead of hesitant and anxious. Wikis and online tests and quizzes, I think I can handle them from an instructional standpoint. I have created a digital story on Roxio’sPhotoShow and cartoons on Toondoo. I have been able to embed them in my course site.

But I’m not done yet. I have not integrated let alone learn more about online whiteboards – an exciting tool I saw on another MET student’s teaching site back in my first semester – and I have not yet learned much about alternate LMSs. I have dappled in the Vista sandbox that was set up for us and learned a bit about Desire2Learn (D2L). There are some in my district who are interested in D2L and Moodle, so I have hope these will soon be active and available in my context – perhaps with assistance from my proposal, also written within the context of ETEC 565. I have learned that the tools are seemingly endless, but I have also learned how to better evaluate them, choosing wisely which will be most appropriate for my students’ needs.

The Toolkit

Portfolio

Thank you, John, for the toolkit!

Whereas I could have posted endlessly to our discussion forum, “Does anyone know how to…” and “Can anyone tell me…,” or spent so much time on Google as to invest in shares, the toolkit allowed me to work through the foreign until it became friend – a friend I could then call upon when times were rough. This is one site I will bookmark outside of Vista BB.

I am most familiar with the LMS and HTML-authoring/Web-design toolkits. These were integral to setting me in the right direction. The m-learning box was interesting when it came time to take advantage of online learning’s online benefits and travel. I learned my mobile limitations (m-limitations?) beforehand and was able to plan accordingly. Multimedia and authoring tools was probably next most relied-upon, with wikis, social media and blogs being more familiar from the outset. Synchronous tools sat on the line of familiar and unfamiliar, with Wimba being the new biggie for my own repertoire. Already a Skype lover, it was great to get into Wimba both in the toolkit and in our class sessions to broaden that horizon. Elluminate, I have on my summer reading list, with regrets for not having investigated it much as of yet. Many fellow METers seem to see good benefit in Elluminate, so I will have to visit soon.

The Overall – ETEC 565

I am so glad, and fortunate, to have chosen to take ETEC 565 at this stage of my MET experience. I was feeling scarce in the technological skills department of my educational technology adventure. ETEC 565 has pushed me off the edge of the pool into deep water… but not without first teaching me the principles of treading water and then swimming.

Service Learningms. Schrader

As with each of my MET courses, I have met great colleagues who have taught me much as well. If ever I find in the research a finding that suggests discussion forums are less than beneficial, I will be sure to scrutinize the study for error in application, for the collaboration and community of knowledge that comes through this not only phenomenal, but motivating, motivating to challenge myself further, to consistently do my best, to participate and contribute, making both personal and academic connections to people, text, and teaching contexts.

Next Steps

And so I leave ETEC 565feeling enabled. I have not completed everything, but then, I’m only 4 courses in. 6 to go. And then – no, not “and then.” And now, having enough to begin to feel both confident and competent, I can begin to adjust my practice to reflect 21st Century teaching, appropriate to the Net-generation (Tapscott, 2004), and as I move along, I will continue to add to my repertoire, adjust my practice as my pedagogy is influenced by the power of technology in education.

Service Learningms. Schrader's Teaching Portfolio Allocation

Reference

Service Learningms. Schrader's Teaching Portfolio Login

Tapscott, D. (2004). The net generation and the school. Custom Course Materials ETEC 532. (Reprinted from Milken Family Foundation.)http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=109.