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4.1/4A COLLABORATE W/ COLLEAGUES
Candidates dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (PSC-IT 4.1, ISTE-E 4a)
4.1
This artifact is what my PLC calls the One Stop Shop and it demonstrates my mastery for how I collaborate with others to create authentic learning experiences. I created an editable document using Word Online for each of our units of study. Each document has a table of various lessons, resources, activites, and tools that may want to use for the unit. These are housed in a group I created for our PLC using Office 365. We all have access to and are able to add resources to these documents at any time. I am responsible for sharing 95% of the material linked in the documents.
This artifact demonstrates how I collaborate with colleagues to create authentic learning experiences that leverage technology. Each unit document is editable and shared among all PLC members for everyone to be able to add resources to. There are Nearpod lessons and PowerPoints available. Any Gizmos that support the content are listed and digital lessons from the textbook adoption. We share online review games, neat links, YouTube videos, and other online activities using these documents.
I learned that it helps us all to be organized and to use live links to share documents so changes are immidiately shared to everyone that has access to the link. We used to use the file system in our Office 365 group to collaborate and share resources. We would be discussing a change made in a document that didn't transfer to the seperately uploaded file in our PLC group document. I could improve the quality of this artifact by switching over to a different platform like Wakelet.
This artifact impacted faculty development and student learning by simplyfying the way my PLC collaborates to share resources that create authentic learning experiences that leverage technology. The impact can be assessed by seeing how much my PLC relies on the One Stop Shop when planning. Another PLC in the school uses this method to collaborate now after seeing it.
4.2/4B CO-LEARN & TROUBLESHOOT W/ STUDENTS
Candidates collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (PSC-IT 4.2, ISTEE 4b)
4.2
I am using the experience I had using breakout rooms in Microsoft Teams as the artifact to demonstrate mastery of this standard. The original lesson link is a slideshow I created to present students with directions during the virtual class meeting. Students could see which breakout room they were assigned to go to. I created the peer feedback form as a way for my virtual students to participate in the peer feedback process I utilized with my face to face students.
This artifact demonstrates how I identify, collaborate, and co-learn a new digital tool or resource with students. During the pandemic I had a class of strictly virtual students while the rest were face to face. I wanted to experiment with the use of breakout rooms so I could see if would could split up more to do more group activities and projects like we do in the classroom. I was very open with the students and let them know that I wanted to try something with them that could be very cool, so they were very open to trying it out and learning it along with me. I shared what I was seeing and experiencing and they would do the same.
This artifact demonstrates how I diagnose and troubleshoot technology issues with students. It took a little while to get all of the kids into the correct breakout rooms. There were also issues getting kids to come back to the class meeting when it was time for them to because some wouldn't understand how or what to do. Students would message me through Teams and I was always able to call them back into the correct meeting.
I learned to be very patient and flexible during this work and I learned that some students really want to be helpful and help their fellow classmates. I would improve this artifact by providing visuals or screenshots for what students should click on to get into and out of the breakout rooms to include in my directions.
This impacted faculty development and student learning because I was able to share my experience with other teachers. The impact could be assessed by other teachers trying breakout rooms in their virtual classes. Students also really enjoyed the breakout rooms. They would get a chance to all talk and engage with each other leading to higher achievement.
4.3/4C LOCAL & GLOBAL COLLABORATION
Candidates use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (PSC-IT 4.3, ISTE-E 4c)
4.3
The artifact I am using to demonstrate mastery of this standard is my membership with Kesler Science and Spangler Science. I have linked the Kesler Science website and I have included screenshots of information on Kesler's Private Learning Network that is a private Facebook group. I have also included screenshots of the invitations to Steve Spangler's professional development meetings done through Zoom. Steve Spangler also emails super quick weekly science experiment demonstrations that are very exciting and inspirational.
This artifact demonstrates how I use collaborative tools to engage virtually with experts, teams, and students both locally and globally. My membership gives me access to live professional development meetings provided by Steve Spangler through Zoom. Teachers from all over America join in on the meeting to learn from Steve and each other. Teachers comment and share thoughts, resources, experiences, and ideas during the meeting. I'm able to engage with Chris Kesler and many other middle school science teachers in the Facebook group. We share resources and ideas along with have a good time sharing personal successes.
These virtual experiences provided many authentic, real-world experiences that enhanced learning for my students. I learned about great tools and resources to better teach science concepts to my students. I learned about demonstrations I could do for my students and hands-on activities that they can do for the various topics. These new information all enhanced learning for my students.
I learned that there are a lot of very amazing, helpful, and inspirational educators out there that are very willing to share. All you have to do is ask and it is amazing what you will receive. What I would have done differently is start using my membership sooner. I became overwhelmed with all that was available and I became intimidated, so I didn't get back on and use my membership right away.
This artifact had an impact on school improvement and student learning. Other science teachers also got memberships to Kesler Science because of the tools and resources available. The impact can be assessed in state and school assessments because Kesler Science materials focus on teaching science through engaging literacy skills and hands-on experiments and activities.
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4.4/4D CULTURAL COMPETENCY
Candidates demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. (PSC-IT 4.4, ISTE-E 4d)
4.4
The artifact I have selected to demonstrate my mastery of this standard is the experience I gained by being an award recipient of the International Educators to Japan award. I was sent to Japan along with educators from all over the world. I have linked a document with the program description and information. I have also linked an excerpt from a newspaper in Japan written about me visiting the Paper Cranes in the Children's Peace Monument in Hiroshima. There is also a slideshow of various pictures from the trip and the group of educators that I traveled with for the 16 day trip spent learning about the Japanese culture and school system.
This artifact demonstrates cultural competency when communicating and interacting with students, parents, and colleagues as co-collaborators in student learning. During my time in Japan, we were taught about the Japanese culture and education system. We spent several days in several different schools to see what their learning environments were like and how the lessons were taught. We met and spoke with educators and administrators to compare and contrast everything about the different education systems. We were also split up and made to stay on our own with a Japanese host family for three days and two nights. I was very fortunate to do this very early in my educational career. It was a very eye opening experience that taught me to be very aware and respectful of cultural differences. I try to be aware of my students' cultures in order to be aware of how to best treat them and their families with respect when trying to communicate and build a relationship with them.
I learned that different cultures use different symbols in school to mark if something is correct or incorrect. These are not universal symbols! In Japan, a check mark is equivalent to an x mark and a circle is used to mark something correct. I would love to improve this artifact and my knowledge by being able to repeat the experience in other countries to better learn and understand other cultures.
This artifact impacted student learning by creating an environment where students feel seen, heard, and safe to be who they are. The cultural competency I display when interacting with students allows them to feel safe to be able to take risks and learn to their fullest potential with me. The impact can be assessed through the various relationships I am able to easily develop with my students due to how open, accepting, and knowledgeable I am.
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