Self-Directed Learner Evidence
Edmodo
Rationale:
Edmodo is a secure social networking site where students and teachers are able to work collaboratively using Web 2.0 tools. This site can be utilized during class, outside of class, individually or as a group. Personally I have used it professionally with my graduate level colleagues and professors to discuss a multitude of topics. I have fond it a very reliable and easy way to discuss and deliberate about topics which generate an even more robust conversation when all are present in class. Prior to working with AUSL I had the opportunity to work internationally with my own students and students from China, Russia, Slovenia, Sierra Leon, and Canada on an iEARN Edmodo collaboration project. This furthered my practice by making me aware of others ideas and expanding my own thoughts on how I can incorporate technology into learning.
Rationale:
Exposing yourself to new waves in education and staying on top of where our world is going is vital. I have found an easy way to stay in touch with educational news, locally, nationally, and worldwide, as well as new ideas is through the social media website, Twitter. Furthermore this has allowed me to connect with other colleagues I formerly worked with and connected me to great resources using the internet. Recently, I found an article on student motivation via Twitter. I then shared it and discussed with a small group during one of our graduate courses. After discussion, we all decided to implement some of the suggestions from the article, like saying "I notice...." instead "I love how..." and see if there was an affect apt students are to self-motivate. Though I did not collect hard data, I did notice that there was an increase in student awareness of learning.
Classroom Dojo
Rationale:
Keeping track of behavior has always been something I have consistently been trying to improve. After attending a conference with my cooperating teacher from student teaching I discovered the website and app Classroom Dojo. This app can be utilized via desktop or iPad, it is customizable to your own class. You can reward students for specific tasks, for example lining up at a level 0, or record if they made an infraction, for example didn't turn in homework. The website offers graphs and printables which are perfect for conferences and tracking student behavior in your portfolios. Moving forward I see myself using this in the classroom and during transitions next year. It is a very convenient and concrete way to track student behavior, both positive and negative.
Developing Literacy Practices
Rationale:
Utilizing knowledge that we are expanding on in our graduate courses has been a large focus of my Residency year. In a class based on student literacy I developed practices that I formerly was unaware of. The importance of a consistent word wall, an organized space for students to read, and constant monitoring or progress are all key in my development as an educator. Throughout this year I have been able to actively expand on my guided reading practices alongside my colleagues at both my Training Site as well as my Turnaround Visit. Through practice and observation of fellow teachers instructing reading practices, I am looking forward to using my new found knowledge in my first year as a teacher of record. This will not only benefit me as an educator but my students as learners.
Technology Pedagogical Content Knowledge
Rationale:
TPACK blends technology, pedagogy, and content knowledge by emphasizing integrating the three together. In our modern society it is easy to "abuse" technology in the classroom. However, TPACK has taught me about effective technology integration through Understanding By Design lesson planning and research. More importantly, in conjunction with a graduate level technology class, I have been able to use resources such as Voice Thread and XtraNormal to create interesting and rich material for my classroom and my students that can be used again and again.
