Individualized Education Plan (IEP)
The purpose of this assignment is to familiarize content teachers with an aspect of technology that they are unfamiliar with and develop education goals that enable them to incorporate this new technology in the classroom. From my experience, it is rare to use new technology in the science classroom but that doesn’t mean that it isn’t practical or possible. I think a lot of science teachers get stuck in the teacher-centered style of lecture and notes because it is familiar to them. Rote memorization and lecture certainly have their place in learning complex subjects but that doesn’t mean technology doesn’t have its place in the science classroom as well.
In our education seminar I learned that collaborative peer-to-peer learning can be much more successful than traditional direct instruction. One of my goals as a science content teacher is to incorporate collaborative learning techniques into my classroom. To do this, I took some ideas from our educational technology professor, Jason Ohler, and set out to build a video library of student videos about concepts that would be covered in class. However, after some extensive research I discovered that there are few educational videos geared towards students that were also produced by students. So instead, I have collaborated a list of excellent science video sources that are age appropriate for my class and entertaining. I will use these videos as examples of what I’d like my students to produce. My idea is to create my own student video library that I can then use for future classes and possibly publish on websites with the appropriate authorizations.
As a form of review, I would have each class divide themselves into small groups and choose a topic from the unit that they will be tested on. Each group is then to create a short iMovie/MovieMaker or GarageBand production about their topic, using the videos I showed them as examples. Each group must follow the rubric provided, present their production to the class, and then complete a self and group reflection that I will review with them personally upon completion of the assignment. Each class will then vote on the best production and these videos will be saved for future use. I would also like to host a classroom discussion about the assignment and outline what they learned and what they think should be changed.
Over time, a sizeable learning library could be developed that students could accesses at any time for their reference or for reference of other students if these videos were published on an educational video website. This assignment allows students the opportunity to demonstrate their mastery of a subject using technological skills at the highest level of Bloom’s taxonomy which helps commit what they have learned to long term memory. It also enables them to learn and/or practice technological skills which will be useful for future endeavors.
The purpose of this assignment is to familiarize content teachers with an aspect of technology that they are unfamiliar with and develop education goals that enable them to incorporate this new technology in the classroom. From my experience, it is rare to use new technology in the science classroom but that doesn’t mean that it isn’t practical or possible. I think a lot of science teachers get stuck in the teacher-centered style of lecture and notes because it is familiar to them. Rote memorization and lecture certainly have their place in learning complex subjects but that doesn’t mean technology doesn’t have its place in the science classroom as well.
In our education seminar I learned that collaborative peer-to-peer learning can be much more successful than traditional direct instruction. One of my goals as a science content teacher is to incorporate collaborative learning techniques into my classroom. To do this, I took some ideas from our educational technology professor, Jason Ohler, and set out to build a video library of student videos about concepts that would be covered in class. However, after some extensive research I discovered that there are few educational videos geared towards students that were also produced by students. So instead, I have collaborated a list of excellent science video sources that are age appropriate for my class and entertaining. I will use these videos as examples of what I’d like my students to produce. My idea is to create my own student video library that I can then use for future classes and possibly publish on websites with the appropriate authorizations.
As a form of review, I would have each class divide themselves into small groups and choose a topic from the unit that they will be tested on. Each group is then to create a short iMovie/MovieMaker or GarageBand production about their topic, using the videos I showed them as examples. Each group must follow the rubric provided, present their production to the class, and then complete a self and group reflection that I will review with them personally upon completion of the assignment. Each class will then vote on the best production and these videos will be saved for future use. I would also like to host a classroom discussion about the assignment and outline what they learned and what they think should be changed.
Over time, a sizeable learning library could be developed that students could accesses at any time for their reference or for reference of other students if these videos were published on an educational video website. This assignment allows students the opportunity to demonstrate their mastery of a subject using technological skills at the highest level of Bloom’s taxonomy which helps commit what they have learned to long term memory. It also enables them to learn and/or practice technological skills which will be useful for future endeavors.