My course is designed for 7th and 8th-grade members of the Student Technology Teams, as outlined in my innovation plan🔗. The aim of the course is to enhance the students' understanding of technology integration in the classroom, develop their leadership skills, and create effective processes for introducing new students. These modules provide a clear outline of the onboarding process for the student technology team.
BHAG and Aligning Assessment, Activities, and Outcomes
According L. Dee Fink (2003), many educators have little training in instructional design, therefore, they are limited in their ability to design courses that include include ideas such as active learning, significant learning, and educative assessment. In preparation of my implementing my Innovation Plan, I have used three worksheets from Fink’s’ Self-Directed Guide to Designing Courses for Significant Learning to rethink my initial innovation plan. Instead of just “collecting dots”, I am able to take a more holistic view of my plan by considering broader, more meaningful, and the lasting impacts of the Student Technology Teams (Harapnuik, 2015, Godin, 2012). I was able to outline the learning environment, address situational factors, and articulate significant learning goals for the team. The undertaking this process has enabled my to articulate my plan to my fellow educators, stakeholders, and future technology team members.
My Big Harry Audacious Goal (BHAG) for the course is to create a Student Technology Team to help teachers and students at my school successfully (and hopefully painlessly) integrate technology in the classroom so that students can have more choice and authenticity in their assessments for learning. I hope that one day this could lead to more technology courses, Code.org’s CS Discoveries. Through these additional technology courses, I hope to encourage a greater diversity of students taking computer science at high school and college levels in the future.
Call to Action
Link to Canva Presentation
Link to Canva Presentation Speaker Notes
The need for effective professional learning (PL) has never been more significant in the ever-evolving landscape of education. It is no secret that student success hinges on an educator's expertise and growth. However, traditional professional development or “sit and get” models have often fallen short, failing to produce the desired impact on teacher practice and student outcomes (TNTP, 2015).
Recent studies have shed light on the shortcomings of traditional professional development approaches. With their limited duration and superficial impact, “sit and get” PL fails to facilitate meaningful change in teacher practice and student achievement. The implementation dip, where new skills are initially awkward and require practice to master, often leads to frustration and potential abandonment of innovative teaching methods. (TNTP, 2015) However, there is hope on the horizon. Research and innovative practices are shining a light on new approaches to professional learning, that empowers teachers, prioritize student learning, and creates a culture of continuous improvement (Gulamhussein, 2013).
Planning Professional Learning
Based on UbD 🔗(McTighe, n.d.) and Fink's Three Column Templates 🔗(n.d.), the instructional design approach is realized in the course modules through careful alignment of goals, assessments, and learning activities.
Course Overview
See courses overview for timeline, links to videos, assignments and resources.
5 Key Principles of Effective PL
Back in 2013, Allison Gulamhussein and the Center of Public Education released a report called "Teaching the Teachers: Effective Professional Development in the Era of High Stakes Accountability." The report outlines ways for school leaders to offer professional learning opportunities that are both effective and meaningful. While my course is aimed at 7th and 8th-grade members of the Student Technology Team, I have incorporated Gulamhussein's (2013) guiding principle in designing the course.
Duration
The Student Technology Team onboarding course is currently planned for nine weeks after students are able to choose an Advisory that matches their interests. Advisory classes meet every day for about 25 minutes.
Ongoing Support
Throughout the learning course, team members are provided with continuous assistance through various means. As the instructor, facilitator, and coach, I am available to offer ongoing support while the structure of the onboarding course promotes interaction and collaboration among peers, creating a supportive learning community. Team members can participate in discussions, group projects, and collaborative activities to seek assistance from their peers, exchange ideas, and support each other's learning process. Additionally, the course offers a range of resources and reference materials to deepen their understanding or address specific challenges, such as readings, videos, or tutorials that are relevant to the team. Through periodic feedback, the course design and resources are continuously monitored and modified based on learner needs.
Engaging and Interactive
The Student Technology Team onboarding course is designed to be engaging and interactive by incorporating various strategies to actively involve students in their learning. One of the ways the course achieves this is by including hands-on activities that require students to actively participate and apply their knowledge. These activities allow students to practice their skills, explore technology tools, and apply what they have learned in a practical and meaningful way. Discussions and reflection activities are also incorporated, where students can share their thoughts, insights, and experiences, promoting critical thinking, communication skills, and a deeper understanding of the course content. Multimedia resources such as videos, presentations, and interactive simulations are used to enhance engagement, and the course emphasizes real-world relevance by connecting the content to practical scenarios. Lastly, ongoing feedback and assessment opportunities are provided to promote active engagement and continuous growth. By incorporating these strategies, the Student Technology Team onboarding course ensures that students are actively engaged in their learning journey and fosters a deeper understanding of the course content and objectives.
Modeling
During the course, team members will analyze and discuss exemplary work to understand what makes it outstanding. Additionally, I will be present to demonstrate technical skills.
Specificity
Members of the Student Technology Team are committed to understanding and addressing the unique needs of our campus community. They will constantly seek feedback and engage in discussions to ensure that we are providing the best possible support to both teachers and students. Therefore all their training will be specific to reaching that goal.
Collaboration
The onboarding course promotes collaboration among student technology team members by encouraging peer-to-peer learning and fostering teamwork and communication skills.
Leaders
As an instructor, my role is multifaceted. Initially, I serve as a presenter and facilitator to introduce new concepts and promote interaction among learners. As the team develops its knowledge and technical competence, my role transitions to that of a coach and mentor. I share my expertise, experiences, and insights related to technology integration and leadership to help learners maximize their learning potential and develop essential skills. Through this approach, student technology team members can thrive in their roles and achieve success.
Student Technology Teams Canvas Course
References:
Fink, L. D. (n.d.). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-3042999-dt-content-rid-30108308_1/courses/13583.201810/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf
Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. https://drive.google.com/drive/folders/1NBgyzzfGs6VrNjeJRDZLnipZPGeGMDF9?usp=sharin
McTighe, J. (n.d.). UbD template 2.0. McTighe & Associates. Retrieved February 21, 2023, from https://jaymctighe.com/downloads/UbD_Template_2.docx
TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development
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