Bria Koch

2.c. : Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

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Artifact: 

• GDIT 706 learning environment

• EV3 robotics presentation

• EV3 robotics lesson plans

• GILT 540 online course​

  • Instructions to view my course are in the document linked above. You can also view more  by clicking here to view the section of my portfolio devoted to my online course.

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Description:

I have a variety of artifacts that demonstrate my dedication to meeting individual leaner needs. I took two courses taught by Dr. David Carbonara that focused on creating learning environments that support all learners. The first was GILT 540: Delivery, Trends, Responsibilities and Professionalism for Online Teaching, one of my cognates that I took in fall 2016. This was the final course that I needed to take to receive my online teaching endorsement so it only made sense to fulfill that requirement. The learning environment that I created in this course was for an online class and applied the techniques and theories that we discussed throughout the course. The other course was GDIT 706: Developing a Learning Environment using Instructional Technology which I took in the spring of 2018. I both designed the learning environment and then wrote a paper describing how different areas were grounded in learning theories.

 

Additionally, during my work as the technology facilitator at Rowan Elementary in the Seneca Valley School District, I worked to design lesson plans for a robotics program utilizing LEGO EV3 robots. During the 2016-17 and 2017-18 school years, students were pulled out of class in small groups to participate in robotics. In the 2018-19 school year, robotics has become part of their weekly technology class that I teach.

 

Reflection:

I chose these artifacts because I think they truly demonstrate my ability to differentiate to serve a variety of learners. Though they are all focused around elementary topics (grades 3-4), I made sure to take into account students with special needs and English language learners.

In designing my online course, I paid close attention to needs in order to make the material accessible for all students. Modifications and differentiation that I made for the students can be found in the Course Overview document located in the Teacher Information folder on Schoology. Through the courses at Duquesne University, I have learned the importance of making sure to differentiate instruction for all learners. This has helped me immensely during my time in the classroom.

 

I designed the learning environment for GDIT 706 on the skeletal system because it’s a major unit in third grade. After designing it, I piloted it in two of the four classes at my school. Students began with the Blendspace that I created and moved through the activities at their own pace. All students participated and were able to leave comments within the comments section. In the two classrooms where I piloted the unit, there were over fifteen students with IEPs or GIEPs. I chose these classrooms specifically to see the students’ abilities to navigate the course and if it was suitable for all learners.

 

Because robotics is viewed as a “special” class at my school, all students in the building participate in robotics. The lessons that I designed must be suitable for everyone because all of our students with IEPs participate in specials regardless of accommodations they may receive in the classroom. Because robotics requires students to think a little differently than they may be used to, I actually found that the presence or absence of an IEP had little relation to the students’ ability to program. Throughout the presentation, I made sure to replicate code for student reference and to clearly notate to allow students to progress through their packet with minimal assistance, if necessary.

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