Bria Koch

II.B.  Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels that utilizes technology in problem solving based upon:

• Pennsylvania Academic Standards

• strengths and needs of learners at all levels of technological proficiency

• established technology implementation plans

 

Reflection: I exceed the expectation in this competency since I enjoy planning lessons that incorporate technology and have found many different ways to implement technology in lessons of all different subjects. Using the artifacts below, I have demonstrated the ability to differentiate instruction for all students. Differentiating instruction is so important for students of all ages, and I truly learned the importance of differentiation when teaching adult learners about technology.

 

Rating: Exceeds expectation

 

Artifacts:

• I used Pennsylvania academic standards as the basis for my concept map activity and lesson. I feel advanced in using PA academic standards to plan lessons as I use them everyday when planning lessons for my classroom. My understanding of the PA standards allows me to plan lessons and activities that align with the standards in order to help students meet each academic benchmark.

• In the creation of the Ellis Island and Immigration Hyperbook, I worked to differentiate instruction for students of varying ability levels. There is an enrichment section which requires additional Internet research. There are also modifications for learners who need extra help.

• The collaborative technology plan was created in order to show the process that must take place in order for technology to be implemented successfully into a school district. This artifact can be found below.

• The final project for GILT 512 that I created with a group of my peers used PA standards as the basis
  for the lesson planning. In addition, we made sure to create modifications for the various sections of
  the unit to accommodate students with special needs. It can be found below in the attachments.

• The asynchronous and synchronous lessons that I created for GILT 631 both used PA standards and
  introduced me to a totally new way of teaching. My synchronous lesson was for second grade
  students and used a NearPod presentation with links. The asynchronous lesson was for third grade
  students and included a variety of links outside of the initial website that I created. 

• The Integrated Thematic Unit that I created for GILT 520 used both PA standards and ISTE standards
  for each subject area.

• In GESL 501, I created a lesson with instructional modifications for three students at various stages of
  language learning. I used PA academic standards, ISTE standards, and PA ELP standards.

• To demonstrate the significance of a web tool, I created a flipped lesson using TED-Ed. Using prezi, I created a presentation explaining TED-Ed's uses in the classroom, and then I recorded my video using Snag-It and uploaded it to YouTube in order to create my lesson.