Reflective Paper               1 

Running head:  Reflective Paper: Module II Presentations in EDUC 6305              

Reflective Paper: Module II Presentations in EDUC 6305

Mark Riggleman

a.k.a. Trapset10

Fairmont State University

           

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Abstract

This module is intended to transfer 21st Century computer skills into the classroom. The goal is

the teacher’s ability to create and present material for classroom learning. Power Point is a

common element, however, expanding upon that platform enhances the visual, auditory, and

cognitive skills of today’s diverse learner. This module scaffolds upon each previous learning

step from the original Power Point lesson plan to a Jeopardy game-based learning tool. All

learning was showcased from a central individual location: Web-based Blog Sites. From there,

all learning and creativity was viewed, critiqued, shared, and borrowed. From the learning

modules, to the Blogs, to the future classrooms, each step was orchestrated to harmonize the

technology based learning environment into the 21st Century classroom.

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Reflective Paper: Module II Presentations in EDUC 6305

The learning in Modules I and II is designed to establish the teacher’s ability to enhance

their teaching strategies by adding another technique to their “tool belt”: Computer-based

lessons. These planning tools offered from Microsoft to Google, and the many brands of

computers each student uses, are web-based, usually free of charge, and supported by both online

and offline help. Many schools offer a variety of such tools and with only format variations as an

obstacle, once the teachers have a solid fundamental knowledge of computer information and

efficacy, they will be producing quality computer-based learning tools for their own classrooms.

The Module II Presentations are centered on the Power Point Presentation. From this

basic blueprint, successive steps were taken to enrich and accelerate the information and learning

impact. Adding sound, movement, music, and other animated gadgets to the original storyboard

created something more than just learning; it was now a learning experience. Step-by-step the

process evolved and moved across cyberspace as the students learned more and more of how to

create, publish, and record their adventures.

As with most adventures there has to be obstacles that create needs for learning. In this

class a major obstacle was learning how to insert the creations into the web for all to view, then

to be able to lead everyone to their creations via a newly created URL Uniform Resource

Locator. Often the creating was the easy part, finding a home and its proper location was the

challenge. A truly helpful resource was the discussion boards located in the class Blackboard

System. Many students found solace in viewing their peers’ questions, frustrations, epiphanies,

and other comments on the Blackboard.

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Of course, another very helpful tool was the Blogs. It was here that all work could be

checked for proper content, linking, and individual creativity. The class rubric called for all work

by the students to be posted and linked from their Blogs. Many found problems trying to

ascertain what the proper URL was for their links, and after many tries, they usually found their

error. Since Google was used for many of the items, great confusion was often created because

being signed into Google allowed the student to see his own work but others could not. This false

viewing ability was pointed out by the instructor, Dr. Pierce, and the student was then allowed to

fix their mistake. This type of learning allowance spurred a greater sense of accomplishment

because of it’s flexibility in an alien environment, the web, and its opening for a solution to be

worked instead of a problem, and subsequent grade cut, to stifle further creative drive.

To be sure the creative spirit and product was guided into the proper channels, standards

were used to guide these efforts. ISTE International Society for Technology in Education

produces NETS National Educational Technology Standards for the administrators and teachers

in the field of education (ISTE 2008). These standards are the lynch pins of the evolving design

and principles for technology use in today’s classroom. What good would all this technology be

without specific goals and guidelines to universally follow? Would learning be uniform and

build upon each new step? As with this one and all classrooms, these standards were followed in

the creation, guiding, and grading of all the learning lessons. Here are the standards and how

they relate to Module II of EDUC 6305:

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ISTE NETS

NETS 2008 Power Point Presentations

Google Docs Presentation

Embedded Google

Presentation

Movie Maker PhotoStory Jeopardy Template

1. Facilitate and Inspire

Student Learning and

Creativity

X X X X X X

2. Design and Develop

Digital-Age Learning

Experiences and

Assessments

X X X X X X

3. Model Digital-Age

Work and Learning

X X X X X X

4. Promote and Model Digital

Citizenship and Responsibility

X X X X X X

5. Engage in Professional Growth and Leadership

X X X X X X

Click here to view the entire ISTE NETS Standards and information.

Other pedagogical standards that teachers need to adhere to are the INTASC Principles

from the Interstate New Teachers Assessment and Support Consortium (INTASC 2008). These

ten principles are guiding tenants that teachers use to collectively direct their motivations and

those of their students across the educational settings in the United States. They offer direction

and a standard from concept to conduct in classroom structures. Here are some of the INTASC

Standards that were met during this class:

 

 

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Click here to view the 10 INTASC Standards.

INTASC Standards Power Point Presentation

Google Docs Presentation

Embedded Google Presentation

MovieMaker

Photo Story

Jeopardy Template

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.

X X X X X X

4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

X X X X X X

6. The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

X X X X X X

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All of the supports discussed so far have been highlighting the guides and reasons for

lesson planning. Another bulwark in facilitating learning and forming clear learning objectives is

Bloom’s Taxonomy. This taxonomy table for guiding the cognitive process, the process students

use to learn the lessons, along with the types of knowledge the students are using and learning

i.e., factual, conceptual, procedural, or meta-cognitive, provide the goals and the diverse means

of reaching those objectives that will aide in planning for the best learning strategies.

This Power Point Lesson Plan for example, was a base lesson to help in understanding of

a lesson plan and the relation to using it on the internet. From there, a Power Point Slide Show

was created building upon factual knowledge that was understood using conceptual knowledge

and applying that knowledge to the new lesson. Using the base lesson in this manner allows for

procedural and meta-cognitive thinking to be used as the lessons progress in difficulty and scope

until the student is analyzing, evaluating, and creating in newly formed generalizations involving

their memory and skill. Using the Bloom’s Taxonomy Table keeps a teacher focused on the best

procedures to reach their stated objectives in any regular or virtual classroom (Bloom 2001).

In writing this reflection, the author had to adjust, and use the skills talked about so far to

narrate this reflective lesson. In analyzing and evaluating not only this paper, but the previous

work of Module II, it is clear how the taxonomy is employed in the objective of the rubric and

understanding of the objective of this reflection on a level not attained before writing this paper.

The steps may not always follow in order and they may not always intersect in the same fashion,

but the planning based on the table will create a comprehensive, researched guide for deeper

learning.

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A teacher who follows the standards and principles set forth in the preceding pages will

undoubtedly enhance their “tool kit”. Lessons without scaffolding, clear and concise directions,

unclear objectives, and untested methods will result in low student learning. The 21st Century

student cannot afford to be guided in such a haphazardly manner. Teachers cannot afford to be

complacent and let such tools and avenues remain unused in their classrooms. Today’s global

environment will not allow the uncommunicative to flourish or grow.

Planting seeds, guiding their growth, and nourishing their roots are similar standards

teachers use to leave no child behind. It is not enough just to not leave them behind, but rather,

issue them the tools to cultivate the fertile ground, grow tall in the sunlight, and protect the future

generations that will rise in their shade. A teacher will instill these objectives in most. They will

build these tools in many. Most of all, they will have their own standardized support to guide

them as they use their subjective talents for all.

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References

Bloom's Revised Taxonomy. (2001). Retrieved from the internet on October 11, 2008, from http://coe.sdsu.edu/eet/Articles/bloomrev/

INTASC Principles. (2008). Retrieved from the internet on October 11, 2008, from http://cte.jhu.edu/pds/Resources/INTASC_Principles.htm

ISTE: NETS For Teachers. (2008). Retrieved from the International Society for Technology Standards website on October 11, 2008, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm