EDU 615: Foundations

Key Takeaways from the Field Throughout my observation, I was really curious about how the online learning setting was working for the teacher and students. Students cannot be legally required to keep their cameras on, and so the accountability for paying attention and being present seems very low. My teacher combatted this by using popsicle sticks with student names on them to ask questions, making sure that students couldn't get through a class without answering or participating. She also used tech tools such as PearDeck to ask questions, so she could see how many students had answered.  She also transcended the virtual gap by providing space for students who are struggling to stay on the video chat after the other students had gone, and would sometimes ask them to stay in the call until they had finished a particular assignment in case they had any questions. This seemed to be a very effective method for encouraging students to get work done. I think my ...

Six Models of Instructional Design: An Overview & Reflection ADDIE The Addie Model is a model for process rather than content. It breaks design down into five steps, which can occur in a linear fashion or otherwise. Analyze: Focusing on the audience, this stage is where you outline what students need to learn and how that should influence the design. Design: This phase translates what students should learn into objectives, lessons, assignments, and more. This is where the bulk of the content generation happens. Development: In this stage, the development is not of content, but of learning outcomes which are then tested. Implementation: The program is "deployed," so real feedback can now be gained. Confusingly, design evaluation is done in this stage. Evaluation: This is where the ultimate analysis of the courses efficacy is performed, and relies on summative assessments. Evaluation is truly spread through all of these stages, and as such, graphics outlining this model oft...

My Teaching Philosophy Introduction My central goal as a teacher is to support students in realizing their own potential as life-long learners and engaged community members. I realize this goal by fostering a creative and inquisitive spirit of scientific discovery in the classroom and providing opportunities for students to demonstrate and develop diverse skills, knowledge and interests, while continually cultivating positive relationships.   I believe that I am obligated to enter the classroom each day with warmth, openness, and high expectations, and that by upholding my commitment, students will rise to the challenge of broadening their views and ultimately take ownership in their learning. Theories of Learning All students come to the classroom with their own knowledges, backgrounds and needs. Centered in the humanistic and constructivist learning theories, I believe that science education must engage the whole self of the learner and provide opportunities f...