Standard 2.4: Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
Artifact: Engaged Learning Project
Reflection
The Capstone project focused on the data collection process for students with special needs and an Individualized Education Program (IEP). This process is based on data collected from a student’s performance on his or her Individualized, Personalized, specific Learning Goals and Objectives. Student data which reflects progress or regress is usually monitored and reported monthly, per semester or twice a semester. Unfortunately, the process is not only time consuming but also consuming of significant physical storage space. These issues leave teachers more prone to making mistakes when it is manually computed and reported. It also leaves the county vulnerable in legal compliance with special education laws and ethics. Therefore, this project was designed to support teachers with seamless data collection that will be used as formative assessments, while documenting individual student progress. Using a Content Management system, the teacher uses a Learner-centered approach to differentiate student work based on their individualized Learning plan; hence, promoting ongoing communication between student and teacher. Students are held accountable regardless of their diverse learning needs. This entire project was self-designed for implementation based on my former role as a special education teacher.
This artifact demonstrates mastery by I used the opportunity to model and facilitate a seamless data collection process to promote data collection in learner-centered environment. As students developed questions to ask the community member during the mock interview, they demonstrate higher order thinking skills and processes. This approach encourages students to become self-directed learners who will develop mental habits of mind by developing their own curiosity into questions that seek to understand global topics. With the help of a video conferencing tool, an authentic learning opportunity was created for students. This strategy supports mastery of student goals and objectives in their IEPs. This experience allowed me to facilitate the implementation of an authentic learning experience for students, while considering the diversity of all students.
What I learned from completing this artifact is that special education teachers are so overwhelmed with the amount of data collection involved in their work that it is challenging to convince the on how this artifact may actually save the time. This is true with special education teachers who do not feel savvy with using technology in the classroom. On a more encouraging perspective, I learned that some special education teachers are so overwhelmed that they will welcome any suggestion to reduce the time spent on data collection. It was a bit of both worlds. What I would do differently on this project is to include an electronic form, which students will complete at the end of each differentiated assignment that addresses their IEP goals. The form will only require them to document one detail - their score on the completed assignment. This will eventually gather all student progress data on each separate goal/objective.
The Capstone artifact will impact school improvement in several ways: First teachers will be able to co-plan learning with students and maintain data driven communication with parents about student
Artifact: Engaged Learning Project
Reflection
The Capstone project focused on the data collection process for students with special needs and an Individualized Education Program (IEP). This process is based on data collected from a student’s performance on his or her Individualized, Personalized, specific Learning Goals and Objectives. Student data which reflects progress or regress is usually monitored and reported monthly, per semester or twice a semester. Unfortunately, the process is not only time consuming but also consuming of significant physical storage space. These issues leave teachers more prone to making mistakes when it is manually computed and reported. It also leaves the county vulnerable in legal compliance with special education laws and ethics. Therefore, this project was designed to support teachers with seamless data collection that will be used as formative assessments, while documenting individual student progress. Using a Content Management system, the teacher uses a Learner-centered approach to differentiate student work based on their individualized Learning plan; hence, promoting ongoing communication between student and teacher. Students are held accountable regardless of their diverse learning needs. This entire project was self-designed for implementation based on my former role as a special education teacher.
This artifact demonstrates mastery by I used the opportunity to model and facilitate a seamless data collection process to promote data collection in learner-centered environment. As students developed questions to ask the community member during the mock interview, they demonstrate higher order thinking skills and processes. This approach encourages students to become self-directed learners who will develop mental habits of mind by developing their own curiosity into questions that seek to understand global topics. With the help of a video conferencing tool, an authentic learning opportunity was created for students. This strategy supports mastery of student goals and objectives in their IEPs. This experience allowed me to facilitate the implementation of an authentic learning experience for students, while considering the diversity of all students.
What I learned from completing this artifact is that special education teachers are so overwhelmed with the amount of data collection involved in their work that it is challenging to convince the on how this artifact may actually save the time. This is true with special education teachers who do not feel savvy with using technology in the classroom. On a more encouraging perspective, I learned that some special education teachers are so overwhelmed that they will welcome any suggestion to reduce the time spent on data collection. It was a bit of both worlds. What I would do differently on this project is to include an electronic form, which students will complete at the end of each differentiated assignment that addresses their IEP goals. The form will only require them to document one detail - their score on the completed assignment. This will eventually gather all student progress data on each separate goal/objective.
The Capstone artifact will impact school improvement in several ways: First teachers will be able to co-plan learning with students and maintain data driven communication with parents about student