5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.
Artifact: Flipped Instruction Anticipation Questions and Flipped Instruction Handout
Reflection:
These artifacts are the handouts I created to provide flipped instruction training to a group of middle and high school teachers. The training took place during a Math Science Partnership (MSP) session where I am an instructor. I researched flipped instruction and various apps and programs used to create flipped lessons. I also researched common misconceptions about flipped instruction and used those to create a list of anticipation questions. Teachers were given time to read some of the articles that I found most useful on flipped instruction that I complied here, then were trained on various apps and programs that could be used to create lessons and I facilitated while the teachers had time to develop their own flipped lesson.
This artifact demonstrates my ability to develop and implement technology-based professional learning because I designed and delivered a professional learning workshop on using technology to create flipped lessons. The technologies included tablets, computers, and smart phones. Teachers were engaged in using technology throughout the session and were given guidance on using technologies that were previously unknown to them.
This professional learning experience was aligned to state and national professional learning standards. Teachers were placed in small learning communities to develop a flipped lesson with other teachers who teach the same subject as them. This meets the learning communities standard set forth for professional learning. Additionally, this training provided teachers with numerous resources both for creating flipped lessons and finding already created lessons. This is aligned with the resources standard for professional learning. Furthermore, this professional learning was focused on a research based learning model to meet the standard of learning designs. Finally, by giving teachers time to create a flipped lesson, we increased the probability of the teachers actually implementing what they learned. I will also be following up with the teachers this summer to see if they have implemented flipped instruction and provide them with additional support if needed.
This professional learning integrated technology to support both face-to-face and online learning because flipped instruction means that students are completing tasks at home online in order to be actively engaged in higher order problems in a face-to-face session. The focus of this professional learning was the benefits of flipped instruction and how to use the technologies available to incorporate flipping into the teachers’ classrooms.
This professional learning modeled principals of adult learning because the teachers were given choices about which articles to read, which showed them why they should be interested in the learning to come. It also provided extensive hands-on time with the technology, which is very important to adult learning. It is important in adult learning to make the adults see value in what is being taught and also for ample time to be provided to apply their learning. This professional learning accomplished both of those goals.
Best practices were promoted in this session by encouraging teachers to try a new research based strategy. Teachers were also shown how using flipped instruction can lead to more higher order thinking activities in class when students are doing the base level instruction on their own at home. Flipped instruction also addresses the best practice of differentiation because you can assign different at home instruction based on the student’s learning needs or learning style. Students are also free to revisit the instruction as often as needed. Teachers were also encouraged to participate in the best practice of formative assessment and were given a 3-2-1 handout to formatively assess students’ learning from the flipped lessons. Students are required to give three things they learned in the lesson, two things they would like more information on, and one question they still have based on the flipped instruction video.
I actually conducted this professional learning twice, once with a group of middle school teachers and once a few months later with high school teachers. This gave me a great opportunity to really tweak and learn from the experience. The first time, I relied to heavily on showing teachers what to do but giving them very little time to actually do it themselves. I learned that this was a mistake and it was much more important that they spend time doing and exploring the new technologies. Also, the first time, my handouts were not well organized to what the teachers wanted to know. I realized that they wanted to know what the advantages and disadvantages of each app or program were instead of just a list of apps and programs while I verbally described them. I learned a great deal from this experience about how to effectively design a great lesson for adults. To improve this lesson, I would have given the anticipation questions at the beginning, like I did, but also given them again at the end of the session, so I could have some data and feedback on how well the training accomplished its goals.
These artifacts are the handouts I created to provide flipped instruction training to a group of middle and high school teachers. The training took place during a Math Science Partnership (MSP) session where I am an instructor. I researched flipped instruction and various apps and programs used to create flipped lessons. I also researched common misconceptions about flipped instruction and used those to create a list of anticipation questions. Teachers were given time to read some of the articles that I found most useful on flipped instruction that I complied here, then were trained on various apps and programs that could be used to create lessons and I facilitated while the teachers had time to develop their own flipped lesson.
This artifact demonstrates my ability to develop and implement technology-based professional learning because I designed and delivered a professional learning workshop on using technology to create flipped lessons. The technologies included tablets, computers, and smart phones. Teachers were engaged in using technology throughout the session and were given guidance on using technologies that were previously unknown to them.
This professional learning experience was aligned to state and national professional learning standards. Teachers were placed in small learning communities to develop a flipped lesson with other teachers who teach the same subject as them. This meets the learning communities standard set forth for professional learning. Additionally, this training provided teachers with numerous resources both for creating flipped lessons and finding already created lessons. This is aligned with the resources standard for professional learning. Furthermore, this professional learning was focused on a research based learning model to meet the standard of learning designs. Finally, by giving teachers time to create a flipped lesson, we increased the probability of the teachers actually implementing what they learned. I will also be following up with the teachers this summer to see if they have implemented flipped instruction and provide them with additional support if needed.
This professional learning integrated technology to support both face-to-face and online learning because flipped instruction means that students are completing tasks at home online in order to be actively engaged in higher order problems in a face-to-face session. The focus of this professional learning was the benefits of flipped instruction and how to use the technologies available to incorporate flipping into the teachers’ classrooms.
This professional learning modeled principals of adult learning because the teachers were given choices about which articles to read, which showed them why they should be interested in the learning to come. It also provided extensive hands-on time with the technology, which is very important to adult learning. It is important in adult learning to make the adults see value in what is being taught and also for ample time to be provided to apply their learning. This professional learning accomplished both of those goals.
Best practices were promoted in this session by encouraging teachers to try a new research based strategy. Teachers were also shown how using flipped instruction can lead to more higher order thinking activities in class when students are doing the base level instruction on their own at home. Flipped instruction also addresses the best practice of differentiation because you can assign different at home instruction based on the student’s learning needs or learning style. Students are also free to revisit the instruction as often as needed. Teachers were also encouraged to participate in the best practice of formative assessment and were given a 3-2-1 handout to formatively assess students’ learning from the flipped lessons. Students are required to give three things they learned in the lesson, two things they would like more information on, and one question they still have based on the flipped instruction video.
I actually conducted this professional learning twice, once with a group of middle school teachers and once a few months later with high school teachers. This gave me a great opportunity to really tweak and learn from the experience. The first time, I relied to heavily on showing teachers what to do but giving them very little time to actually do it themselves. I learned that this was a mistake and it was much more important that they spend time doing and exploring the new technologies. Also, the first time, my handouts were not well organized to what the teachers wanted to know. I realized that they wanted to know what the advantages and disadvantages of each app or program were instead of just a list of apps and programs while I verbally described them. I learned a great deal from this experience about how to effectively design a great lesson for adults. To improve this lesson, I would have given the anticipation questions at the beginning, like I did, but also given them again at the end of the session, so I could have some data and feedback on how well the training accomplished its goals.