REFLECTION
Reflection
EDUC 6714
Tami Phipps
Walden University
As I reflect on what I have learned from this class and think about the first steps for any immediate adjustments to my instructional practice, I realize that I want to incorporate more pre-assessments and formative assessments. Dr. Carol Tomlinson (2009) discussed how these could be used to continually understand students’ readiness, interest, and learning profile. I have to do a better job of making sure that my students are ready to move on to the next step of instruction. I can use technology tools to help me make these assessments. I can set up a Smart board quiz where the students will use a clicker to click on their answer and the computer will keep track of all the answers for me.
Another aspect of this class, that I feel I can incorporate immediately, is to use technology in my daily instruction. This will give students authentic learning experiences that appeal to kinesthetic, auditory, and visual learners (Smith & Throne, 2009). The technology needs to be set up for the particular students. Lower achieving students will need more assistance than the higher achieving. I could use Power Point during my instruction and have more lab simulations using my Smart board. I can create interactive lessons and let the students come up to the Smart board to work out the lessons.
One last part from this class, that I feel I can use immediately is the flexible grouping. I will use online survey’s to find out students’ interests, learning needs, and learning profiles (Tomlinson, 2009). This will give me a better and more beneficial way to group the students. These various groups will allow me to differentiate my content, process, product, and learning environment. The groups can be changed during the project, if I feel it is necessary, and that is what makes flexible grouping so successful.
There are so many tools that I learned from this class, but these three are the ones I feel I can use immediately to begin making a difference in my classroom. They are small steps that will lead to big change.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all
learners through technology. Baltimore: Dr. Grace Smith & Dr. Stephanie Throne.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all
learners through technology. Baltimore: Dr. Carol Tomlinson.
Walden University M.S. in Education Program, specialization: Integrating Technology in the Classroom
Formative Evaluative Criteria for Application and Reflection Assignments to be used for the following Technology Specialization Courses: EDUC 6710, EDUC 6711, EDUC 6712, EDUC 6713, EDUC 6714, and EDUC 6715
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking. A: Exemplary Work
A = 4.00; A- = 3.75
All of the previous, in addition to the following: B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to the following: C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Apply presented strategies
3. Understand and apply material in videos, readings, and discussions;
* It may not always be appropriate, or needed to include major points from creditable sources in Blogs; however MSED students should try to cite in Blogs creditable sources (if and when appropriate) to demonstrate their application of the concepts.
**When referencing web-based sources, an active hyperlink to the original source must be embedded in blog.
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas.
* Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings.
** May include, but are not limited to, scholarly articles, web-based information, wikis, blogs, collegial discussions; information from conferences, in service, faculty development, and/or meetings.
Demonstrates a clear understanding of the assignment’s purpose.
Provides careful consideration of key instructional concepts.
* Includes specific information from course videos or required readings to support major points.
Shows some degree of understanding of the assignment’s purpose.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped
* Minimally includes specific information from course videos or required readings.
Shows a lack of understanding of the assignment’s purpose.
Does not apply theories, concepts, and/or strategies
*Does not include specific information from creditable sources.
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria and integrates technology appropriately. Assignment exceeds expectations,
integrating additional material and/or information.
Assignment demonstrates exceptional breadth and depth.
All parts of the assignment are completed, with fully developed topics.
The work is presented in a thorough and detailed manner.
Assignment demonstrates appropriate breadth and depth.
Assignment integrates technology appropriately. Most parts of assignment are completed.
Topics are not fully developed.
Assignment demonstrates minimal depth and breadth.
Some elements of technology are included. Does not fulfill the expectations of the assignment.
Key components are not included.
Assignment lacks breadth and depth.
No technology integrated or integration method is inappropriate for application.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented using Standard Edited English ( i.e. correct grammar, mechanics).
When referencing web-based sources, an active hyperlink to the original source must be embedded in blog.
Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources.
*APA formatting guidelines need only be followed if applicable to assignment.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Effective sentence variety; clear, concise, and powerful expression are evident.
Work is written in Standard Edited English. No prominent errors interfere with reading.
All web-based sources are credited through embedded links.
*Represents scholarly writing in a correct APA format.
Fair-use, copyright, licensing, and/or creative commons guidelines are followed.
Ideas are clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are included.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors
Few, if any, errors in crediting web-based sources through embedded links
*Work is well organized with correct APA formatting throughout.
Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines.
Ideas are not clearly and concisely expressed.
Elements of effective communication such as an introduction and conclusion are not included.
Work contains more than a few grammatical, or mechanical errors.
Some web-based sources are not credited through embedded links.
*Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
Some errors in following fair-use, copyright, licensing, and/or creative commons guidelines.
Major points do not reflect appropriate elements of communication.
No effort to express ideas clearly and concisely.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Web-based sources are not credited through embedded links.
* The quality of writing and/or APA formatting are not acceptable for graduate level work.
Fair-use, copyright, licensing, and/or creative commons guidelines are not followed.
Final Assignment Grade A: Exemplary Work
A = 4.00; A- = 3.75 B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75 C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75 F: Work Submitted but Unacceptable
F = 1.00
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Last Updated: 4.8.09
