2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Engaged Learning Project
Reflection:
In this artifact, I created an engaging, technology rich project based learning unit. In this unit students will use Google Maps and Wolfram Alpha Online to find measurements in order to calculate the area of impermeable surfaces of various properties around Central High School and downtown Macon. The downtown Macon area has recently and currently is going under some massive revitalization efforts; many of these new designs are made with environmental best practices in mind. Students act as environmental engineers to determine the amount of impermeable surfaces current developments have, using those measurements to discuss the environmental impact of those surfaces including its effect on the Ocmulgee River and feeder streams, flooding, and natural wildlife and plants. Students will discuss strategies to limit the environmental impact of the revitalization efforts. Students will create a multimedia presentation of their choice to summarize their conclusions to present to key community leaders involved in Macon’s revitalization.
Using a technology rich experience, students were introduced to a problem in their own city that many are familiar with. They would work alongside professionals in the field to solve the problem – making the mathematics (and other content) meaningful. Students will be challenged with determining the amount of impermeable surfaces of existing building and landmarks and then discuss the impact of those surfaces with recommended changes. Technology allows us as teachers to allow our students to reach beyond the classroom walls.
Simply, I learned the amount of work it takes to effectively plan using project based learning. I have heard about PBL before, but often saw it as something overly involved, too difficult to manage, more fun/less learning, and difficult to apply to mathematics. While it would be a new way to teach a class of students, I am now able to visualize how I could implement PBL in my own classroom. While I have not implemented this lesson or unit in a class yet, I do know that changes would need to be made during and after implementing each lesson. Reading through my lesson plans, I do think I would need to add some more formalized formative assessments for the content and “check-in” points while the students were working in order to ensure they are working and on the right path in their discoveries.
While not implemented, I was able to gain some practice and insight into PBL and how I could possibly implement it in my own classroom. By exploring PBL, I will be able to enhance my lessons and give my students more authentic, real-world activities. After creating and planning this lesson, I did begin to think how I could change other activities I did in order to increase the LoTI (Levels of Technology Implementation) within my classroom. Using a LoTI questionnaire or self-evaluation would allow myself or other teachers see how they can improve their lessons.
In this artifact, I created an engaging, technology rich project based learning unit. In this unit students will use Google Maps and Wolfram Alpha Online to find measurements in order to calculate the area of impermeable surfaces of various properties around Central High School and downtown Macon. The downtown Macon area has recently and currently is going under some massive revitalization efforts; many of these new designs are made with environmental best practices in mind. Students act as environmental engineers to determine the amount of impermeable surfaces current developments have, using those measurements to discuss the environmental impact of those surfaces including its effect on the Ocmulgee River and feeder streams, flooding, and natural wildlife and plants. Students will discuss strategies to limit the environmental impact of the revitalization efforts. Students will create a multimedia presentation of their choice to summarize their conclusions to present to key community leaders involved in Macon’s revitalization.
Using a technology rich experience, students were introduced to a problem in their own city that many are familiar with. They would work alongside professionals in the field to solve the problem – making the mathematics (and other content) meaningful. Students will be challenged with determining the amount of impermeable surfaces of existing building and landmarks and then discuss the impact of those surfaces with recommended changes. Technology allows us as teachers to allow our students to reach beyond the classroom walls.
Simply, I learned the amount of work it takes to effectively plan using project based learning. I have heard about PBL before, but often saw it as something overly involved, too difficult to manage, more fun/less learning, and difficult to apply to mathematics. While it would be a new way to teach a class of students, I am now able to visualize how I could implement PBL in my own classroom. While I have not implemented this lesson or unit in a class yet, I do know that changes would need to be made during and after implementing each lesson. Reading through my lesson plans, I do think I would need to add some more formalized formative assessments for the content and “check-in” points while the students were working in order to ensure they are working and on the right path in their discoveries.
While not implemented, I was able to gain some practice and insight into PBL and how I could possibly implement it in my own classroom. By exploring PBL, I will be able to enhance my lessons and give my students more authentic, real-world activities. After creating and planning this lesson, I did begin to think how I could change other activities I did in order to increase the LoTI (Levels of Technology Implementation) within my classroom. Using a LoTI questionnaire or self-evaluation would allow myself or other teachers see how they can improve their lessons.