2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: E-mail etiquette Webquest and Cornell Notes Template
Webquest available here.
Reflection:
For standard 2.6, I chose to use a webquest that I created while enrolled in ITEC 7445, Multimedia and Web Design in the Classroom. The class coincided with my first semester teaching sixth grade students in a technology class, and I had some troubles with managing the classroom. I brainstormed and came to the conclusion that a webquest would be an effective tool to control the class. I also decided that e-mail etiquette could be something that students could learn effectively through a webquest. I researched the requirements for e-mail in the technology standards, and searched for online tools to cover those requirements. I also constructed the webquest using a variety of multimedia tools and providing specific directions for completion.
In the course of my research, I sought out resources that would allow my students to complete activities with their effectiveness proven by research. I chose to have students watch videos independently so that they would have the opportunity to review those videos at a later date if they wished. Videos allowed students to review concepts with which they did not feel comfortable in the style of a flipped classroom. In addition to the time in class, the webquest allowed students to complete work at home.
Besides the videos, I included several websites for the students to take notes over. For students who required scaffolding and differentiation, I provided a Cornell notes template via the school drive. The notes template allowed the students to take notes on the videos in a proven format and included hints and tips for properly taking Cornell notes.
In addition to the videos and notes, I tried to include activities that students would find entertaining. In the section of the webquest regarding formal and informal writing, I included a memory matching game in which students matched an informal word or phrase with its formal counterpart. I also included a link to a site on which students were asked to create a comic strip using their newfound knowledge of e-mail etiquette. Both of these activities allowed students an opportunity to have fun while learning about and showing their knowledge of the rules for e-mail etiquette.
Finally, I provided my students with a choice of authentic experiences as their culminating assignment included a tic-tac-tie board that included nine separate situations for which they would write appropriate e-mails using e-mail etiquette. The choices allowed students to write e-mails that they may need to write in the future and practice their knowledge.
The main lesson that I learned from the creation of this artifact was that students will often try to get away with turning in an assignment for which they have put in a minimal amount of effort. At the onset of this assignment, I included less detailed instruction on the webquest. As I began using the webquest in class, I noticed that students were not creating or saving files correctly. While we had covered the proper way to name files and the proper place to save and turn them in, the students needed a reminder. To that end, I was able to edit the webquest before using it again to account for that issue.
The main impact of this artifact was on the classroom learning of my students. The webquest allowed me to employ a somewhat more novel method of teaching about the basics of e-mail etiquette. It also allowed my students to review topics and material on their own schedules so that they could gain a more thorough understanding of it. The inclusion of some entertaining elements also allowed my students to remain engaged in a task that would otherwise have been boring to them. While the immediate impact was on the classroom experience, I hope that he lasting impact will be on overall student achievement and that my students will employ the proper rules of e-mail etiquette in the future.
For standard 2.6, I chose to use a webquest that I created while enrolled in ITEC 7445, Multimedia and Web Design in the Classroom. The class coincided with my first semester teaching sixth grade students in a technology class, and I had some troubles with managing the classroom. I brainstormed and came to the conclusion that a webquest would be an effective tool to control the class. I also decided that e-mail etiquette could be something that students could learn effectively through a webquest. I researched the requirements for e-mail in the technology standards, and searched for online tools to cover those requirements. I also constructed the webquest using a variety of multimedia tools and providing specific directions for completion.
In the course of my research, I sought out resources that would allow my students to complete activities with their effectiveness proven by research. I chose to have students watch videos independently so that they would have the opportunity to review those videos at a later date if they wished. Videos allowed students to review concepts with which they did not feel comfortable in the style of a flipped classroom. In addition to the time in class, the webquest allowed students to complete work at home.
Besides the videos, I included several websites for the students to take notes over. For students who required scaffolding and differentiation, I provided a Cornell notes template via the school drive. The notes template allowed the students to take notes on the videos in a proven format and included hints and tips for properly taking Cornell notes.
In addition to the videos and notes, I tried to include activities that students would find entertaining. In the section of the webquest regarding formal and informal writing, I included a memory matching game in which students matched an informal word or phrase with its formal counterpart. I also included a link to a site on which students were asked to create a comic strip using their newfound knowledge of e-mail etiquette. Both of these activities allowed students an opportunity to have fun while learning about and showing their knowledge of the rules for e-mail etiquette.
Finally, I provided my students with a choice of authentic experiences as their culminating assignment included a tic-tac-tie board that included nine separate situations for which they would write appropriate e-mails using e-mail etiquette. The choices allowed students to write e-mails that they may need to write in the future and practice their knowledge.
The main lesson that I learned from the creation of this artifact was that students will often try to get away with turning in an assignment for which they have put in a minimal amount of effort. At the onset of this assignment, I included less detailed instruction on the webquest. As I began using the webquest in class, I noticed that students were not creating or saving files correctly. While we had covered the proper way to name files and the proper place to save and turn them in, the students needed a reminder. To that end, I was able to edit the webquest before using it again to account for that issue.
The main impact of this artifact was on the classroom learning of my students. The webquest allowed me to employ a somewhat more novel method of teaching about the basics of e-mail etiquette. It also allowed my students to review topics and material on their own schedules so that they could gain a more thorough understanding of it. The inclusion of some entertaining elements also allowed my students to remain engaged in a task that would otherwise have been boring to them. While the immediate impact was on the classroom experience, I hope that he lasting impact will be on overall student achievement and that my students will employ the proper rules of e-mail etiquette in the future.