In the ensuing paragraphs, I am going to attempt to describe how my IDP experience has influenced me as a community college instructor; how my teaching skills have been sharpened, and how my methods have changed as a result of my IDP learning. I’d like to accomplish this by switching lenses. Instead of the panoramic view, looking at the entire IDP program, I’d like to tighten my focus down to the three courses I feel have had the greatest impact on me as an instructor: Planning For Instruction, Assessing and Evaluating Learning, and Teaching With Technology. The single most important thing I took away from the Planning For Instruction course was that I needed to “be real.” I need to be authentic. As an instructor, it is important for me to understand who I am because it defines what kind of instructor I am. This is a very profound fact! I am who I am, and so I have to teach like Kirby. This is how understanding myself relates to what kind of teacher I am. In our textbook, Patricia Cranton points out that too many educators spend way too much time trying to be what they are not. I totally agree with her. I am naturally a quiet person. I don’t get too riled up or excited, and so for me …show more content…
However, I believe that it has also been very beneficial to me as a Department Head. I believe that my IDP experience has helped me to better understand what instructors are dealing with on a daily basis as they prepare for, and deliver in class. I believe the information I have soaked in has helped me to better understand instructor needs, and enabled me to be more supportive. I believe the knowledge I have gained has given me the ability to be more effective in equipping and mentoring new
When I use to go into classrooms I was more of an observer and just blended in, but now I am starting to see myself with authority in the classroom. This experience also teaches me about the major difference that just a single grade can make. While working in the kindergarten classroom we are focusing on learning the alphabet, but in the first grade classroom we are reading books that have multiple sentences on a page. Therefore, as I continue on in this program I will understand how to best use what I am being taught to help those that I am teaching. As for my personal teaching philosophies I am learning how I want to make sure I get across to all of my students. In my elementary school, students who were struggling, including myself, were pulled out of the classroom to receive the help they need, but now I see how the idea of an inclusive classroom can be so much more beneficial. Keeping all of the students in one classroom and fitting the lesson plans to fit them all will allow the students to flourish with all different types of learners. In conclusion, I feel that this experience is better preparing me to become a teacher because it is exposing me to an actual classroom instead of just reading about
Title of the book: Designing instruction for the traditional, adult, and distance learner: A new engine for technology-based teaching.
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
David McRaney explains our identity, “You are a confabulatory creature by nature. You are always explaining to yourself the motivations for your actions and the causes to the effects in your life, and you make them up without realizing it when you don 't know the answers. Over time, these explanations become your idea of who you are and your place in the world. They are your self... You are a story you tell yourself (McRaney).” Often, people struggle understanding certain things about themselves. We think, act and study a certain way through how we perceived things growing up, how we were taught and how we were influenced. Heuristics, logical fallacies, the 3rd person effect, confirmation bias and priming can have a negative impact on a students
Texas Center for Educational Technology. (1994). Technology helping year-round to rebuild the education puzzle at Driscoll ISD. Retrieved November 6, 2004, from www.tcet.unt.edu/images/i0601.pdf
Not only can adults learn content through technology, they can also learn about technology itself (Merriam ad Brockett 1997) and develop the skills to use it competently. An example of the technology as curriculum approach is the course, "Exploring the Internet." Offered by the Georgia Center for Continuing Education, the 10-hour, noncredit evening course is designed to provide adults with the concepts and skills for using Internet applications such as e-mail and the Web (Cahoon 1998). The benefits of this approach include the opportunity to address each aspect of the technology in a clear, structured manner; little or no distraction from peripheral learning issues or goals beyond those of learning the technology; and efficiency in acquiring a discrete set of technology skills that can be applied in different settings. The major limitation of the approach is the narrow focus on the technology and the skills to use it. When technology skills are acquired in an isolated environment, they may not be easily transferred and applied by the learner in meaningful ways. In addition, if the learner lacks an opportunity for practice, the skills may deteriorate (Ginsburg 1998).
I did not set out to be a teacher nor did I set out to be a leader but today I am both a teacher and a leader in educational technology. Through my studies in the Educational Technology program at the University of Alaska Southeast I have created a solid foundation for that leadership role. My portfolio shows what I have learned in educational technology and my growth as a technology leader. Each artifact was chosen to emphasize what I believe is most important in education for me. They show my commitment to professional growth, my dedication in supporting student learning, and my belief in the strength of collaboration.
While I had many successes, I almost experienced many challenges and what I like to call “teacher-learning-moments.” My first lesson was very rough around the edges. Stepping straight out of the college atmosphere, I prepared a very analytical lesson for the students. I expected the junior high-aged teenagers to be prepared to pick out main ideas from
Every student is going to be different, and I will without a doubt have more than a few extroverts in my classes. Which is something that I will have to consider when making lesson plans. Besides that the most influential part of this course was the Faubion observations. Although I do not want to teach elementary school level classes I learned a lot through them. Espessially during my second observation where I learned about IEP’s, and how schools implement them. I realized that I will have to manage a classroom where not every student is going to want to learn, but it is going to be my job to make them want to. I also realized that when a student starts lashing out it is not necessarily because they do not like you, but rather that they are either going through something, or their ability to handle stress, frustration, and emotions could be
Van Dusen, L. R. (1995). Can integrated instructional technology transform the classroom?. Educational Leadership, 53(2), 28. Retrieved from EBSCOhost.
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
Teaching for all types of various students with different multiple intelligences doesn’t scare me. I know it will be hard and a lot of work, but I want it. I am so passionate about becoming a teacher because I want to help students find that spark of learning where they can’t stop and want to continuously discover. The hard times that I had as a student have ready made me want to create enthusiastic confident learners because I believe if students do not have those qualities they will be simply taught rather than be active learners. Ralph Waldo Emerson said one of my favorite quotes. He stated, “nothing great was ever achieved without
... to interchange ideas and clarify doubts or issues I have. I have to contain myself for doing the most of the speaking in some of the classes, overcome laziness to analyze how well or bad an activity or class turned out and think of better ways to do things when they did not work as I thought they will . To conclude I am aware that the only responsible of my learning is me. “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
Vision Statement: My vision is to ensure that every student gains the acceptable knowledge to understand and learn the concepts of what education has to offer. Within this context I perceive integrating technology as a tool that will expand learning abilities. Therefore, my vision is to provide instructional technology skills into the curriculum. As a follower of the 21st Century Framework I will set into the standards of education the 21st Century themes, the mastery of core subjects, learning and innovation skills, information media and technology skills along with life and career skills to ensure that every student masters these skills. Stimulating an academic environment that is dedicated to support and enhance student’s commitment to today’s digital world will promote success.
Technology have changed the way teachers are now accountable to teach, and the way students are learning. During this course I have learned key implications of new