Authentic Learning
Artifact: Engaged Learning Project
Reflection:
The Engaged Learning Project was created for ITEC 7400 during the Spring semester of 2015. This was a culminating project for our Carl Hiaasen Literature Circle unit. While creating this project, I gave students a real world role as an employee of the national park service. As a park ranger, they had to select one animal endangered in Florida to research.
The Endangered Animal project gave students an authentic feel for what it was like to work in an environmental field because it incorporated professionals working with environmental issues, such as, a park ranger and an environmental engineer. These experts introduced the project with students and participated in an Endangered Animal Gala that allowed parents to see the presentations that students created in class. Throughout the project, the teacher, co-teacher, and media specialist partnered together to assist students with research skills and presentation skills. They modeled what an exemplary project would look like. Teachers were able to allow this project to be student led and facilitate learning by modeling how to cite sources and create a video presentation with music. Students made the learning authentic by presenting their research to their peers and parents.
This project forced me to look at the professionals in our school community and seek them for insight. It also strengthened my relationship with my students and their parents by inviting them into the classroom. This lesson gave me a preview of all that I would learn throughout this program and gave me a sample of what it was like to coordinate communication between many individuals. In the future, I would seek other professionals in environmental fields to come and share throughout this project.
This project primarily impacted students. After completing this project, students were much more confident in their research skills and their ability to use technology to make a presentation. The Engaged Learning Project increased student motivation and were excited to share what they learned. This impact was informally assessed by student and parent comments and formally assessed by a project rubric.
Reflection:
The Engaged Learning Project was created for ITEC 7400 during the Spring semester of 2015. This was a culminating project for our Carl Hiaasen Literature Circle unit. While creating this project, I gave students a real world role as an employee of the national park service. As a park ranger, they had to select one animal endangered in Florida to research.
The Endangered Animal project gave students an authentic feel for what it was like to work in an environmental field because it incorporated professionals working with environmental issues, such as, a park ranger and an environmental engineer. These experts introduced the project with students and participated in an Endangered Animal Gala that allowed parents to see the presentations that students created in class. Throughout the project, the teacher, co-teacher, and media specialist partnered together to assist students with research skills and presentation skills. They modeled what an exemplary project would look like. Teachers were able to allow this project to be student led and facilitate learning by modeling how to cite sources and create a video presentation with music. Students made the learning authentic by presenting their research to their peers and parents.
This project forced me to look at the professionals in our school community and seek them for insight. It also strengthened my relationship with my students and their parents by inviting them into the classroom. This lesson gave me a preview of all that I would learn throughout this program and gave me a sample of what it was like to coordinate communication between many individuals. In the future, I would seek other professionals in environmental fields to come and share throughout this project.
This project primarily impacted students. After completing this project, students were much more confident in their research skills and their ability to use technology to make a presentation. The Engaged Learning Project increased student motivation and were excited to share what they learned. This impact was informally assessed by student and parent comments and formally assessed by a project rubric.