Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
Actions and Consequences
LLT 545
This project from LLT 545 Problem Based Learning was a series of problem-based activities we had to complete as a group project. Looking back on this class, I believe it’s hard to give educators problem-based learning activities that involve lesson planning. It’s already what we do regularly. However, the projects were presented to us be able to see how a problem-based learning activity might feel if we were to use this approach in the classroom.
This collaborative project was a lesson where we had to work with other educators to design a series of technology-integrated standards-based lessons that would address bullying. This project pushed me out of my comfort zone. I don’t often create lessons for my students that are specifically topical in content. I usually let students work within personal themes, focusing on lessons that hit multiple curriculum standards. It’s interesting to note that I don’t have any standardized tests to prepare students for as a visual arts educator. My curriculum is relatively free, yet there is still the pressure to make sure all my content is covered.
The lesson I created in this unit covered using fonts correctly, which is part of my curriculum. The overarching theme of bullying in this unit was one in which I had to work with other educators from very diverse subject areas. I would have to imagine that it was difficult for them to develop bullying-based lessons for their subject areas.
While our content areas were diverse, I believe working with a more collaborative approach between subjects would benefit students. It creates a more unified educational experience. However, this rarely happens in the school setting. Collaborative Problem Based learning takes a tremendous amount of time and planning. Educators barely have enough time to plan within their subject areas, let alone find time to meet with other subjects outside their department. For projects such as this to be incorporated into a school, there would have to be a buy-in from the top down. Administrators need to see the value of real-world experiences and how they can relate to the curriculum. Above administrators, meaning the Department of Education level, there needs to be a more open-minded and forward-thinking approach to education. The need to continuously rely on standardized learning stifles creativity and prevents innovation.
In the slide presentation, my lesson, a graphic design poster, was the final project. I moved it up in the queue for this portfolio presentation. My lesson can be found after the slides containing the digital standards.
LLT 545
This project from LLT 545 Problem Based Learning was a series of problem-based activities we had to complete as a group project. Looking back on this class, I believe it’s hard to give educators problem-based learning activities that involve lesson planning. It’s already what we do regularly. However, the projects were presented to us be able to see how a problem-based learning activity might feel if we were to use this approach in the classroom.
This collaborative project was a lesson where we had to work with other educators to design a series of technology-integrated standards-based lessons that would address bullying. This project pushed me out of my comfort zone. I don’t often create lessons for my students that are specifically topical in content. I usually let students work within personal themes, focusing on lessons that hit multiple curriculum standards. It’s interesting to note that I don’t have any standardized tests to prepare students for as a visual arts educator. My curriculum is relatively free, yet there is still the pressure to make sure all my content is covered.
The lesson I created in this unit covered using fonts correctly, which is part of my curriculum. The overarching theme of bullying in this unit was one in which I had to work with other educators from very diverse subject areas. I would have to imagine that it was difficult for them to develop bullying-based lessons for their subject areas.
While our content areas were diverse, I believe working with a more collaborative approach between subjects would benefit students. It creates a more unified educational experience. However, this rarely happens in the school setting. Collaborative Problem Based learning takes a tremendous amount of time and planning. Educators barely have enough time to plan within their subject areas, let alone find time to meet with other subjects outside their department. For projects such as this to be incorporated into a school, there would have to be a buy-in from the top down. Administrators need to see the value of real-world experiences and how they can relate to the curriculum. Above administrators, meaning the Department of Education level, there needs to be a more open-minded and forward-thinking approach to education. The need to continuously rely on standardized learning stifles creativity and prevents innovation.
In the slide presentation, my lesson, a graphic design poster, was the final project. I moved it up in the queue for this portfolio presentation. My lesson can be found after the slides containing the digital standards.