6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: ITEC 7430 Field Experience
Reflection:
During the spring of 2015, I completed a field experience for the ITEC 7430- Internet Tools in the Classroom course where I worked with an English Language Learner (ELL) student. During this unstructured field experience I assessed the student’s needs, designed lessons that addressed his needs and integrated technology, and implemented the lessons with the student in an after-school tutoring environment. I worked with him on the concept of cells and how they function by using cloze passages, online interactive models of cells, drawings of cells, and analogies for cells and their organelles. My contribution for this artifact was to work with the ELL student in designing and implementing lessons using technology to address his needs as a learner.
This artifact is a field experience log that demonstrates my ability to engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. During the course work for this class I worked through an ELL module outlining proper strategies and resources that can and should be used when working with ELL students. To show my ability to synthesize and apply these skills and knowledge I identified an ELL student in my class and utilized the information I had learned as I worked with him. The log contains a section where I discuss the skills, professional knowledge, and dispositions that were directly connected to this experience as identified in the standards that it addressed.
While I could have learned about the most effective strategies to use with ELL students from the online module assigned in the class, completing the field experience allowed me to tactually take that knowledge and apply what I had learned in the classroom. I am one who learns best by doing and this field experience allowed me to do just that. I learned how the ELL student would react to the technology and what digital resources could help him learn more about cells beyond what other students were experiencing in the classroom. In the future I would improve this artifact by working with the student for an extended amount of time beyond the five hours required in the field experience. While I was able to accomplish a good amount of work with the student, I think a prolonged amount of time would have been more beneficial in reaching our goals and we would not have been as rushed.
The work that went into creating this ELL field experience impacted faculty development and student learning. Following my work with the ELL student it opened the door for me to sit down with some of the ELL teachers and discuss with them how they use technology in their classrooms every day. Many of them expressed being interested in using more technology, but felt as though they were not confident enough to be able to find Web 2.0 tools to use on their own. We were able to create a list of possibilities that they would try with the students that were less teacher intensive. The students also benefited from the improved instruction with the new digital tools and resources they were getting to use in their lessons. The impact from this field experience can be assessed by monitoring student achievement on lessons where these new resources are being utilized and how often the ELL teachers are utilizing them.
During the spring of 2015, I completed a field experience for the ITEC 7430- Internet Tools in the Classroom course where I worked with an English Language Learner (ELL) student. During this unstructured field experience I assessed the student’s needs, designed lessons that addressed his needs and integrated technology, and implemented the lessons with the student in an after-school tutoring environment. I worked with him on the concept of cells and how they function by using cloze passages, online interactive models of cells, drawings of cells, and analogies for cells and their organelles. My contribution for this artifact was to work with the ELL student in designing and implementing lessons using technology to address his needs as a learner.
This artifact is a field experience log that demonstrates my ability to engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. During the course work for this class I worked through an ELL module outlining proper strategies and resources that can and should be used when working with ELL students. To show my ability to synthesize and apply these skills and knowledge I identified an ELL student in my class and utilized the information I had learned as I worked with him. The log contains a section where I discuss the skills, professional knowledge, and dispositions that were directly connected to this experience as identified in the standards that it addressed.
While I could have learned about the most effective strategies to use with ELL students from the online module assigned in the class, completing the field experience allowed me to tactually take that knowledge and apply what I had learned in the classroom. I am one who learns best by doing and this field experience allowed me to do just that. I learned how the ELL student would react to the technology and what digital resources could help him learn more about cells beyond what other students were experiencing in the classroom. In the future I would improve this artifact by working with the student for an extended amount of time beyond the five hours required in the field experience. While I was able to accomplish a good amount of work with the student, I think a prolonged amount of time would have been more beneficial in reaching our goals and we would not have been as rushed.
The work that went into creating this ELL field experience impacted faculty development and student learning. Following my work with the ELL student it opened the door for me to sit down with some of the ELL teachers and discuss with them how they use technology in their classrooms every day. Many of them expressed being interested in using more technology, but felt as though they were not confident enough to be able to find Web 2.0 tools to use on their own. We were able to create a list of possibilities that they would try with the students that were less teacher intensive. The students also benefited from the improved instruction with the new digital tools and resources they were getting to use in their lessons. The impact from this field experience can be assessed by monitoring student achievement on lessons where these new resources are being utilized and how often the ELL teachers are utilizing them.