2d Competency & Evidence

One indicator of Teaching, Learning, and Assessment is:

d.  Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).

My proficiency in coaching teachers to design and implement enhanced learning experiences stems from my ongoing and working knowledge of a teacher’s needs, desires, and technology comfortability.  Meaning, I make relationships with teachers and use that information to coach them and select “just-right” tools for them.  For example, based on the sharing of a tech tool called Recap, one of my teachers created a journey for her students to use to study for their next test.  It allowed for creativity; she video recorded herself into the Recap journey explaining how the journey would work and personalized tasks for her students.  Based on their performance on different tasks, students could self-regulate themselves, deciding which tasks to skip and which tasks to spend more time on.  All the while they could self-regulate by going forward or backward.  The science content itself called on the students to use higher-order thinking skills and the tool enhanced this by calling on them to not only interact with the content, but be metacognitive along the way.

I have also promoted learning experiences that emphasize creativity, high-order thinking, and mental habits of the mind in my district through BreakoutEDU sessions.  I first modeled this activity at our Back to School Admin Retreat in August 2016.  I required district leaders, principals, and teachers leaders to use teamwork, communication, and creativity to find the clues and then high-order thinking, problem solving, and collaboration to solve the puzzles.  I made success dependent on technology because it was necessary for finding information, such as a Morse code translator.  I strongly believe in pushing the metacognitive abilities of learners whether they be adults or children.  For this reason, I always end my sessions with debrief and reflection.  One of my middle school science teachers became so invested in BreakoutEDU that she had her students design their own puzzles after I modeled it with three of her class periods.  You can read more about my beliefs around mindset and the need to develop persistence in my blog post, Modeling Mindset, Curiosity, and Problem Solving.

View through a peephole into the breakout edu room.

Curiosity for the BreakoutEDU activity was spurred by this peephole.

When the retreat participants found themselves in the dark, problem-solving and communication took over the room.

When the retreat participants found themselves in the dark, problem-solving and communication took over the room.

Teachers solving clues by writing and using technology.

I created the puzzles in such a way that while technology was required, critical thinking was necessary for success.

 


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