Module 1 Reflection - In what ways has module 1 made you think about your role as an instructional designer? What do you see yourself accomplishing in the coming modules?
The first thing that Module 1 has made me think about is standards. I always create the project or assignment and then look at the standards. I need to do it the other way around. I also see that I need to be a more organized. I have an organization system, but it is not as structured as the one we are now using. It will help me out a lot. In the coming modules I hope to learn how to look at the standards and create amazing assignments, projects, and lessons. The template will help me to create units in a timely manner and I will be able to make sure that I have everything I needed to help my students learn.
Module one outlined the components of project-based learning design. I have come to understand the importance of planning and preparation in designing effective PBL units. The role of instructional designer, in some ways, supersedes the others roles that instructors play. I see myself spending more time planning, designing and laying out the instructional units that I will use with PBL. I look forward to moving through the steps in building a solid learning module.
I am eager to learn how to build more PBL lessons for my classroom. This has always been something that I've been interested in because I feel that it is the best way for students to learn. Module 1 has opened my eyes to the fact that it doesn't have to be something difficult to be exceptional. I can definately see myself incorporating more projects into my lessons.
I never thought of myself as an instructional designer, but it is true. I design instructional lesson plans everyday. This module has given me tools to help me as the designer of my curriculum. I really like the quote from the text that says, “Without a focus on the big ideas that have lasting value, students are too easily left with forgettable fragments of knowledge” (Wiggins & McTighe, 2005, p. 66). I want my teaching to be meaningful so that it has lasting value. One of my goals for this class is to incorporate more of the project based learning in my classroom and I am hoping that the upcoming modules will help me accomplish this goal.
I see how to create readiness for a large and diverse group of students. i see that I can create a brochure, the basic task that was asked of me by WMSymphony Orchestra, and build way beyond that. The brochure should be suitable for either a music teacher or a regular classroom teacher. I will complete the brochure with a rubrik, with links that enhance student learning, with information to prepare students for the listening experience. The students will attend the interactive concert, and they will know appropriate responses, both at the concert and after the experience. This LBP will help students to learn from what may be the only formal concert they ever attend.
Mod 1 forces better organization skills. I will create many more sources of information and require students to think in creative problem solving steps with more than one avenue to achieve a successful answer. Steps to achievement will be in a logical sequence to aid in understanding and less confusion. I as an instructor, shall be alleviated from giving notes on most material.
Looking at myself as an instructional designer helps made me have a stronger realization that am the person that determines the goals for the lessons. It has helped me to understand that I am responsible for the activities that make the lesson meaningful to the students. In addition, I develop the questions that guide the unit. These questions will help the students focus on the concepts of the lesson. I make the formative (ongoing) and summative (reflective) assessments. In the coming modules, I hope to become better at meeting these skills and developing lessons to accomplish this task.
Module 1 has helped me get back on track with PBL as the structure of instruction. I have always believed that what we teach needs to be relevant and engaging for our students and if they are learning math concepts by memory without any meaningful application of their knowledge, then students will not retain what they have "learned". So essentially 'nothing ventured, nothing gained'. In the coming modules, I see me creating a meaningful, relevant, and engaging project for my remedial math students that will take them beyond memorization and immerse them in the act of doing math while problem-solving.
April, I really appreciate the way you explain terms that I am not familiar with. I see myself able to do things on the computer that I have never been able to do because I have not had the knowledge or background. I like the term instructional designer...we are tailoring to our teaching style and our student's needs.
Again, I am amazed at the depth of thought and reflection that you guys display!
Some of you said that you need the organizational skills and reminder to be organized with your files.
Others of you commented on really understanding the importance and value of your role as instructional designer. The standards may be written for us, but WE interpret them and determine how they are taught. We must never let "them" take that away from us. Teaching is an ART AND A SCIENCE.
Still others of you, like me, realized it is better (and easier) to START with the STANDARDS. I always did it backwards, like Brittany admitted. It's so much easier to start with a handful of standards and tie those together, than to start with a lesson and try to figure out which standards is meets. It also makes it MUCH easier to design assessments!
11 comments:
The first thing that Module 1 has made me think about is standards. I always create the project or assignment and then look at the standards. I need to do it the other way around. I also see that I need to be a more organized. I have an organization system, but it is not as structured as the one we are now using. It will help me out a lot. In the coming modules I hope to learn how to look at the standards and create amazing assignments, projects, and lessons. The template will help me to create units in a timely manner and I will be able to make sure that I have everything I needed to help my students learn.
I find myself reviewing skills that I have already learned. Furthermore, I plan to make another unit this tiem using Intel.
Module one outlined the components of project-based learning design. I have come to understand the importance of planning and preparation in designing effective PBL units. The role of instructional designer, in some ways, supersedes the others roles that instructors play. I see myself spending more time planning, designing and laying out the instructional units that I will use with PBL. I look forward to moving through the steps in building a solid learning module.
I am eager to learn how to build more PBL lessons for my classroom. This has always been something that I've been interested in because I feel that it is the best way for students to learn. Module 1 has opened my eyes to the fact that it doesn't have to be something difficult to be exceptional. I can definately see myself incorporating more projects into my lessons.
I never thought of myself as an instructional designer, but it is true. I design instructional lesson plans everyday. This module has given me tools to help me as the designer of my curriculum. I really like the quote from the text that says, “Without a focus on the big ideas that have lasting value, students are too easily left with forgettable fragments of knowledge” (Wiggins & McTighe, 2005, p. 66). I want my teaching to be meaningful so that it has lasting value. One of my goals for this class is to incorporate more of the project based learning in my classroom and I am hoping that the upcoming modules will help me accomplish this goal.
I see how to create readiness for a large and diverse group of students. i see that I can create a brochure, the basic task that was asked of me by WMSymphony Orchestra, and build way beyond that. The brochure should be suitable for either a music teacher or a regular classroom teacher. I will complete the brochure with a rubrik, with links that enhance student learning, with information to prepare students for the listening experience. The students will attend the interactive concert, and they will know appropriate responses, both at the concert and after the experience. This LBP will help students to learn from what may be the only formal concert they ever attend.
Mod 1 forces better organization skills. I will create many more sources of information and require students to think in creative problem solving steps with more than one avenue to achieve a successful answer. Steps to achievement will be in a logical sequence to aid in understanding and less confusion. I as an instructor, shall be alleviated from giving notes on most material.
Looking at myself as an instructional designer helps made me have a stronger realization that am the person that determines the goals for the lessons. It has helped me to understand that I am responsible for the activities that make the lesson meaningful to the students. In addition, I develop the questions that guide the unit. These questions will help the students focus on the concepts of the lesson. I make the formative (ongoing) and summative (reflective) assessments.
In the coming modules, I hope to become better at meeting these skills and developing lessons to accomplish this task.
Module 1 has helped me get back on track with PBL as the structure of instruction. I have always believed that what we teach needs to be relevant and engaging for our students and if they are learning math concepts by memory without any meaningful application of their knowledge, then students will not retain what they have "learned". So essentially 'nothing ventured, nothing gained'. In the coming modules, I see me creating a meaningful, relevant, and engaging project for my remedial math students that will take them beyond memorization and immerse them in the act of doing math while problem-solving.
April, I really appreciate the way you explain terms that I am not familiar with. I see myself able to do things on the computer that I have never been able to do because I have not had the knowledge or background. I like the term instructional designer...we are tailoring to our teaching style and our student's needs.
Again, I am amazed at the depth of thought and reflection that you guys display!
Some of you said that you need the organizational skills and reminder to be organized with your files.
Others of you commented on really understanding the importance and value of your role as instructional designer. The standards may be written for us, but WE interpret them and determine how they are taught. We must never let "them" take that away from us. Teaching is an ART AND A SCIENCE.
Still others of you, like me, realized it is better (and easier) to START with the STANDARDS. I always did it backwards, like Brittany admitted. It's so much easier to start with a handful of standards and tie those together, than to start with a lesson and try to figure out which standards is meets. It also makes it MUCH easier to design assessments!
See you Wednesday.
Post a Comment