Competency 3: Communicate Knowledge

    Narrative

    For the first competency, “communicates effectively in oral and written form” I chose a digital technology badge to satisfy the oral portion. Through this badge, I used Zoom to record an introduction to Google Drive. I use Google Drive almost daily for school and work, making this presentation a must for education in the 21st century. As Google continues to evolve and add new features, I’m able to take advantage of new tools that help improve productivity.

    For the “written” part of the first competency, I chose my Scope and Sequence from EDPS542, Curriculum and Program Development in Gifted Education. The Scope and Sequence is an eight-lesson unit on the Holocaust for sixth-grade students. The resources needed include discussion guides from Holocaust museums, memoirs, videos, and documentary clips. This scope and sequence compiles eight units, standards, objectives, assignments, and resources in an organized, written manner. The various units, which include various types of teaching activities, satisfy the second part of the competency, “effectively communicate content from discipline through the design and delivery of effective teaching/learning activities.”

    The third part of the competency, “demonstrates the ability to adapt instruction and support services to the needs of diverse learners,” is evident in many different student activities. Many questions are open-ended and allow students to reflect on their own knowledge and lives. Many units, such as when studying the concentration camps, allow students to pick from several prompts, allowing for differentiation. Several units allow students to choose their assignments to better fit their own strengths including written, oral, or through art. Each unit has an objective for a total of eight objectives. Thirteen state and national standards are addressed and assessments include both summative and formative. I wanted to work in a Holocaust museum throughout my teens and I created many of the supplemental activities for this Scope and Sequence. The hardest part of this was matching each one to standards while still making the resource engaging for students. The detailed nature helped me think through my own resources and products and forced me to get into a “teacher” mindset as I come from a very flexible “homeschooler” mindset background. Educators are able to view standards, objectives, activities, and assessments at a glance, making planning easier. I’ve worked on emulating this at-a-glance, visually concise style in future lesson plans.

    ​​The fourth competency, “demonstrate ability to appropriately assess learning outcomes,” is shown through the first artifact, the Scope and Sequence. Because of the sensitive nature of the topic, creating appropriate activities was difficult so student assignments frequently include written responses. Two assessments include an art project.

    Effective communication is essential for both school and business. Throughout my work, since I’m creating lesson plans that may be used directly by the purchaser (the teacher) or that might be for a substitute teacher, creating clear objectives and lesson plans is a necessity. Clear communication has evolved with practice and keeping these diverse needs in mind.

    As educators are becoming more aware of the diverse needs of students (including students from different socioeconomic backgrounds, English language learners, gifted students, and twice-exceptional (gifted and special needs) students), diversification is at the forefront of teachers’ minds. To do this most efficiently in a lesson plan, concise and clear communication is needed so educators are able to see my vision for the lesson plan and implement the lesson into their classroom.

    Artifacts

    EDPS 54200 Curriculum & Program Development in Gifted Ed: Scope and Sequence

    EDCI 56000: Educational Technology for Teaching and Learning: Google Drive Presentation

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