EDTECH 542 Post project reflection

Reflection and revision are ongoing processes that happen before, during and after a unit is rolled out to students. In past classroom experiences, my students’ input is always a part of the process. Seeing how they interpret, manage and learn provides me with information I cannot anticipate on my own. It will be like that with this PBL too, especially since my “students” are professional educators. I value their input. I am particularly interested in the content value versus time invested balance.

Because this is a job-embedded model of professional development, I see informal check-ins with teachers as an ongoing process. I’m sure there will be teachers willing to “reflect” at me regularly. I will also likely use a survey (Google Forms) a couple times throughout the unit to formally check in and request feedback. When I see that something is not working as planned, I’ll make a note of it or change it immediately if possible.

My administration will also play a role in the post-reflection process. I know I will be constantly checking in with my manager on our progress, and his input will definitely be considered. As school goals and needs change, topics included in my PBL may need to reflect that change. Because this model of tech integration is a new process for the school, revisions may have to take place as hiccups come along. Flexibility is key.

EDTECH 542 - PBL Assessment reflection

Discuss how your planned assessments meet the key requirements for effective assessments. Reflect on how you might adjust your teaching during your project to allow more student input in the evaluation process.

The assessments included in my plan meet most of the key requirements for effective assessments.

Assessment is for students.

The two formative assessments allow my students (who are teachers) the opportunity to collect resources that will they can refer to when creating lessons or providing counseling to their own students. They help the teachers assess their own digital footprint, which provides context to what their students are experiencing.

The assessments also provide teachers the opportunity to build skills. Teachers will be learning how to curate, working collaboratively with others, and understand how to reach out to a larger audience.  Teachers will also have choice throughout the assessments.

Assessment is faithful to the work students actually do.

Teachers will be maintaining both a reflective learning log and a note-taking/curation tool.  They will be using both throughout the process to build content they can use following the completion of their training. Choice in the performance task allows them to demonstrate what they know, not what they don’t.

Assessment is public.

Maintenance of the learning log and note taking/curation tool is required, and there is criteria, but teachers have the freedom to select what they collect and post. The rubric for the performance task is included in the unit. Their peers will view their performance, and hopefully some will be viewed by the student body.

Assessment promotes ongoing self-reflection and critical inquiry.

Opportunities to discuss outcomes with the instructor will be ongoing throughout the unit. I encourage the teachers to continually update their notebook and learning logs, and refer back to them, for their own personal benefit.

How teachers respond to these assessments will allow me to consider if revisions need to take place. Working with professionals, and understanding their schedules and responsibilities will require me to be flexible.