Standard+1

=Standard 1=
 * Standard 1 *Standard 2 *Standard 3 *Standard 4 *Standard 5 *Standard 6 *Standard 7 *Standard 8 *Standard 9 *Standard 10

=Teachers know the subjects they are teaching.= The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

= Evidence =

= Rationale =

Rationale 1: This course was developed for my fifth grade science class. We were currently heading into that unit of study and I was trying to create a format for students to still learn the required curriculum, but in a tech-based structure. The way it was taught was as a hybrid where students were introduced to the new topic, given background information, and then we headed down to the computer lab to work on the Moodle page. The reason I chose a Moodle page was that I could provide my students with a very detailed and organized outline of the unit. They always want to know where we are headed next, and this way they could visualize the unit, learn through research and video clips, and I could get a clear picture of where they through Moodle’s assessment tools. They were part of polls, quizzes, discussions, and a final test online at the end.

This piece of evidence is so important to my development as a teacher because it was my first attempt (successful) at creating a hybrid course where students could be in control of their learning. It boosted student confidence and interest, and at the end of the unit I had all students actively engaged in their own learning. They were not “sitting and getting”, they were out exploring the unit of study. This allowed me to differentiate very easily because students naturally learn towards learning modalities that they prefer, and the internet provides so many valuable resources that fit within each learning modality. I still gave my normal cumulative assessment at the end of the unit, but students completed it on the Moodle. They did much better on this assessment than ever before!

Through the creation and implementation of this Moodle course I learned that students need to be actively engaged in a media they enjoy to reach their peak potential. As a teacher I need to make time to create these learning opportunites that will reach all learners, and I have found a terrific tool in Moodle to accomplish this task. Also, I learned that as a teacher I can be far more organized that I normally am by creating an entire unit of study at a time like Moodle offers. With the time I invested I received a return that was four times greater:

1.) Students learned and retained more than ever before because they were in control in a media that intrigued them. This also included a review activity that allowed them practice and refresh their memory prior to discussions, quizzes, or polls.

2.) My students and I all noticed how much easier it was to navigate this unit than a traditional classroom unit. It was well organizd and provided students with a clearly understandable structure.

3.) I was able to get a quick snapshot of where my students were without correcting a worksheet through the use of polls, discussions, and quizzes that run right through Moodle. Moodle will even correct the quizzes/tests for you!

4.) I will save time on this next year because I can simply tweak a few sources or video clips to strengthen it. I will not need to reinvent the wheel!

= KSDs: =


 * K.3: The teacher relates his/her disciplinary knowledge to other subject areas**

This unit not only teachers students about invertebrates but also how to utilize technology in a beneficial and personalized manner. Every student learns in guidance about their learning modalities, and this is a great way to allow students to explore with how they learn best. In the Moodle several options are available to study each type of invertebrate, and students may choose all of those that suit them best (must select a certain number to meet classroom expectations). A portion of each lesson within this unit takes place in the classroom, and the second half takes place in the computer lab where students continue researching the invertebrate group of the day and responding to one Moodle-based assignment. Examples were polls, discussions, or exit slips (quizzes).


 * S.4: The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.**

Throughout this unit students will engage in a brief discussion based on one common misconception or unknown factor within each group of invertebrates. Once this unknown is established it gives us one additional concept to go research and find information on. This relates directly to the hypotheses that 5th grade students often come up with, and really fuels their exploration.


 * D.3: The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.**

I am very passionate about science, and convey this through discovery-based learning opportunities for my students. They will see examples and relations to everyday life throughout the unit. Science lends itself directly to everyday life, and one example is when we cover echinoderms. We watch a video from the Life series on the Discovery Channel. They learn all about deep sea creatures and how they feed!