6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact: Unstructured Field Experiences Pt. 1 & Pt. 2
For standard 6.3, the artifact that I chose to represent this standard is an unstructured log for the ITEC 7410: Technology Leadership & Vision in Schools course. This unstructured field experience documents my work with the gifted specialists in my system. During our two days of pre-planning we always review the gifted standards, how to service our current gifted models, and planning for updating our curriculums. With a new administration change, she asked that we try and present some form of professional development. For my presentation I introduced the gifted teachers to new technology resources.
Some of the resources that I presented to our gifted teachers consisted of formative assessments, Webquests, and some great resources for differentiation. I started off by presenting Webquests to them. Webquests are one of my second favorite resources to use. With this resource you are able to compile your resources, handouts, and websites in one area. This gives many of our students an opportunity to work on their own, they are also able to work outside of school too, and collaborate with their peers. It can also provide your students and parents with the expectations and grading policies up front. Another tool that I shared with them included some links for synthesizing and applying STEM projects into our gifted units. Our district is currently requiring that our IB planners and gifted units incorporate STEM projects into our curriculum.
I enjoyed having the opportunity to present to our gifted specialists in my school system. Marietta City Schools is a small school system so we are able to collaborate easily. Looking back over this reflection I believe that I should have included more resources for the high school gifted specialists. I believe that they could use these resources, but also having alternate resources geared for them would have been helpful.
This field experience was conducted with our gifted specialists in my school system. As we have been updating the elementary gifted curriculum, we have used several of the resources that I shared. The impact can later be assessed by examining the quality of our student’s assignments and through their reflections.
Some of the resources that I presented to our gifted teachers consisted of formative assessments, Webquests, and some great resources for differentiation. I started off by presenting Webquests to them. Webquests are one of my second favorite resources to use. With this resource you are able to compile your resources, handouts, and websites in one area. This gives many of our students an opportunity to work on their own, they are also able to work outside of school too, and collaborate with their peers. It can also provide your students and parents with the expectations and grading policies up front. Another tool that I shared with them included some links for synthesizing and applying STEM projects into our gifted units. Our district is currently requiring that our IB planners and gifted units incorporate STEM projects into our curriculum.
I enjoyed having the opportunity to present to our gifted specialists in my school system. Marietta City Schools is a small school system so we are able to collaborate easily. Looking back over this reflection I believe that I should have included more resources for the high school gifted specialists. I believe that they could use these resources, but also having alternate resources geared for them would have been helpful.
This field experience was conducted with our gifted specialists in my school system. As we have been updating the elementary gifted curriculum, we have used several of the resources that I shared. The impact can later be assessed by examining the quality of our student’s assignments and through their reflections.