LIT5373 Module 5-Reflection
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School
American College of Education *
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Course
5373
Subject
Arts Humanities
Date
Feb 20, 2024
Type
Pages
6
Uploaded by PresidentSeaUrchinMaster1257
1
Module 5: Reflection
Sydney C. Kane
American College of Education
21st Century Literacies-5373
Dr. Horn
February 11, 2024
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Introduction
Many say that teaching is a work of art. Classrooms are filled with diverse,
authentic, accessible, and multiple means of teaching and learning. Walls and shelves
display colorful and purposeful visuals to foster lessons taught, and one-of-a-kind work
is uniquely crafted by young artists, scientists, and mathematicians. “The International
Council of Museums now describes museums as institutions that are — or should be —
“accessible and inclusive” and foster “diversity and sustainability” (Ables, 2022). The
analogy and relationship between teaching and a museum’s exhibits never crossed my
mind until this course. This course and assignment encouraged me to think creatively
with my planning, instruction, and overarching implementation of new literacies. As
years go by and with ease, seasoned educators can plan their lessons with
differentiation, inclusivity, and extension activities without a second thought because
that is what their students need; that is how their teaching can reach all learners. With a
solid literacy background and a significant hold on differentiation practices, this course
opened my eyes to the importance of 21st-century literacies and how our students need
access to ICT and new literacies more than ever.
The lesson’s set of essential questions help drive the instruction and meaning.
They promote self-guided thinking and lay the foundation for the day(s) lesson.
“Because essential questions guide students to find deeper meaning, they set the stage
for further questioning. This fosters critical thinking and problem-solving skills while
showing students how to ask the right types of questions to find the answers they need”
( et al., 2019). I believe the essential questions presented in each exhibit led to my
students thinking critically and on track toward the end product. My lessons were
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designed around new literacies, differentiated instruction, real-life connections, and
student engagement, all while using our 3rd-grade literacy curriculum. “Student affect
often contributes to cognitive learning because student interest, motivation, and
involvement heighten as affective learning increases (Rodriguez et al., 1996, as cited in
Noland and Richards, 2014, p.11). Students were motivated and active learners
throughout this entire unit. They could participate, collaborate, respond, and show their
understanding of each essential question in their final product through the use of digital,
visual, economic, scientific, and critical literacies. Implementing the new literacies led to
high and positive student engagement, interaction, and collaboration. By implementing
them day by day, curiosity was high, and boredom was low due to each day/lesson
incorporating new ideas, activities, and literacies.
Looking back at the design of my exhibit and the new literacies that I
implemented, I would have liked to have incorporated more digital literacies, for
example, videos, short clips, or docuseries. Incorporating these specific digital literacies
could have led to more collaborative discussions, critical learning, and questioning. The
feedback that I received from my peers was greatly appreciated and well-received. After
reading their reviews, I thought, " Why didn’t I think of that?” “That’d make a great
addition to my exhibit design!” One peer recommended inviting our school nurse or a
local physician to talk to the class/grade level about the importance of the human body
and how each part is intricately connected to help keep you alive. A second peer
suggested having the students work in groups and role-play each scenario in Module 3
for their peers. Again, why didn’t that come to mind when I was designing my exhibit?!
An outside perspective is always refreshing, especially when the planned and executed
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