Reflection Paper On Technology

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

You need to provide a summary of your learning for this week, particularly in response to the “learning outcomes” in your own words. Your tutor will ask students to present their responses to the class at the next tutorial session.

The first learning outcome that I will talk about is the first out outcome which is students will read, write, analyze a variety of texts produced for multiple purposes, audiences, and genres in their field. To start the semester, I thought I was a five out ten on this outcome. The first document that I read that would be a part of

Answer- “Let’s check and make sure we all know what we are going to be doing. Who can tell me the three things I said we will do?” Ask some students to repeat the learning objectives: learn about how to apply addition of fractions, look at some word problems together and solve them, and practice some word problems we would really

Learning Outcome #5: The student will be able to demonstrate knowledge of diverse cultures, including global and historical perspectives.

During EdTech 202 and other educational class field experience requirements, I discovered how technology has influenced the classroom with the use of Smartboards or similar devices. The use of Smartboard technology would be the center point in my classroom activities due to the versatility that it can provide. The Smartboard is able to aid in demonstrating class lessons and record the students’ responses via handheld devices: recording statistics on their answers and how long it took to respond. Students being able to interface with this piece of technology would enable better participation with class activities with the class easing the stress of answering questions in front of the class like the old days.

After reading reflect on the students’ predictions and discuss the accuracy of their prediction and any information they learnt that they were not expecting to learn.

analyzed the results of the assessment of the learned objective and provided evidence of student understanding. Feedback was personalized to meet individual students’ needs. Nice.

Sixth, I will need to elicit performance. This event requires students to perform the knowledge that they have learned. To do this, I can assign students to small groups, where they will be required to collaborate with their group to build a demonstration, or example, of domestic violence. This can be done via role-play, PowerPoint, or other sources. The group work will allow students to build on their knowledge from what their peers know, as well as allow them to show that the information that I have presented to them has been internalized. Seventh, I will need to provide informative feedback to my students. I will offer this feedback by using a rubric to score their group demonstrations. The rubric will not only contain a numerical grade value, but also a comment section that I will write informative

My older brother, Jack, always excelled at any and all tasks that required a strong sense of reason. Despite his giftedness, Jack never worked well in any group, or even acclimated socially with many other kids. He wasn’t concerned with communicating his ideas to his peers, couldn’t make the effort to consider his words’ effects on other kids, and he was prone to angry outbursts when he didn’t get his way. While most other children grew out of these phases, Jack continues to exhibit these qualities even today at 23.

Throughout the year, I have learned so much about the tech world. Every piece of information has helped me realize that there is more to technology than just games and schoolwork. You can use technology for almost everything you do today. All of the information that I have retained this year has come from a website called ucertify.com. It is a website that has ten chapters. Each of them have a different focus with different topics. It also has cards and a quiz to take after you have read the information to see how well you understand the material.

In early 2015, I applied and was accepted to a theology program at Dallas Theological Seminary. That fall, I embarked on a journey where, for two and a half years, I literally spent every non-working, waking moment, reading, writing and studying. It’s a journey that would encompass reading tens of thousands of pages of books, watching thousands of hours of lecture videos, and writing hundreds of pages of written research. It’s something I’ve done in secret, with the exception of a few close family members and a few close friends.

Knowing your failing is a challenge to overcome, but feeling like you are broken is an unexplainable feeling. Now after pushing through my struggles, I believe that anything is possible if you persevere through challenges.

Before I left Spelman for my domestic exchange at LSU and Stanford, that story was just a good memory, but when I was away, its importance to me was more than nostalgic, it was an example of the power black love. HBCU campuses, like Spelman, create spaces for loving blackness not only to cultivate self-worth or restore dignity but also to activate black love as political resistance. What I experienced with the Outdoors club and what I took for granted before I left Spelman’s campus was how supporting, encouraging, accepting, and acknowledging blackness in the classrooms and on campus was a daily enactment of loving blackness as political resistance. For example, when I am in convocation and the student introducing themselves before introducing the speaker declares their major and the audience roars “YAASSSSSS,” that is intellectual reinforcement and support from their peers. The applause is to congratulate the student for making it this far, declaring to continue, and letting them know that they are not alone, but they are in fact supported. At a PWI, this would either be considered ratchet or it would not happen at all. Furthermore, loving blackness as political resistance looks like the letter that the professors of Spelman College signed in support of the students’ protests and awareness campaign on sexual assault and sexual violence with the AUC. A student or a group of students on Spelman’s campus started a sexual assault and sexual violence campaign with the hashtag