Outcome: Participants demonstrate a deep understanding of the eMINTS Instructional Model (Authentic Learning, High Quality Lesson Design, Community of Learners, Powered by Technology).
Portfolio Entry Narrative: Besides conducting the eMINTS meetings, my job requires that I conduct professional development sessions with the schools I serve. Each of those schools have different needs based on the students they serve. Therefore, my PD sessions are very different. My elementary schools have recently received training on how to use Depth of Knowledge in their lessons and continue to receive training in implementing technology (for more than centers) at the lower levels. Secondary schools have required training on topics such as the SAMR model, Web 2.0 tools, and Growth Mindset.
I also have to conduct online learning sessions two to three times a year. We use Moodle for the learning management system. The topics I've taught are Introduction to Webquests and Online Lesson Curation.
This past summer, I participated in creating and delivering PD tracks that were centered around the eMINTS Instructional Model. The tracks were set up as week-long sessions that were sequential in nature. Teachers were encouraged to take the week long track according to their individual needs. Main topics included Creating a Student-Centered Environment, Build Your Own Collaborative Learning Network, Information Media & Tech Skills, and Authentic Learning.
In everything I do throughout my work day, the eMINTS Instructional Model is evident. With my online lessons, I am helping to guide teachers to a more authentic learning environment for their students. The creation of the summer tracks, specifically, the Authentic Learning and Creating a Student-Centered Environment tracks, shows teachers to develop and design high quality and engaging lessons. The design of the Information Media & Tech Skills track helps to emphasize that teachers need to become a community of learners. It also points them in the right direction to find their specific community. Each lesson that I teach, whether it be to students or teachers, has some aspect of technology embedded in it. My philosophy on technology in education is that the teachers shouldn't be instructing HOW to use technology. Instead, they should be focused on how to teach their standards, making the technology the WHAT that is used to get there.
I also have to conduct online learning sessions two to three times a year. We use Moodle for the learning management system. The topics I've taught are Introduction to Webquests and Online Lesson Curation.
This past summer, I participated in creating and delivering PD tracks that were centered around the eMINTS Instructional Model. The tracks were set up as week-long sessions that were sequential in nature. Teachers were encouraged to take the week long track according to their individual needs. Main topics included Creating a Student-Centered Environment, Build Your Own Collaborative Learning Network, Information Media & Tech Skills, and Authentic Learning.
In everything I do throughout my work day, the eMINTS Instructional Model is evident. With my online lessons, I am helping to guide teachers to a more authentic learning environment for their students. The creation of the summer tracks, specifically, the Authentic Learning and Creating a Student-Centered Environment tracks, shows teachers to develop and design high quality and engaging lessons. The design of the Information Media & Tech Skills track helps to emphasize that teachers need to become a community of learners. It also points them in the right direction to find their specific community. Each lesson that I teach, whether it be to students or teachers, has some aspect of technology embedded in it. My philosophy on technology in education is that the teachers shouldn't be instructing HOW to use technology. Instead, they should be focused on how to teach their standards, making the technology the WHAT that is used to get there.