2b-done

**2. Design and Develop Digital-Age Learning Experiences and Assessments**
Teachers: ===**b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.**===


 * Description**

In designing my curriculum for all middle school students, I became a tad too zealous with expectations for eighth graders being able to complete 10 projects in a quarter, one of which took about two weeks. In asking students how I could improve the course, many of them stated that I should limit the number of projects to complete, perhaps giving choices. Some stated that they wished they “could have spent more time” working through their projects, becoming more familiar with certain programs.

Hearing what the majority had said, I designed a contract for eighth grade students to fill out. I explained to students that I had changed how class would be run based on the feedback from other eighth grade students (some were shocked I would take their recommendations seriously…new concept, perhaps). There are some projects that I assigned with specific due dates; however, the contract allowed students to choose projects based on their interests and curiosities. I had seven projects from which they chose five to complete. I also electronically sent them a calendar of the quarter outlining the important dates for the projects I assign, letting them choose the corresponding due dates for the projects they opted to complete.

As with any contract, there are places for two signatures, which I explained should be in blue or black ink. One is for the student acknowledging they will meet these deadlines. The second is for me to confirm that I agreed with their choices, that the due dates were realistic, and the contract was complete.


 * Analysis**

I chose this artifact because it shows how I am meeting the above ISTE standard.

By allowing students to choose different programs to use, I allow them to delve deeper into an interest. By giving minimal directions, they also are choosing what they want the point of their project to be, so I am allowing them to set their own goals. We all know that students work at different paces and this contract allows students to do just that. One student may take a week to do a project in which they’re really invested, while another may put together a project in a couple days. Either way, students determine to what degree they understand and/or master a computer program.

The technology piece is easy, as that is what the content of my classes include. Topics covered in core classes may become the content for various projects, but the students determine that. They are also able to determine if they are meeting the requirements of each project by comparing their creations to the rubrics, allowing them to assess their progress.


 * Appraise**

I had several hopes in creating this contract: 1. I expected that students would no longer feel overwhelmed by the amount of work I expected them to complete. 2. Students would have a better understanding of due dates and be more committed to meeting them, since they had chosen them. 3. Students would delve more deeply into projects, truly understanding how various programs work.

Thankfully, I believe all three of these were met. Students accepted the contract recognizing that this meant there were seven projects to complete during a nine-week class, making it feasible for them to complete them all in class. I was concerned that by “lowering my standards”, so to speak, I would receive less impressive work, which wasn’t the case. Perhaps the relaxation on my part, allowed students to work better, because the work students completed was better quality than without the contract. More due dates were met and more projects were completed, probably as a by-product of number 1. They got excited about having minimal details given and the chance to use their creativity, rather than panicking that they weren’t going to finish every thing on time. Students who previously were known for not completing work, became familiar enough with programs to assist others. This was particularly exciting for me, because I know students process information at a higher level when they explain to others.

Another effective tool for me was that if a student were lagging, I could discuss with them that it wasn’t my choice for the due date, but one they had chosen. It let them own what they were doing and when they were doing it. It allowed different students to be working on a variety of things at once and truly enable them to share with their peers.

At the end of the quarter, I had students complete a reflection on what they had covered, what they learned, how I could improve things, etc. The feedback on improvements was MUCH shorter than previous quarters and the feedback on learning was MUCH lengthier. Thus, I deem this a successful implementation!


 * Transform**

This artifact and the process using it have supported my philosophy of middle-schoolers and the use of technology. Students want the chance to play and they’re given so few opportunities to do so. By implementing this contract, we created a professional setting with the opportunity to be silly in what they created. I’m a big believer in the thought that if you don’t give kids a chance to speak, they’ll create it themselves, and probably not the way we want them to do so. This contract gave each student a voice. It wasn’t about what their friends were doing; it was about what they wanted to do. It also gave freedom to children who struggle with wanting independence, but still wanting to be overly protected. And academically, it allowed all students to be on an even playing field.

Throughout the quarter, I revisited the contract and have made adjustments to it based on my observations and student feedback. As this is a living document, I believe I will add a place for a parent/guardian/other interested adult signature, so it holds the child accountable to one more person of interest (this could help with making contact with parents too, if I’m concerned or want to praise the student). I’m a firm believer in allowing students to make choices and guiding them through decision-making. This is one way I can do that in my classroom! I also think that I had transformed to get to this point and be comfortable enough to try using the contract. Each new experience brings growth and change for me and how I teach.

