User:Dominick Mayo

Course Page: ETAP 623 Fall 2018 - Systematic Design of Instruction
Mini-Course: Authenticity in the Classroom

About me

I just began my second year of teaching, and my first year as a full-time teacher. I currently teach 10th and 12th grade English at Roy C. Ketcham High School, in the Mid-Hudson Valley Region. This is my third semester in SUNY Albany's MS in Curriculum Development and Instructional Technology. I received my B.A. from SUNY New Paltz in Adolescent Ed: English. Before transferring to New Paltz, I received an Associate’s Degree in Criminal Justice: Police, but later realized that teaching was my true calling. I decided to have my area of focus for the CDIT program in Special Education, so I can become better prepared for working with the special education students in my classroom.

During my time at New Paltz I worked as an Interpretive Park Ranger for NYS Parks & Rec., where I hosted all types of educational programs for students of all ages. In my free time I enjoy hiking, rock climbing, and cycling in the Hudson Valley.

My Topic/Purpose

The title for this mini-course is Authenticity in the Classroom Through Project Based and Personal Interest Based Instruction and Assessment. This course will provide an introduction for using project based and personal interest based instruction and assessment into the classroom efficiently and effectively.

Guided Questions:

• What is project based learning?
• What is personal interest based learning?
• In what ways can this be utilized in the classroom?

Needs Assessment

The Problem

When students have a deeper passion and understanding of what is being taught in the classroom, they are more likely to become engaged and participate fully in class discussion and assignments. Providing students with instruction and assessment that is both authentic, or something they have a personal interest in, and stimulates various forms of literacy, will allow students to become better learners. However, finding a way to practically establish a rapport with your students and create instruction that can be both personally fulfilling and informative can have its caveats.

What is to be Learned

This course will familiarize educators and other professionals on the numerous strategies and methods they can use to create instruction and assessment that focuses on project based learning (PBL) and personal interest based learning.

Instructional Context

The instruction for this course will take place online. In order to access the documents to your best ability, you will also need to have a working Google account to access Google Documents and Slides.

Goals

Through the use of scenario based assessment, participants will be able to apply their own knowledge and experience to the research and case studies presented in this mini-course. By the end of this course, participants should feel confident that they have the tools necessary to implement efficient and effective project based and personal interest based instruction and assessment.

Performance Objectives

1. Given a Google Slides presentation, participants will be able to track the fundamentals of project-based and personal interest-based learning.
2. While watching a video of project-based learning in the classroom, participants will be able to identify the key components of this learning model.
3. Given a template, participants will be able to design a plan that promotes project-based and personal interest-based learning.

Task Analysis

1. Fundamentals of Project-Based and Personal Interest-Based Learning

Lesson One

• The participant will define PBL
• The participant will identify various methods of PBL

Lesson Two

• The participant will define PIBL
• The participant will identify various methods of PIBL

2. Modeled Instructional Support

Lesson One

• The participant will use the provided template to fill out the key components of this learning model.

3. Design in Practice

Lesson One

• The participant will explain how their content area can be enriched by this learning model.
• The participant will decide which area of their content would best be used for this learning model.

Lesson Two

• The participant will use the provided template to create their own design of this learning model.

Curriculum Map