LibGuides: Technology Integrated Lesson Plan Development: Education Example

Applying TIM to An Education Lesson Plan

Discipline/Department: Education

Signature Pedagogy: Communicating ideas, Presenting, Collaborating, Cognitive Development. Lesson Planning, Curriculum Mapping

Lesson Plan Name: Create Your Personal Teaching Philosophy

Students: Undergrad/Grad

Learning Environment: F2F/Online/Hybrid/Remote

Lesson Plan Description: Using the various resources, presentations, links, papers and videos shared in class by the professor and peers, device your personal teaching philosophy. The goal is to understand the different teaching and learning philosophies and visualize yourself rooted in a philosophy while performing as a teacher in the classroom. This assignment is a "keeper". Feel free to add the final version to your e-portfolio.

Broad Learning Outcome: After completing the lesson, students should be able to analyze the different learning and teaching philosophies and identify three philosophies for their personal teaching philosophy statement. Students demonstrate their analysis and connect with their reflections on their past teaching experiences to create a final statement.

Refined Learning Outcomes using Bloom's Taxonomy:

1. Applying, Understanding, Remembering: Entry and Adoption levels of technology integration

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

2. Evaluating and Analyzing: Adaptation and Infusion levels of technology integration

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

3. Creating: Transformation level of technology integration

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Content Sharing Strategies: Faculty shares content in the form of Power Points, PDF's, links to various websites, videos etc. Handouts are also distributed in class for interactive exercises.Class Agenda is written out on the whiteboard.

NOTE: The following strategies are already being implemented in the F2F, traditional Carthage College classroom setting. You will find yourself relating to these strategies. The challenge is to re-create these activities with the aid of learning technologies like the Carthage Learning Manegement System (LMS), the edTech tools integrated in the LMS, The Carthage-wide teaching technology-subscriptions available to faculty, as well the G-Suite Applications, Virtual Meeting technologies, and other free-ware and external learning resources.

1. Active Learning and Teaching Strategies:

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides.
Students also receive a list of readings before the class session. Faculty asks them questions and invites them to participate in classroom discussions.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement.
Students create their individual teaching philosophies and upload them to the LMS for grading.

2. Collaborative Learning and Teaching Strategies:

The class is divided into groups, each group receives one philosophy to discuss. Group discussions are held to discuss the various philosophies.
Groups create mind maps collaboratively.
They also work on researching the literature behind their given philosophies to work on their group presentations.
Peers evaluate group presentation using the rubric provided by the faculty.
Students create their individual teaching philosophies and upload them to the LMS for grading.

3. Constructive Learning and Teaching Strategies:

Faculty shares images of them when teaching while demonstrating their own teaching philosophies, and invites students to show and tell their own pictures during past field teaching experiences. Students realize the role of philosophies in intentional teaching practices.
Faculty shares videos or testimonials from their past students describing their learning experiences. Faculty invites students to share their student videos/testimonials describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback.
Students use a graphic organizer to develop their philosophy positions.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

4. Authentic Engagement Strategies:

Faculty shares their own personal teaching philosophy. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Faculty shares philosophies of other professors (with their permissions) for students to connect the practices with philosophies, using an observation rubric.
Students research the needs of the current student body and industry to develop a responsive teaching philosophy.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate the their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs.
Students create their Personal Teaching Philosophy for future employers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

5. Goal-Directed Learning and Teaching Strategies:

Using an observation rubric, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students put together a detailed philosophy matching observation diagram that describes the different philosophies applied to a learning environment, from the teacher and learner perspective its connectedness with the current demands of the education sector.
Using an evaluation rubric, students create a teaching e-portfolio for their future employers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty.

In the next section we will apply these TIM strategies using technology integration. Please refer to the TIM Table, the TIM and Bloom Table as well as the Pedagogy Hexagon before you go through each section.

1. Technology-Integrated ACTIVE LEARNING

ACTIVE/ENTRY: Information passively received

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides.
Students also receive a list of readings before the class session through email. Faculty asks them questions and invites them to participate in classroom discussions.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format (as requested by faculty) and upload them to the LMS for grading.

ACTIVE/ADOPTION: Conventional, procedural use of tools

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teaching philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using the Power Point slides and You Tube Videos.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty asks them questions and invites them to participate in classroom discussions using the LMS Discussion Board feature.
Students create a mind-map of their preferred philosophies and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format (as requested by faculty) and upload them to the LMS for grading.

ACTIVE/ADAPTATION: Conventional independent use of tools; some student choice and exploration

Learning Outcomes:Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Interactive Webpage, Google Sites. Google Slides and EdPuzzle Videos. Students are invited to comment on the main Google Slides (using a shareable and editor privilege link) of the lecture with their questions, muddy points and any confusions. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.

ACTIVE/INFUSION: Choice of tools and regular, self-directed use

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty creates Learning Outcomes mentioned in the Course Syllabus using the available feature in the LMS.

Faculty creates Rubrics for some assignments and discussion board activity.

Faculty uses Hyperdocs within the LMS to share classroom agenda.

Faculty demonstrates the different format in which the assignments can be submitted: Word, Mp4 (video), Prezi, Google Slides, Power Point, Mind Map, Infographic, Interactions, PDF. These examples are used for a variety of content delivery. Setting examples, places freedom of expression in students.

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Google Slides, Google Sites, Articulate Rise, Interactive Webpage and EdPuzzle Videos. Students are invited to comment on the main Google Slides (using a shareable and editor privilege link) of the lecture with their questions, muddy points and any confusions. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.

ACTIVE/TRANSFORMATION: Extensive and unconventional use of tools

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty creates Learning Outcomes mentioned in the Course Syllabus using the available feature in the LMS.

Faculty creates Rubrics for some assignments and discussion board activity.

Using the social media features of the LMS and other external tools like Instagram, Slack, Twitter, LinkedIn etc, faculty demonstrates how to consume their content shared in these applications, collaboratively as a class.

Faculty demonstrates the use of Google Extensions in improving learning and assignment productivity.

Students produce assignments through active collaboration, regardless of time (promoting outside the class learning) and produce superior assignments and assessments that are enjoyable to grade.

Faculty demonstrates teach philosophy (Constructivism, Connectivisim, Behaviorism, Cognitivism, Essentialism, Pragmatism, etc) using Google Slides, Google Sites, Articulate Rise, Interactive Webpage and EdPuzzle Videos. Faculty responds to each comment on the lecture with feedback. The Google Slide is available for all students to refer to throughout the semester.
Students also receive a list of readings before the class session through the LMS file upload feature. Faculty creates a Poll on the LMS to determine the student comprehension of learning materials and re-organize teaching strategies.
Course announcements are also used to provide timely updates to students. Students are encouraged to ask questions under any announcement.
Faculty creates several LMS Discussion Board assignments to encourage social learning through peer responses. Both original and peer grading is rubric-centered. Rubric has been created on the LMS.
Students create a mind-map of their preferred philosophies using online mind mapping tools like Canva Mind Map Templates and describe the reasons behind their choices on the mind-map-handouts distributed in class. Faculty offers individual feedback for improvement. This is done in class using paper and pencil.
Students create their individual teaching philosophies in a Word format or PDF format of the mind maps created on Canva. (as requested by faculty) and upload them to the LMS for grading. Faculty encourage the use of LMS E-Portfolio to submit multiple assignments.

2. Technology-Integrated COLLABORATIVE LEARNING

COLLABORATIVE/ENTRY: Individual student use of technology tools

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

The class is divided into groups, each group receives one philosophy to discuss. Group discussions are held to discuss the various philosophies. Students research (using the Carthage Library Resources) on their own and create their own findings to share face-to-face. This is possible in class or during meetings outside the class time.
Groups create mind maps individually and then share their maps face-to-face. They receive both peer and faculty feedback.
They also work individually on researching the literature behind their given philosophies to work on their group presentations.
Peers evaluate group presentation using the rubric provided by the faculty.
Students create their individual teaching philosophies and upload them to the LMS for grading.

COLLABORATIVE ADOPTION: Collaborative use of tools in conventional ways: LMS Discussion Boards, Polling and Announcements are used for collaboration, but few students participate actively.

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

NOTE: Classroom F2F collaborations are great, but sometimes not inclusive for the shy students. Online collaborations promote writing and composition skills and 100% class participation. Faculty takes the role of a collaboration facilitator.

The class is divided into groups, each group receives one philosophy to discuss. Group discussions are held to discuss the various philosophies. Students research on their own and create their own findings to share face-to-face. This is possible in class or during meetings outside the class time.
Groups create mind maps using Coggle, individually and then share their maps face-to-face. They receive both peer and faculty feedback.
They also work individually on researching the literature behind their given philosophies to work on their group presentations.
Peers evaluate group presentation using the rubric provided by the faculty.
Students create their individual teaching philosophies and upload them to the LMS for grading.

COLLABORATIVE ADAPTATION Collaborative use of tools; some student choice and exploration LMS Discussion Boards, Polling and Announcements are used for collaboration. Collaboration is mandatory and is reinforced through class participation grades mentioned in the Course Syllabus.

Learning Outcomes:Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

NOTE: Students are involved in developing class collaboration rules using collaborative document sharing tools like Google Docs.

Faculty has their YouTube Channel and requests students to comment on the lectures using the chat area below the videos.

The LMS Media Gallery is used to create a collage where students share their pictures when demonstrating their preferred teaching philosophy.

The class is divided into groups,using the discussion board feature of the LMS. Each group receives one philosophy to discuss. Group discussions are held to discuss the various philosophies. Students research on their own and create their own findings to share face-to-face. This is possible in class or during meetings outside the class time.
Groups create mind maps using collaborative mind mapping tool like Coggle and Mindmup.
They receive both peer and faculty feedback through these collaborative online mind mapping applications.
They also work individually on researching the literature behind their given philosophies to work on their group presentations.
Peers evaluate group presentations using the rubric provided by the faculty within their Discussion Board Groups in the LMS.
Students create their individual teaching philosophies and upload them to the LMS for grading.

COLLABORATIVE INFUSION: Choice of tools and regular use for collaboration. Learning is documented on the LMS.

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

The class is divided into groups,using the discussion board feature of the LMS. Each group receives one philosophy to discuss. Group discussions are held on the LMS (outside the class times). Feedback is provided by faculty.
Groups create mind maps using collaborative mind mapping tool like Coggle and Mindmup.
They receive both peer and faculty feedback through these collaborative online mind mapping applications.
They also work in groups to research the literature behind their given philosophies to work on their group presentations collaboratively on Google Slides.
Peers evaluate group presentations using the rubric provided by the faculty within their Discussion Board Groups in the LMS.
Students create their individual teaching philosophies and upload them to the LMS for grading.

COLLABORATIVE/TRANSFORMATION Collaboration with peers, outside experts, and others in ways that may not be possible without technology

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Google Classroom is used for organizing student interactions to simulate the real-world work environment of teachers.

A TedEx Talk is held in the classroom where other faculty walk in and talk about their initial years of teaching challenges and how they overcame them.

Virtual Meeting Tools are used to connect with external public figures in the field of teaching and learning.

Students are offered opportunities to discuss ideas as a group.

All learning and teaching activities are held online:

Collaborative Content Sharing: YouTube Channel, EdPuzzle, Panopto, G-Suite

Collaborative Reading and Annotation: Hypothesis.is

Collaborative Mind Mapping and commenting: Coggle

Collaborative Blogs and commenting: on LMS

Collaborative Picture Collage Making and commenting: Media Gallery LMS

Collaborative document sharing and group work: G-Suite

3. Technology-Integrated CONSTRUCTIVE LEARNING

CONSTRUCTIVE/ENTRY: Information delivered to students, information-centered learning.

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares images of them when teaching while demonstrating their own teaching philosophies. Students realize the role of philosophies in intentional teaching practices. This is done over the Blog, Discussion Board and Media Gallery features of the LMS.
Faculty shares videos or testimonials from their past students describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs in the class.
Students are asked to reflect on their own teaching practices to connect these practices to the philosophies they have learned as a first draft of the final assignment. Students improve with the aid of faculty feedback. This is done in paper, in class.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS.

CONSTRUCTIVE ADOPTION: Guided, conventional use for building knowledge

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares images of them when teaching while demonstrating their own teaching philosophies, and invites students to show and tell their own pictures during past field teaching experiences. This is done using the Discussion Board feature of the LMS. Students comment on each other's media demonstrating realizations on the role of philosophies in intentional teaching practices.
Faculty shares videos or testimonials from their past students describing their learning experiences. These are posted on the Discussion Board Feature of the LMS. Faculty invites students to share their student videos/testimonials describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback.
Students use a graphic organizer to develop their philosophy position, on paper. And later transfer to Google Doc for LMS submission and feedback.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload the final draft on LMS for assignment submission.

CONSTRUCTIVE ADAPTATION Independent use for building knowledge; some student choice and exploration

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares images of them when teaching while demonstrating their own teaching philosophies, and invites students to show and tell their own pictures during past field teaching experiences. This is done using the Media Album feature of the LMS. Students comment on each other's media demonstrating realizations on the role of philosophies in intentional teaching practices.
Faculty shares videos or testimonials from their past students describing their learning experiences. These are posted on the Media Album feature of the LMS. Faculty invites students to share their student videos/testimonials describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback. Students create applications of each philosophy from the teacher, learner and learning environment perspective.
Students use a graphic organizer to develop their philosophy position, on paper. And later transfer to Google Doc for LMS submission and feedback.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload the final draft on LMS for assignment submission.

CONSTRUCTIVE INFUSION: student choice and regular use of tools.

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares images of them when teaching while demonstrating their own teaching philosophies, and invites students to show and tell their own pictures during past field teaching experiences. This is done using the Media Album feature of the LMS. Students comment on each other's media demonstrating realizations on the role of philosophies in intentional teaching practices.
Faculty shares videos or testimonials from their past students describing their learning experiences. These are posted on the Media Album feature of the LMS.Faculty invites students to share their student videos/testimonials describing their learning experiences. Students articulate intentions with actions in teaching.
Faculty shares examples and non-examples of philosophy statements and invites students to comment on hand-outs.
Students use a graphic organizer to develop examine, compare, contrast different philosophies. This is done on paper in class with faculty feedback. Students create applications of each philosophy from the teacher, learner and learning environment perspective.
Students create their voice-over videos, explaining how philosophy enables intentional teaching.
Students work on their philosophy statements on the Blog or Discussion Board features of the LMS as drafts and versions, with the aid of timely feedback from faculty. They upload the final draft on LMS for assignment submission.

CONSTRUCTIVE TRANSFORMATION: Extensive use of technology tools to build knowledge.

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty creates a learner-centered learning environment:

content shared is related to student past teaching practices.
students are asked which philosophy they can relate to and why?
students are asked about their common misconceptions on philosophies and describe how their perceptions have changed.

Students use the following tech tools to build knowledge:

Google Suite: Google Keep for collaborative note taking, Google Doc for collaborative presentation notes building.
Blogs on LMS for personal reflections with peer feedback.
Vlogs from field work posted on Media Gallery for peer comments and describing peer teaching.
mind mapping and infographic tools for student's future reference.

4. Technology-Integrated AUTHENTIC LEARNING

AUTHENTIC ENTRY: Information delivered to students, information-centered learning.

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand/differentiate the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares their own personal teaching philosophy using Google Docs. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Faculty shares philosophies of other professors (with their permissions) on Google Docs. for students to connect the practices with philosophies, using an observation rubric based assignment on the LMS.
Students research the needs of the current student body using the Library Research Resources and industry to develop a responsive teaching philosophy.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate the their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs, using an observation rubric based assignment on the LMS.
Students create their Personal Teaching Philosophy for future employers as an assignment on the LMS.

AUTHENTIC ADOPTION: Guided, conventional use for building knowledge

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand/differentiate the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares their own personal teaching philosophy using Google Docs. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Students research the needs of the current student body using the Library Research Resources and industry to develop a responsive teaching philosophy. They work together on a graphic organizer on a collaborative Google Doc in groups to add their annotated bibliographies.
Students read and comment on shared pdf readings on Perusall.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs, using an observation rubric based assignment on the LMS or a LMS Blog or Discussion Board or a Media Album Gallery.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload the final draft on LMS for assignment submission.

AUTHENTIC ADAPTATION Independent use for building knowledge; some student choice and exploration

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares their own personal teaching philosophy using Google Docs. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Faculty shares philosophies of other professors (with their permissions) on Google Docs. for students to connect the practices with philosophies, using an observation rubric based assignment on the LMS.
Students research the needs of the current student body using the Library Research Resources and industry to develop a responsive teaching philosophy. They work together on a graphic organizer on a collaborative Google Doc in groups to add their annotated bibliographies.
Students read and comment on shared pdf readings on Perusall.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs, using an observation rubric based assignment on the LMS or a LMS Blog or Discussion Board or a Media Album Gallery.
Students create their Personal Teaching Philosophy Videos for future employers and post these videos on the LMS/Panopto/EdPuzzle/YouTube Channel and receive comments from their peers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They create a final draft using Canva/Prezi and upload it to the LMS for assignment submission.

AUTHENTIC INFUSION: student choice and regular use of tools.

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares their own personal teaching philosophy using Google Docs. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Faculty shares philosophies of other professors (with their permissions) on Google Docs. for students to connect the practices with philosophies, using an observation rubric based assignment on the LMS.
Students research the needs of the current student body using the Library Research Resources and industry to develop a responsive teaching philosophy. They work together on a graphic organizer on a collaborative Google Doc in groups to add their annotated bibliographies.
Students read and comment on shared pdf readings on Perusall.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs, using an observation rubric based assignment on the LMS or a LMS Blog or Discussion Board or a Media Album Gallery.
Students create their Personal Teaching Philosophy Videos for future employers and post these videos on the LMS/Panopto/EdPuzzle/YouTube Channel and receive comments from their peers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They create a final draft using Canva/Prezi/goAnimate/GoogleSites/Wix and upload it to the LMS for assignment submission.

AUTHENTIC TRANSFORMATION: Extensive use of technology tools to build knowledge.

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares their own personal teaching philosophy using Google Docs. By connecting students to the real-world teaching practices, faculty creates an authentic learning environment.
Students interview a practicing teacher and determine how the teacher's teaching philosophies are related to their teaching practices and how philosophies need to be revised based on changing needs of the industry and students. They record and edit interviews using their smartphones and Camtasia. They document the interview on a Google slide and submit for peer comments.
Students research the needs of the current student body using the Library Research Resources and industry to develop a responsive teaching philosophy. They work together on a graphic organizer on a collaborative mind mapping tool like Coggle in groups to add their annotated bibliographies.
Students follow exemplary teachers/practitioners on LinkedIn and observe their comments and social media shares.
Students read and comment on shared pdf readings on Perusall.
Students observe and evaluate each other's performance when they teach during their field work. They also evaluate their peers' reaching philosophies and offer feedback based on their practices, the literature as well as the current needs, using an observation rubric based assignment on the LMS or a LMS Blog or Discussion Board or a Media Album Gallery.
Students create their Personal Teaching Philosophy Videos for future employers and post these videos on the LMS/Panopto/EdPuzzle/YouTube Channel and receive comments from their peers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They create a final draft using Canva/Prezi/goAnimate/GoogleSites/Wix and upload it to the LMS for assignment submission.

5. Technology-Integrated GOAL-ORIENTED LEARNING

GOAL-ORIENTED/ENTRY: Information delivered to students, information-centered learning.

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Entry

After completing the lesson, learners should be able to understand/compare the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares videos of accomplished teachers in action to demonstrate the various teaching philosophies in action.
Using an observation rubric, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students put together a detailed philosophy matching observation diagram that describes the different philosophies applied to a learning environment, from the teacher and learner perspective its connectedness with the current demands of the education sector.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS.

GOAL-ORIENTED ADOPTION: Guided, conventional use for building knowledge

Learning Outcomes: Applying, Understanding, Remembering

Technology Integration : Adoption

After completing the lesson, learners should be able to understand/compare the different teaching philosophies.
After completing the lesson, learners should be able to apply learning philosophies to their own classroom teaching practices.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares videos of accomplished teachers in action to demonstrate the various teaching philosophies in action.
Using an observation rubric through a LMS Assignment, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students put together a detailed philosophy matching observation diagram using Google Docs that describes the different philosophies applied to a learning environment, from the teacher and learner perspective its connectedness with the current demands of the education sector.
Using an evaluation rubric through a LMS Assignment, students create a teaching e-portfolio for their future employers.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS.

GOAL-ORIENTED ADAPTATION Independent use for building knowledge; some student choice and exploration

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Adaptation

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares videos of accomplished teachers in action to demonstrate the various teaching philosophies in action.
Using an observation rubric through a LMS Assignment, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students put together a detailed philosophy matching observation diagram using Canva and LMS Discussion Board that describes the different philosophies applied to a learning environment, from the teacher and learner perspective its connectedness with the current demands of the education sector.
Using an evaluation rubric through a LMS Assignment, students create a teaching e-portfolio for their future employers using the LMS/Wix/GoogleSites/YouTubeChannel.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS using multiple file formats.

GOAL-ORIENTED INFUSION: student choice and regular use of tools.

Learning Outcomes: Evaluating and Analyzing

Technology Integration: Infusion

After completing the lesson, learners should be able to analyze the different teaching philosophies from the teacher, student and learning environment perspective.
After completing the lesson, learners should be able to evaluate the learning philosophies presented by their peers according to the rubric provided.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares videos of accomplished teachers in action to demonstrate the various teaching philosophies in action.
Using an observation rubric through a LMS Assignment, students are asked to observe each other's teaching practices during their field work and identify their practices with philosophies.
Students create a Teaching Philosophy Scrapbook using multimedia tools and share the scarpbook on the LMS for evaluation and feedback.
Using an evaluation rubric through a LMS Assignment, students create a teaching e-portfolio for their future employers using the LMS/Wix/GoogleSites/YouTubeChannel.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS using multiple file formats.

GOAL-ORIENTED TRANSFORMATION: Extensive use of technology tools to build knowledge.

Learning Outcome: Creating

Technology integration: Transformation

After completing the lesson, learners should be able to create their personal teaching philosophy statements based on their reflections and evaluations.

Teaching and Learning Activities (LMS and ed tech tools are in bold)

Faculty shares videos of accomplished teachers in action to demonstrate the various teaching philosophies in action.
Using an evaluation rubric through a LMS Assignment, students create a teaching e-portfolio for their future employers using the LMS/Wix/GoogleSites/YouTubeChannel.
Students submit their teaching philosophy on Slack for a lifelong network with peers, faculty and leading education practitioners.
Students work on their philosophy statements as drafts and versions, with the aid of timely feedback from faculty. They upload their assignment on the LMS using multiple file formats.