Module 1 Reflection

This module has made me think about my role as an instructional designer in the following ways….

1) Becoming a facilitator instead of a "teacher"

When I look back at my lessons and unit plans, I can't really say that they are student centered. Sure, I have lessons where students are working together to build a project, but I know that isn't aways enough. I have been aware of project-based learning for about 3 years now, however I'm still uneasy and unsure. I believe becoming a facilitator instead of a lecturer is such a challenge for educators. Education has been delivered the same way for almost 100 years, yet our world has changed drastically in that time. I feel that a true instructional designer and facilitator understands the importance of student centered classes and 21st Century skills. 

2) Helping students gain their own understanding of content

Instructional designers have a scope of education that sees value in students taking ownership of their learning. This appeals to me. What could make an elementary student more engaged in math than applying math to something in which they are interested? If students can gain a perspective on a specific topic or standard that relates to them, they will have a deeper understanding of the subject matter. Aiding students in their own journey of learning is definitely the role I would like to play as an instructional designer. 

3) Assessment Challenges

One of my biggest fears of project-based planning is knowing when and how to assess student learning. The Intel Education eReader and the Project-Based Interactive Program have definitely been great resources to help tackle this challenge. I learned more about formative assessment and how important it is in a project-based lesson. I even learned that quizzes and quick assessment checks are okay to use in a project-based lesson. I still need to continue researching ways to do formative assessment. In my unit plan for this class, I will try to develop ways I can assess students throughout the project, not just at the end.