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 * Reflection on EDLD 5368 **

This course started with a pre-assessment of our teaching style. This assessment categorized our teaching goals and our teaching methods into four distinct categories. My score for teaching goals and matrix interpretation ranked in Quadrant D. This quadrant stated that I prefer analysis to rote learning and that my teaching style focused on familiar applications. For the area of teaching methods my scores placed me in Quadrant C. Quadrant C states that I am an instructor that prefers to have students learn through using individual manipulatives. This analysis was true at the time, but now I think differently. After completing the activities in EDLD 5368 (Instructional Design), my opinions have changed.

“Everyone expects much more from today’s schools that was expected 100 years ago. A fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction; new goals for education require changes in opportunities to learn” (Bransford, Brown & Cocking, 2010). NCLB requires that all students reach their maximum learning potential regardless of their academic abilities. Educators must address the needs of every student and prepare them to function successfully in the 21st century. Understanding how students learn and process information aids in addressing how to deliver the information to them. Variations in teaching styles are essential to reach the needs of all learners. This course provided valuable information on how to use data collected to influence or direct the development of class lessons. I learned how to use data to plan professional development for staff members along with designing lessons that meet the student’s needs. The importance of surveying and collecting data to determine the areas of faculty, student, teacher and employee needs. Designing meaningful lessons that increase student understanding leads to knowledge transfer. “Understanding is about transfer, in other words. To be truly able requires the ability to transfer what we have learned to new and sometimes confusing settings” (Wiggins & McTighe, 2000).

Designing lessons using Schoology presented a way for me to address many classroom issues that arise due to student ability levels and attendance. Designing learning units with Schoology provided a means for me to handle giving make up assignments, remediation practice, enrichment activities, testing and fun learning activities. I was able to get students to interact with technology and learn at the same time. I created a learner-centered environment that could address the learning needs of each individual student at the appropriate level needed. “Overall, learner-centered environments include teachers who are aware that learners construct their own meanings, beginning with the beliefs, understandings, and cultural practices they bring to the classroom (Bransford, Brown & Cocking, 2000).

**References ** Bransford, J., Brown, A., & Cocking, R. (Ed.) (2000). //How people learn, p 129-154// (Chapter 6). Washington, DC: National Academy Press []

Wiggins, G. & McTighe, J (2000). //Understanding by design//. Upper Saddle, NJ: Prentice Hall.