InTASC Standard #5

Rationale/Reflection

InTASC Standard-
Standard #5 Application of Content:

"The teacher understands how to connect concepts

and use differing perspectives to engage learners in

critical thinking, creativity, and collaborative problem

solving related to authentic local and global issues"

(InTASC, 2013).

Brief Description of Evidence:

In the fall semester of 2021, in my EDUC 201 Technology in Education course, I constructed a virtual field trip. The purpose of creating this artifact was to open my mindset about rare yet important opportunities in the world. By educating students on the topic of amusement parks, it allows for you to cover a variety of topics such as spending real-world money, the topic of energy in science, and the connection of roller coaster names using English to break down the meanings. Along with this, the field trip comes with the added benefit of empowering children with the ability to think and solve real-world issues on their own. The virtual field trip gives details of different tasks and activities that students can participate in.

Analysis of What I Learned:

I consulted with several of my peers from different schools, discussing the importance of engaging students in virtual experiences that they might not receive outside of the classroom. We talked about the effect of coronavirus limiting field trip experiences and creating more options for students to use online. I also grew my knowledge about virtual field trips through online research. Through my online research, I found that classrooms that are actively using virtual field trips are using interactive experiences to cater to students of all learning styles and expose them to authentic local and global issues that deal with money and financial issues.

How This Artifact Demonstrates my Competence on the InTASC Standard:

My virtual field trip uses differing perspectives of learning such as visual, auditorily, and kinesthetic to engage learners in critical thinking, creativity, and collaborative problem solving related by playing a simulated game that deals with the effort of money to benefit their understanding on local and global issues. Students can understand solving authentic local and global issues by learning to invest their money in important needs. The style of learning implemented in my field trip corresponds to all different learning styles. Using Neil Fleming's VARK theory, children are visually seeing how to solve problems by looking at menu prices, auditorily hearing the videos, and kinesthetically being able to manipulate the field trip by clicking buttons to take them to a new tab and dragging “X”s over food that they planned to purchase. Along with this, they are self-motivating themselves to figure out real-world problems along with getting the virtual experience of visiting an amusement park. They can try again and experience the lesson as if they are there.

Citations:

Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development. Washington, DC: Author.

Cherry, K. (2019, November 27). Are You a Visual, Auditory, Reading/Writing, or Tactile Learner? Verywell Mind. Retrieved December 2, 2021, from https://www.verywellmind.com/vark-learning-styles-2795156#:%7E:text=The%20VARK%20model%20of%20learning,in%20the%201970s%20and%201980s.

Virtual Field Trip