Competency 3: Communicate Knowledge
Communicates effectively in oral and written formats
I selected “Conversations with an LDT professional’ from my 660A course to demonstrate my ability to communicate effectively in oral and written formats. For this group project, I interviewed the director of instructional design at a local community college as well as the vice-president of academic affairs. I believe that active listening is a critical component of oral communication. The willingness of the director to lengthen our interview from the requested thirty minutes to nearly two hours speaks to both the wealth of her knowledge and experience and to my ability to ask probing questions as well as to be a receptive participant in the conversation.
In the interviews, I posed open ended queries and left space for thoughtful responses rather than rushing in to fill the conversational void. I felt this openness elicited responses beyond the superficial which included the candid observation that ‘a background in K – 3 might be helpful in working with faculty’. I believe this ability to foster trust and humor in a working relationship will serve me well in navigating the sometimes fraught and perilous path of an IDer as demonstrated in our 672 case studies, such as that of Frank Tawl and Semra Senbetta.
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners
In the Frank Tawl and Semra Senbetto case study, IDers are tasked with implementing a program which was to a certain extent antithetical to the cultural mores of the country. Their path forward utilized cultural sensitivity and understanding of the needs of a diverse group of students. The ability to communicate both orally and verbally was of primary importance in implementing the program. In the case study, I analyzed ways in which they could utilize these skills.
Frank and Semra were required to utilize probing but culturally sensitive questions in addition to active listening skills to determine the degree to which resistance to performance-based learning was cultural rather than the understandable resistance of the trainers who were unwillingly engaged in a task they consider an unwanted burden. Only through gathering this knowledge were Frank and Semra able to move forward in a purposeful manner.
Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
In my 564 Technology Integration course, I utilized the SAMR model to redesign an existing lesson to more fully integrate technology and unlock the full potential of the original lesson. The SAMR model presents the potential phases of technology adoption as Substitution, Augmentation, Modification and Redefinition. It was developed by Dr. Ruben Puentedura as a guide for fully integrating technology into education.
The lesson addressed learners who have special education needs. In the time since the 564 course I have had the opportunity to explore my proposed lesson with students in my classroom and am even more fully convinced of the power of technology to effect change in the ability of students with disabilities to more fully express themselves and realize their potentials.