Program Learning Outcome 4

The LIS 693 collaborative teaching experience was a perfect example for PLO 4. Every standard was covered during the compilation of this lesson/ unit. Working with kindergarten is never an easy task and the lesson/s I had to deliver were complicated and inquiry based, which most of these students had never experienced. Being able to understand that "students have different knowledge bases, motivation, interests, and preferred learning methods" (Small, et. al, 2012) and then putting into design and then practice an effective lesson was difficult, but so rewarding when the outcome was positive. The teacher, TA and I were able to take the students through the first lesson (broken up into 2 sessions), complete the objectives and assess the students with good results. The assessment helped us decide on how to proceed with the the 2nd lesson in the unit. There were a few times in the two lesson sessions where we had to switch gears because of a question from a student, or something we observed while walking around the classroom. Overall, this assignment really pushed the limits on all parts of my instructional mindset.

The LIS 654 unit was an example of how, just because something doesn't work the first time or with one group of students, doesn't mean it won't be successful with others. The year I wrote and carried out this unit was when we were entering into the beginning stages of a pandemic and learning was going all remote. Because there was no chance for me to teach the students how to use some of the technology tools in the unit, it was a flop. However, when using it this year, after our county was one to one, it was much more successful, because I had time to support the unit through effective instructional communication. I could use the teachable moments with technology snafus and really dig in to each step in the inquiry process.