Standard+7

Standard 7

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**Standard 7** The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
 * Teachers are able to plan different kinds of lessons.**

**Online supported course: Electrical 1-ASEP**
 * __Evidence 1: __**

 All of the courses I teach in the two-year, Associate Degree, program are supported through Blackboard. Dependant on the content and curriculum goals for each, the level of online support varies. The particular course I picked as an evidence for this standard is “Electrical 1-ASEP”. I teach this course in the second semester of the GM ASEP program at Fox Valley Technical College. In this particular course, students are exposed to several different types of test equipment as well as different concepts and procedures that they haven’t seen before. Because electrical systems theory tends to be more conceptual than tactile, digital representations, simulations, and videos lend themselves well to explaining the material.
 * __Rationale 1: __**

 Another function or benefit of greater online support is that we can cover more material, more efficiently. In this particular class, there is a tremendous amount of material to teach and learn.

Here are two screen captures of my “Electrical 1-ASEP” class in Blackboard. 



You can see in them that there are several different lessons and media used. I use a blend of power points and lecture, reading assignments and assessments on that reading, online learning objects I have developed and/or found, and online videos that I have either developed or found.

__**KSD: **__

7.K.1 The teacher understands learning theory, subject matter, curriculum development, and student development to plan instruction and to meet curriculum goals based on content standards.

 A variety of lessons, course materials, and different media demonstrate and understanding of learning theory and student development carried out in the planned delivery. Having an intimate knowledge of the subject matter is needed to develop learning objects and organizing a complete course in Blackboard is evidence of sound curriculum development.

7.S.2 The teacher plans for learning opportunities that recognize and address variation in learning styles, learning differences, and performance modes.

<span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;"> Use of so many different activities allows for individuals with different learning styles and abilities to find something that works for them. Nearly all of the lessons I teach have four components: a reading assignment, a lecture component, a learning object or web based training or video or simulation, and finally a lab activity.

<span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;">7.D.3 The teacher values planning as a collegial activity.

<span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;"> I do value planning as an activity that needs input from my colleagues within the department. When I wrote the course that I cite as an evidence, I was the only instructor at the college that was teaching the GM ASEP program but since then, we have added another instructor. As we move forward, I share what I have developed with him, and ask for his input as I develop new materials. This has been a refreshing change as opposed to being “on my own” and not having a “sounding board” or colleague there to compare ideas with. I look forward to being able to do more program and course planning in this collaborative relationship.

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