For Competency 1, I have chosen two artifacts for the three sub-competencies. For the first who sub-competencies, “Demonstrates ability to read and understand educational literature related to your discipline (concentration)” and “Demonstrates ability to describe fundamental theories of human learning”, I have chosen my Annotated Bibliography from EDCI 52001-Seminar II. In this artifact, I analyzed three articles, starting by summarizing the article, then provide feedback on the article, including how I would use this within my classroom or career.  This addresses the first sub-competency. The first article describes what Project/Problem-Based Learning (PBL) is. This is a term I had only recently learned, and given that I coordinate an experiential learning program, this learning process is closely related to my program. The second article describes a classroom that incorporated 3D printing. I was drawn to this article because 3D printing is something I would like to incorporate into my program. I have been researching and actively practicing 3D printing so when the time comes, this can be included. I will have information readily available from both scholarly articles and personal experience. The third article I included also discusses 3D printing, but takes a unique perspective, discussing failures they had in the classroom. As a Science, Technology, Engineering, and Mathematics (STEM) educator within experiential learning, I believe we can learn much from failures, so I was drawn to this article to learn what they did, and considerations for the future.

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The second sub-competency is represented by the first article within the Annotated Bibliography. As previously stated, the first article analyzes PBL. Within this article, Euefueno (2019) describes what PBL is and how it is utilized. Within this assignment, I summarized Euefueno’s information analyzed benefits and shortcomings to the article. I also describe how I plan to share this information with the instructors within my program as my program is experiential learning, which utilized PBR quite often.

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For the third sub-competency, “Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems in your discipline (concentration)” I have chosen my Research into Practice final project from EDCI-Assessments in STEM. With this project, I observed and analyzed a home-schooled student with Attention Deficit Hyperactive/Hypoactive Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He is a unique student in that when he was in the public school system, he tested into the Gifted and Talented program. But with his ADHD, there is often a conflict between what he is capable of understanding but limited by what he can demonstrate. He struggles to be able to write down his thoughts since it takes more effort to write, and by the time he would be writing, he has forgotten what he was going to write. Most of his assessment was conducted through informal observations and one-on-one discussions. The discussions took a little while, letting him speak since he had several thoughts all happening at the same time. Articulating an answer succinctly was a challenge. But through patience and careful listening, as well as some breaks between questions, he was able to describe differences on the charts he created for his experiments. He was also able to give examples of humidity in the air. The takeaways from this case study are more than just an example of how to work with students with ADHD. In my program, most students are from other countries, many of which do not speak English as their first language. This means their comprehension may also not match what understanding they can express; therefore I need to look for other ways for them to demonstrate their learning.

 

Reference:

Euefueno, W. D. (2019). Project/problem-based learning in STEM: impacts on student learning. Technology and Engineering Teacher, 78(8), 8–12. https://www.proquest.com/scholarly-journals/project-problem-based-learning-stem-impacts-on/docview/2226387176/se-2.