EDUC-5313-W1

Below is an infographic that highlights the key processes that support learning as discussed in Chapter 4 of How People Learn II . It emphasizes executive functioning, self-regulation, and the reconstruction of memory, and explains why these processes are essential in supporting student learning. The infographic also explores connections between this chapter and Gura’s concept of a creative learning environment, as well as Rivero’s technology-focused approach to learning. Through the integration of technology and supportive instructional practices, an ISTE Student Standard is addressed, demonstrating how students can take ownership of their learning, engage creatively, and develop meaningful understanding. This infographic highlights key learning processes from  How People Learn II  and connects them to creative learning environments and the ISTE Standards for Students. References: Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, ...

Part 1:  Authentic Intellectual Work/Authentic Instruction & Assessment.   Use the following questions/prompts to guide the development of your post. What is the nature of Authentic Intellectual Work?  How does it differ from traditional approaches to instruction and assessment?  Discuss the components of Authentic Intellectual Work and provide deep consideration of at least one component by including a discussion of empirical (research-based) evidence found in Chapter 2. Describe a specific example of authentic intellectual work in a discipline or content area. The nature of Authentic Intellectual Work (AIW) supports teachers in creating learning experiences that reflect real-world challenges. It emphasizes students constructing knowledge through disciplined inquiry, leading to work that has value beyond the classroom. Rather than relying on memorization and routine procedures, AIW prioritizes problem solving and higher-level thinking, allowing students to ...

Part 1:  Introduce yourself to us. Tell us about your current and future professional goals. My name is Erica Heuschkel, and I am from Connecticut. I earned my Bachelor’s degree in 2015 and spent 6 years working in substitute teaching and math tutoring. During that time, I was offered a full-time position as a middle school math tutor. Although initially hesitant (excited about the content but nervous about the age range, since my degree was in elementary education) I accepted the role. I quickly discovered that I loved teaching this age group of middle schoolers. I later cross-endorsed to become certified in 7-8 math and began a full-time position as a 7th grade math teacher in my hometown. This is my fourth year teaching there, and I truly enjoy it. I am currently completing my Master’s in Math Curriculum and Instruction as I am deeply passionate about the math curriculum and currently been collaborating with my team to ensure vertical alignment across grade levels with our new c...