ISTE Standard for Coaches 2: Teaching, Learning, and Assessments – Technology coaches assist faculty in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students.
2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.
2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals.
My skill set for teaching effectively at the college and K-12 levels is at least threefold, encompassing content knowledge, pedagogical skill, technological skill, and the intersections of these competencies (Koehler & Mishra, 2009).
My content and pedagogical knowledge for teaching English composition and literature includes both my depth of knowledge in research and technical writing; my depth of knowledge in theoretical approaches to studying bodies of literature such as postcolonial fiction and the early short story form; and, second, my understanding of the writing construct as encompassing the writer’s rhetorical and interpersonal skill sets, metacognitive capacities, dispositions, and technical literacies (White, Elliott, & Peckham, 2015).
I have built my skills in addressing the individual needs of multilingual, nontraditional, first generation, and underprepared college writers through coursework focused on research-based writing pedagogies, through my experience as a writing center coordinator and advocate for second language writers, through five years of developing courses for student populations similar to those served by Wenatchee Valley College, and through my professional network. For example, I studied alternative pedagogies for teaching rhetorical writing skills with composition scholar Joanne Addison at the University of Colorado and I consulted with Kathleen Yancey at Florida State University in the process of incorporating her research-based “Teaching for Transfer” model into my instructional approach at Morgan Community College in Fort Morgan, Colorado (Yancey, Robertson, & Taczak, 2014).
As an instructional designer, I have demonstrated my knowledge of universal design principles, accessibility standards and engagement frameworks through applied teaching projects such as hybrid course designs integrating OER and student assignments that incorporate digital archiving, composing, and communication tools to increase students’ engagement and achievement of writing outcomes.
As a coach (for example, during my year-long experience as a new faculty mentor during the 2017-2018 school year) I am able to provide examples of differentiated instruction and multiple means of engagement for all students based on my own instructional designs such as those demonstrated in the following two posts.
An example of my use of technology-enhanced learning experiences to extend first-year writing students’ development of writing and 21st century learning competencies is articulated in my post on Algorithmic Thinking for Rhetorical Analysis. Here, I demonstrate how combining a heuristic approach to academic writing instruction with embedded opportunities to use technology supports creates greater opportunity for students to achieve learning standards.
In my post Writing Math: Integrating Universal Design with ‘Social Turn’ Writing Pedagogy, I demonstrate how I addressed persistent barriers to qualitative literacy in writing through the use of Universal Design principles and macro-heuristics that allow students to select the level of instructional support they receive via a “playlist” of instructional options.
The individualization I used to address barriers to persistence and success in college writing by supporting rhetoric and composition-related issues of quantitative literacy and by supporting the critical thinking skills necessary for academic use of statistical sources in the above post is related to my use of digital technologies to support students’ acquisition of individualized ways of thinking about and responding to academic texts.
In Supporting Engagement Through Note-Taking, I address how I combine assignment design, digital annotation and note-taking tools, and appropriate levels of student autonomy in a series of scaffolding assignments aimed at developing note-taking skills in order to achieve both initial competence and student motivation to use note-taking as a research strategy.
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1), pp. 60-70. Retrieved from: http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
White, E.M., Elliott, N., & Peckham, I. Very like a whale: The assessment of writing programs. Utah State UP, 2015.
Yancey, K. B., Robertson, L., & Taczak, K. (2014). Writing across contexts: Transfer, composition, and sites of writing. Logan: Utah State University Press.