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“Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994, p. 46). My experiences in the Utilization Standard have occurred in various situations in the classroom environment. Through these experiences I have utilized media to aid in the learning process as well as implement and institutionalize an instructional strategy. My experience with Standard 3.1, Media Utilization, occurred in various situations. I have learned that in some situations, based on instructional design specifications, that it is beneficial to use technology to aid in instruction. I have made this decision many times during my teaching experiences. For example, I was asked to teach a group of students about brain functions while learning. I researched this topic and found an interesting scientific article that I wanted to present to this group. I decided the best way to share the information in a clear manner was to present it using media. I created an electronic presentation that contained the information I wanted to share [Brain Function Presentation html file size 16 KB]. The use of media to aid in this instructional situation was quite beneficial. The students were able to clearly see the information I was presenting and the presentation helped guide me through the instruction to make sure that all of the information I wanted to present was covered. This type of media utilization was a great resource to aid in the learning process. My experience with Standard 3.3, Implementation and Institutionalizations, also occurred during my teaching experience. I was student teaching in a third grade classroom where the teacher and I were starting to use group work in various situations. The first few instances where the students worked in groups were quite pleasant but eventually the noise level became a problem. It was at this point that I decided to implement a new instructional strategy. This strategy was quite simple but effective for management of the noise problem. I had decided to give each group of students three “gems” which in actuality were colorful plastic stones. If the group kept their noise volume at a reasonable tone, they would keep all of their gems. However, if the students’ noise volume became too high, I would simply walk by their table, inform them about the noise issue, and take one of their gems. The catch for this instructional strategy was that each group with all three gems at the end of the day would receive a special surprise as a reward. The students quickly learned what noise level was appropriate and tried to maintain that level. This instructional strategy promptly became institutionalized in to this classroom setting. The students knew what was expected of them when they saw the gems and they strived to keep their gems for the surprise reward. Eventually the students began to request the gems in various situations that I would not have thought to use them. This simple instructional strategy became a part of this classroom’s structure and it was used on a daily basis. Overall, throughout my teaching experiences, I have utilized media to aid in instruction as well as implemented and institutionalized an instructional strategy in a classroom setting. These experiences have demonstrated that I possess the knowledge, skills, and dispositions of the Utilization Standard 3. |