Gregory Gilmore

Professional Portfolio

ISTE NETS and Performance Indicators


Standard 2. Design and Develop Digital-Age Learning Experiences and Assessments


Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:


a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

While taking Technology Leadership in Schools, I completed a collaborative Special Needs Case Study focusing on adaptive technology for students with learning disabilities.  This case study includes adaptive devices and software for students with math and language learning disabilities along with resources for further study.  While taking CSCL, I developed an Individual Learning Scenario as part of the planning phase for a collaborative lesson.  This demonstrates my ability to plan a lesson, anticipate potential problems, and plan to meet the needs of my learners before they arise.  In the library, I have expanded the traditional book talk by using video book trailers and a Google Lit Trip to pique my student's interest in books and authors.  My music students have also been given the opportunity to use MusicAce for composition projects, Sony ACID to remix soundloops, and online tools such as to create short compositions and sound loops. Because these tools offer a graphic interface and immediate feedback, students are quickly motivated to keep editing and revising their compositions. These online tools are often more effective than giving students an instrument and blank staff paper, and the final product has a higher chance of sounding like a complete and logical musical composition.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own education goals, managing their own learning, and assessing their own progress

Using Music Ace, I developed a Technology Integration Learning Plan that allowed my students to compose a short piece of music while experiencing the benefits of creating music with composition software.  Even with a limited knowledge of music theory, the software allows students to experiment with combinations of sounds and rhythms in an environment that allows easy changes and immediate playback of their compositions.  The assignment allows enough flexibility to encourage advanced students and keeps the interest of students who may not be comfortable with traditional music activities.


As a librarian, I collaborated with the fourth grade teachers in my building to create a Google Custom Search for their famous Missourians unit, and with third grade teachers for their animal research unit.  In these units, students in both grade levels were able to select their own research focus.  These custom searches allowed students to search in a safer environment while still providing them with many resources and the opportunity to learn and practice Internet search skills.  In their homerooms, students were given a variety of ways to present their research findings to their teacher and classmates. By allowing students to search through the custom Google Searches, their final projects were more diversified than if they had used the same encyclopedia or online source.

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

The Special Needs Case Study I developed for students with Learning Disabilities includes technology for adaptive and differentiated education.  The technologies include tools for math and language disabilities along with a list of articles for further research into adapting instruction to meet the needs of individual students.  The Technology Integration Lesson Plan I created is open-ended enough to allow flexibility to meet the needs of all learners.  This lesson encourages students to compose music despite their musical abilities or knowledge of music theory.  The assignment challenges advanced students, while providing an interface that fosters quick success for students who struggle with music notation or technology. At the end of the project, we held a digital recital and showcased finished compositions for the class. Even within a class of many different learning styles and abilities, every student was able to arrange pitch and rhythm into a composition with the aid of the composition software.

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

While teaching music, I developed a LiveBinder focusing on online copyright that allowed students to explore online videos and articles and answer reflective questions about downloading music legally and illegally.  At the end of the lesson, students participated in a discussion board that allowed them to interact with their classmates on the information they discovered during the lesson or knowledge based on previous experiences with downloading music.

The Technology Integration Lesson Plan I developed allows students to compose music with the aid of software and continually reflect on their composition.  Through a continuous formative cycle of composing, listening, and editing, my students were able to experiment with combinations of pitch and rhythm to create short melodies and countermelodies.  During this process, I could provide formative assessment by listening to students compositions and making suggestions in response to what I heard.  Students were also able to self-assess by listening to their compositions themselves.  Based on what the computer played back for them, they could revise their composition until what they heard matched what they wanted to hear.  At the end of the lesson, we held a digital recital to showcase student compositions for the rest of the class to hear.  While teaching at Fire Prairie Middle School, I also used a Flip Cam to record classroom performances for reflection.  This allowed me to show the videos either immediately following a performance or during the next class period for small group or whole group reflection. These videos were invaluable because they showed the students what I saw and heard; watching themselves perform facilitated honest reflection from my students and was more successful than had I told them how to improve their performance.


In the library I have used the SMART Response System to assess student understanding of Destiny Quest (our online library catalog), the Dewey Decimal System, and library checkout procedures.  This engaged everyone in the class while answering questions, and provided me immediate data indicating the knowledge of individual learners as well as averages for the entire class.