2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifacts:
Internet Lesson Plan
Reflection:
For this standard, I chose to use the Internet Lesson Plan to demonstrate my mastery of standard 2.2. The Internet Lesson Plan was designed using the National Education Technology Standards for Students (NETS-S) template. This artifact was created to help third-grade students expand on their understanding of math skills. The math skills covered higher order thinking at the analysis, evaluation, and creativity levels of Bloom’s Taxonomy by allowing students to become explorers as they searched and identified quadrilaterals among the school environment and online, built a variety of quadrilaterals (rectangle, square, rhombus, and trapezoid) and evaluated the angles, sides, and vertices of each shape. Students utilized technology resources and tools to research, collaborate, and produce a final product to demonstrate their mastery of the Georgia Standards of Excellence and NETS-S standards.
The Internet Lesson Plan reflects my ability to effectively model and facilitate the use of research-based and learner-centered strategies. Through the development of this lesson, I was able to support my third-grade students, and colleagues, through modeling the project and providing strategies to effectively implement this lesson to enhance their learning environment. . “A number of studies have found that students demonstrate stronger engagement, self-efficacy, attitudes toward school, and skill development when they are engaged in content creation projects” (Zielezinski, Goldman, & Darling-Hammond, 2014). To better develop this lesson, I focused on a variety of research-based strategies that supported a diversity of learners which included students working below grade level, English Language Learners and students with learning disabilities. I differentiated instruction and students’ ability to engage in learning by using online resources which included audio recordings, typing, and visual aids to build their knowledge and comprehension of content standards.
This artifact demonstrates my ability to apply learner-centered instructional strategies by allowing students to select their choice of quadrilateral, collaborating in small groups, selecting a technology tool to demonstrate their knowledge and then taking the role of as a teacher to present to their peers. I facilitated students through collaboration, research and presentations. All students were encouraged to explore their resources and given the knowledge and skills to take ownership of their learning and ability to use technology.
From working on this assignment, I learned the importance of using a variety of research-based practices that are valuable in supporting ongoing learning with implementation of technology. Using many different technology tools such as Adobe Spark, VoiceThread, and Sway allowed students to experience learning in a unique and creative way by exposing them to resources that they never used in previous grades. Sometimes educators get so content with using the same few tools that they miss out on learning opportunities for themselves as well as their students. Staying current with web 2.0 tools and resources makes designing and implementing technology-enhanced learning experiences more realistic and appealing. The next time I facilitate this learning experience, I will remember to have an assigned job for each student when working in groups to manage conflicts of sharing the work and also for those who have to be the “boss.” Furthermore, I realized that spending additional time in the future to strengthen students’ basic technical skills will allow smooth transitions and improve the quality of the learning process.
The effort that went into this project significantly impacted student learning because it provided a rigorous and engaging experience for all students. It was wonderful having the opportunity to coach some teachers in implementing this lesson and discussing how using different technology tools from their usual selection could impact student academic achievement. The impact can be evaluated by the number of students who successfully interacted with their peers, created and communicated their project and how well they scored on their final test.
References:
Zielezinski, M., Goldman, S., & Darling-Hammond, L. (2014) Using Technology to Support At-Risk Students’ Learning. Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/using-technology-support-risk-students%E2%80%99-learning.pdf
Reflection:
For this standard, I chose to use the Internet Lesson Plan to demonstrate my mastery of standard 2.2. The Internet Lesson Plan was designed using the National Education Technology Standards for Students (NETS-S) template. This artifact was created to help third-grade students expand on their understanding of math skills. The math skills covered higher order thinking at the analysis, evaluation, and creativity levels of Bloom’s Taxonomy by allowing students to become explorers as they searched and identified quadrilaterals among the school environment and online, built a variety of quadrilaterals (rectangle, square, rhombus, and trapezoid) and evaluated the angles, sides, and vertices of each shape. Students utilized technology resources and tools to research, collaborate, and produce a final product to demonstrate their mastery of the Georgia Standards of Excellence and NETS-S standards.
The Internet Lesson Plan reflects my ability to effectively model and facilitate the use of research-based and learner-centered strategies. Through the development of this lesson, I was able to support my third-grade students, and colleagues, through modeling the project and providing strategies to effectively implement this lesson to enhance their learning environment. . “A number of studies have found that students demonstrate stronger engagement, self-efficacy, attitudes toward school, and skill development when they are engaged in content creation projects” (Zielezinski, Goldman, & Darling-Hammond, 2014). To better develop this lesson, I focused on a variety of research-based strategies that supported a diversity of learners which included students working below grade level, English Language Learners and students with learning disabilities. I differentiated instruction and students’ ability to engage in learning by using online resources which included audio recordings, typing, and visual aids to build their knowledge and comprehension of content standards.
This artifact demonstrates my ability to apply learner-centered instructional strategies by allowing students to select their choice of quadrilateral, collaborating in small groups, selecting a technology tool to demonstrate their knowledge and then taking the role of as a teacher to present to their peers. I facilitated students through collaboration, research and presentations. All students were encouraged to explore their resources and given the knowledge and skills to take ownership of their learning and ability to use technology.
From working on this assignment, I learned the importance of using a variety of research-based practices that are valuable in supporting ongoing learning with implementation of technology. Using many different technology tools such as Adobe Spark, VoiceThread, and Sway allowed students to experience learning in a unique and creative way by exposing them to resources that they never used in previous grades. Sometimes educators get so content with using the same few tools that they miss out on learning opportunities for themselves as well as their students. Staying current with web 2.0 tools and resources makes designing and implementing technology-enhanced learning experiences more realistic and appealing. The next time I facilitate this learning experience, I will remember to have an assigned job for each student when working in groups to manage conflicts of sharing the work and also for those who have to be the “boss.” Furthermore, I realized that spending additional time in the future to strengthen students’ basic technical skills will allow smooth transitions and improve the quality of the learning process.
The effort that went into this project significantly impacted student learning because it provided a rigorous and engaging experience for all students. It was wonderful having the opportunity to coach some teachers in implementing this lesson and discussing how using different technology tools from their usual selection could impact student academic achievement. The impact can be evaluated by the number of students who successfully interacted with their peers, created and communicated their project and how well they scored on their final test.
References:
Zielezinski, M., Goldman, S., & Darling-Hammond, L. (2014) Using Technology to Support At-Risk Students’ Learning. Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/using-technology-support-risk-students%E2%80%99-learning.pdf