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: Lesson Plan Project
Reflection:
The Lesson Plan for Implementing NETS-S was a project we completed in our ITEC 7430 class. In this lesson, we were charged with creating a lesson plan in which we modeled and facilitated the use of research-based, learner-centered strategies addressing the diversity of all students. The lesson plan that I created was more of a unit plan. I created a project based lesson for my students to complete. The lesson covered quite a few of the 8th grade Georgia chemistry standards. First students had to define the difference between and element and a compound. Then, students had to complete research about properties and changes in matter that elements go through. Finally students had to use all the information they learned and create a webpage about one particular element on the periodic table. Students then had to present their findings and we created a class periodic table.
This artifact showed mastery of standard 2.2 because I had to model and facilitate the use of research-based, learner-centered strategies. I did this by creating a project based lesson. Students completed the project that covered 4 of the chemistry standards that they need to know. Students did this in a way were they were the leaders in their own learning and I acted as a facilitator. To see if learning occurred with this method of teaching I gave the students a pre- and post-test to see student growth. Another way that this artifact shows mastery of this standard is that it addresses the diversity of all students. This task allowed me to implement a classroom activity that allowed me to meet the diverse needs of all of my students. I teach inclusion so that was very important. The assignment required students to use many different means of technology to research, develop and present their findings. The fact that a lot of the work could be done outside classroom allowed for the students with disabilities to get any outside help or differentiation that they needed. The students had to create and present their findings to the class at the end of the assignment.
From completing this artifact, I learned that students need more guidance than what I initially anticipated. Students struggle in using technology for education. They know how text, but they do not know how to search for pictures and then add those pictures to a website. This was a learning curve and a lot of the students struggled. If I were doing this project over again, I would be sure to address some of these logistical challenges as I walk through the unit with the students. I would also ensure I had models of each artifact so they would have a better understanding of my expectations. I also would have to think of a smarter way to upload the project to the Website. I might have the students load their projects one at a time or 4 at a time and see if that goes better. The students really enjoyed the project though. Also pair the students up. This way the students that type slow can collaborate with other students that might move faster than them.
This project based lesson allowed students to take charge of their own learning and this had a great student learning impact. Students were engaged and they could not wait to show others the website that they created. This project also allowed for critical thinking. This project increased student engagement which will increase student achievement. This achievement can be assessed by an ongoing pre- and post-test.
The Lesson Plan for Implementing NETS-S was a project we completed in our ITEC 7430 class. In this lesson, we were charged with creating a lesson plan in which we modeled and facilitated the use of research-based, learner-centered strategies addressing the diversity of all students. The lesson plan that I created was more of a unit plan. I created a project based lesson for my students to complete. The lesson covered quite a few of the 8th grade Georgia chemistry standards. First students had to define the difference between and element and a compound. Then, students had to complete research about properties and changes in matter that elements go through. Finally students had to use all the information they learned and create a webpage about one particular element on the periodic table. Students then had to present their findings and we created a class periodic table.
This artifact showed mastery of standard 2.2 because I had to model and facilitate the use of research-based, learner-centered strategies. I did this by creating a project based lesson. Students completed the project that covered 4 of the chemistry standards that they need to know. Students did this in a way were they were the leaders in their own learning and I acted as a facilitator. To see if learning occurred with this method of teaching I gave the students a pre- and post-test to see student growth. Another way that this artifact shows mastery of this standard is that it addresses the diversity of all students. This task allowed me to implement a classroom activity that allowed me to meet the diverse needs of all of my students. I teach inclusion so that was very important. The assignment required students to use many different means of technology to research, develop and present their findings. The fact that a lot of the work could be done outside classroom allowed for the students with disabilities to get any outside help or differentiation that they needed. The students had to create and present their findings to the class at the end of the assignment.
From completing this artifact, I learned that students need more guidance than what I initially anticipated. Students struggle in using technology for education. They know how text, but they do not know how to search for pictures and then add those pictures to a website. This was a learning curve and a lot of the students struggled. If I were doing this project over again, I would be sure to address some of these logistical challenges as I walk through the unit with the students. I would also ensure I had models of each artifact so they would have a better understanding of my expectations. I also would have to think of a smarter way to upload the project to the Website. I might have the students load their projects one at a time or 4 at a time and see if that goes better. The students really enjoyed the project though. Also pair the students up. This way the students that type slow can collaborate with other students that might move faster than them.
This project based lesson allowed students to take charge of their own learning and this had a great student learning impact. Students were engaged and they could not wait to show others the website that they created. This project also allowed for critical thinking. This project increased student engagement which will increase student achievement. This achievement can be assessed by an ongoing pre- and post-test.