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)
Artifact:
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Reflection:
The Internet Lesson Plan for ITEC 7430 is the primary artifact for Standard 2.2. The assignment involved creating a standards-based internet-based lesson for students that is aligned with technology standards and to model the lesson for teachers. I created the African Travel Brochure internet lesson plan for my virtual school environment and created a recorded presentation on how to complete the lesson for teachers in any school environment.
Standard 2.2, Research-Based Learner-Centered Strategies established the expectations for artifact alignment with research-based and learner-centered strategies that address the diversity of all students. The content and technology standards-based African Travel Brochure internet lesson plan addresses the researched-based and learner-centered element of the standard by giving students choice in the African countries they select, the information they provide to meet the project requirements and the format of their presentation. According to the George Lucas Foundation [GLF] (2016), giving your students a list of options from which they can choose and choice in how they show their learning will engage students in personalized learning projects.
In the African Travel Brochure project students take on the role of a travel agent and create a travel brochure to an African country. The brochure highlights political facts, physical features, cultural information, information about environmental concerns and more. The African Travel Brochure lesson plan also addresses the diversity of all students. During my daily Open Office Hour, via phone and email, I communicate with struggling students to model and facilitate the implementation of this project and alleviate student concerns. For students with 504 and IEP plans, special support sessions in Adobe Connect are scheduled by me and my collaborative teacher to provide step-by-step procedures and facilitate their learning. In addition, extended time to complete the project is also provided for students who require it. Assistive technologies are also provided to students within the LMS platform or via Google Add-ons.
Standard 2.2, Research-Based Learner-Centered Strategies established the expectations for artifact to demonstrate the ability to model and facilitate the the use of research-based, learner-centered strategies addressing the diversity of all students. I researched and designed the African Travel Brochure to be a technology enhanced learner-centered experience for my students in our virtual school setting. My students represent the spectrum of students from various socio-economic groups, ethnicities, and ability levels including both undocumented and undocumented 504s and IEPs. I facilitate their learning by hosting Adobe Connect support sessions prior to and while students are implementing the assignment. These sessions are also recorded so students can access it at any time. They can also stop, rewind and pause the recording for additional clarity. I also designed and implemented a recorded video presentation of the technology enhanced learning experience for teachers. During the video, I modeled how teachers could facilitate, modify, and implement the research-based and learner-centered African Travel Brochure assignment to address the diversity of all students. Knowing that all teachers are not virtual teachers, I also added additional strategies for teachers with students who have varying access to technology.
During the implementation of the enhanced learning experience, I realized that some students misunderstood the directions. They provided information on problems with economy instead of problems with the environment. I learned that I need to separate words with similar beginnings in the directions for students who skim the instructions. I also learned that after a unit on the economy students were still focused on that content instead of moving forward to new content. I learned that I needed to clarify the focus of the assignment in more written and verbal detail for students. I added an additional recorded help session to address this issue and in addressing the diversity of all students I permitted students to revise and resubmit their presentation.
The work that went into creating the artifact impacted faculty development and student learning. It impacted faculty development by providing a resource for teachers to use to facilitate and implement a technology rich lesson that addresses the diversity of all students. The impact on faculty development can be assessed in viewing the teacher’s implementation of the lesson with students. It impacted student learning by providing an alternate means for students to display mastery of content, show creativity and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, USA TestPrep and benchmarks.
The George Lucas Educational Foundation. (2016). Driving Engagement Through Voice and Choice. Retrieved from https://www.edutopia.org/practice/personalized-learning-enabling-student-voice-and-choice-through-projects
Standard 2.2, Research-Based Learner-Centered Strategies established the expectations for artifact alignment with research-based and learner-centered strategies that address the diversity of all students. The content and technology standards-based African Travel Brochure internet lesson plan addresses the researched-based and learner-centered element of the standard by giving students choice in the African countries they select, the information they provide to meet the project requirements and the format of their presentation. According to the George Lucas Foundation [GLF] (2016), giving your students a list of options from which they can choose and choice in how they show their learning will engage students in personalized learning projects.
In the African Travel Brochure project students take on the role of a travel agent and create a travel brochure to an African country. The brochure highlights political facts, physical features, cultural information, information about environmental concerns and more. The African Travel Brochure lesson plan also addresses the diversity of all students. During my daily Open Office Hour, via phone and email, I communicate with struggling students to model and facilitate the implementation of this project and alleviate student concerns. For students with 504 and IEP plans, special support sessions in Adobe Connect are scheduled by me and my collaborative teacher to provide step-by-step procedures and facilitate their learning. In addition, extended time to complete the project is also provided for students who require it. Assistive technologies are also provided to students within the LMS platform or via Google Add-ons.
Standard 2.2, Research-Based Learner-Centered Strategies established the expectations for artifact to demonstrate the ability to model and facilitate the the use of research-based, learner-centered strategies addressing the diversity of all students. I researched and designed the African Travel Brochure to be a technology enhanced learner-centered experience for my students in our virtual school setting. My students represent the spectrum of students from various socio-economic groups, ethnicities, and ability levels including both undocumented and undocumented 504s and IEPs. I facilitate their learning by hosting Adobe Connect support sessions prior to and while students are implementing the assignment. These sessions are also recorded so students can access it at any time. They can also stop, rewind and pause the recording for additional clarity. I also designed and implemented a recorded video presentation of the technology enhanced learning experience for teachers. During the video, I modeled how teachers could facilitate, modify, and implement the research-based and learner-centered African Travel Brochure assignment to address the diversity of all students. Knowing that all teachers are not virtual teachers, I also added additional strategies for teachers with students who have varying access to technology.
During the implementation of the enhanced learning experience, I realized that some students misunderstood the directions. They provided information on problems with economy instead of problems with the environment. I learned that I need to separate words with similar beginnings in the directions for students who skim the instructions. I also learned that after a unit on the economy students were still focused on that content instead of moving forward to new content. I learned that I needed to clarify the focus of the assignment in more written and verbal detail for students. I added an additional recorded help session to address this issue and in addressing the diversity of all students I permitted students to revise and resubmit their presentation.
The work that went into creating the artifact impacted faculty development and student learning. It impacted faculty development by providing a resource for teachers to use to facilitate and implement a technology rich lesson that addresses the diversity of all students. The impact on faculty development can be assessed in viewing the teacher’s implementation of the lesson with students. It impacted student learning by providing an alternate means for students to display mastery of content, show creativity and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, USA TestPrep and benchmarks.
The George Lucas Educational Foundation. (2016). Driving Engagement Through Voice and Choice. Retrieved from https://www.edutopia.org/practice/personalized-learning-enabling-student-voice-and-choice-through-projects