2.2 Researched-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)
(PSC 2.2/ISTE 2b)
Artifact: ISTE Lesson
Reflection:
This lesson plan, and unit, is for implementation of the NETS-S and demonstrates my ability to model and facilitate the use of research-based, learner-centered strategies, it was created in the spring of 2014 for ITEC 7430, Internet Tools in the Classroom. The lesson plan outlines a student-centered unit of study and adheres to the ISTE template and guiding questions. The lesson plan includes standards addressed, an overview, essential questions, assessment techniques, resources, instructional plan, activities, differentiation, lesson closure, and all necessary assessment components. More specifically, the lesson addresses the ELA content standards developed by the Common Core. It represents my ability as an educator to model and facilitate the use of research-based, learner-centered strategies to address the diversity of all students.
Modeling and facilitating this lesson required the extensive application of research-based instructional strategies. I took the foundation of literature circles, a research-based and learner-centered method for teaching a class-novel, and made it more diverse for student engagement. Students, while reading a novel in class, created websites and worked collaboratively to demonstrate their knowledge in creative and innovative ways. Because students were able to choose the method by which they demonstrated their learning, the unit became even more learner-centered and differentiated depending on their interest, strengths and needs. The diversity of all students was respected and celebrated through their final products, a website that fully demonstrated their learning in a personal and creative way.
The modeling and facilitating of this lesson was an invaluable learning experience. I learned about the extensive process by which ISTE expects educators to develop lesson plans. No stone was left unturned with the use of this comprehensive lesson plan template. In the development of this lesson, research based tools and practices were researched and selected to ensure that students were given every opportunity for success. The methods and facilitation of student learning was enhanced with learner-centered strategies, essentially ensuring that every student had their own individualized learning experience in order to showcase the diversity of all students. Technology was essential in order to facilitate such a learning environment and experience. To further develop this lesson, I would incorporate a more deliberate method for evaluating students with regard to their mastery of NET-S. While these standards were addressed, students were not evaluated on them.
The impact on student learning was very powerful. During the implementation of this unit, I noted that engagement was up, and the level of student-centered learning was also increased. The increase in student learning is clear through their mastery of the content standards. The depth of student knowledge was significantly increased with the individualization of product and process for each student. All students proved to be proficient in, or master, the standards for this unit; therefore, suffice to say student learning was positively impacted.
Reflection:
This lesson plan, and unit, is for implementation of the NETS-S and demonstrates my ability to model and facilitate the use of research-based, learner-centered strategies, it was created in the spring of 2014 for ITEC 7430, Internet Tools in the Classroom. The lesson plan outlines a student-centered unit of study and adheres to the ISTE template and guiding questions. The lesson plan includes standards addressed, an overview, essential questions, assessment techniques, resources, instructional plan, activities, differentiation, lesson closure, and all necessary assessment components. More specifically, the lesson addresses the ELA content standards developed by the Common Core. It represents my ability as an educator to model and facilitate the use of research-based, learner-centered strategies to address the diversity of all students.
Modeling and facilitating this lesson required the extensive application of research-based instructional strategies. I took the foundation of literature circles, a research-based and learner-centered method for teaching a class-novel, and made it more diverse for student engagement. Students, while reading a novel in class, created websites and worked collaboratively to demonstrate their knowledge in creative and innovative ways. Because students were able to choose the method by which they demonstrated their learning, the unit became even more learner-centered and differentiated depending on their interest, strengths and needs. The diversity of all students was respected and celebrated through their final products, a website that fully demonstrated their learning in a personal and creative way.
The modeling and facilitating of this lesson was an invaluable learning experience. I learned about the extensive process by which ISTE expects educators to develop lesson plans. No stone was left unturned with the use of this comprehensive lesson plan template. In the development of this lesson, research based tools and practices were researched and selected to ensure that students were given every opportunity for success. The methods and facilitation of student learning was enhanced with learner-centered strategies, essentially ensuring that every student had their own individualized learning experience in order to showcase the diversity of all students. Technology was essential in order to facilitate such a learning environment and experience. To further develop this lesson, I would incorporate a more deliberate method for evaluating students with regard to their mastery of NET-S. While these standards were addressed, students were not evaluated on them.
The impact on student learning was very powerful. During the implementation of this unit, I noted that engagement was up, and the level of student-centered learning was also increased. The increase in student learning is clear through their mastery of the content standards. The depth of student knowledge was significantly increased with the individualization of product and process for each student. All students proved to be proficient in, or master, the standards for this unit; therefore, suffice to say student learning was positively impacted.