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)
Reflection:
This Technology Integrated Lesson Plan was created as the final project for ITEC 7430, Internet Tools in the Classroom. This lesson plan was created for a 20 minute block each day of enrichment period for three weeks. 7th grade students analyzed deeper into Standard SS7H2 conflict and change in Southwest Asia during the 21st century along with CCGPS in ELA along with variety of NETS-S standards. My contributions to this enrichment lesson was creating, designing and facilitated implementation of the lesson plan which infused multiple technologies to be used by the students. The lesson plan involved the creation of a collaborative web based project with the students creating a web site to share their research and communicate with their classmates and others.
Since this lesson plan was created to be used during my school’s enrichment period, I had to ensure the lesson would take into account the diversity of my students. Our schools enrichment period is a replacement of homeroom time, and we rotate every three weeks with a different group of students. When creating and facilitating this lesson, I had to take in account this lessons would be used with a variety of different learners ranging from my team-taught, on-level, advanced and TAG students. In developing the tools and resources for the student to use, they must be learner centered and research based strategies. In creating this lesson, I modeled website design in creating a product for use of instruction and guide which is an example of what the expectations is of the students.
This artifact included a variety of research based strategies. According to Roblyer and Doering (2013) projects that promote collaboration skills include individual and cooperative research projects, electronic publishing, group development of products, and more. The strategies used in this artifact included each of these research-based activities. As shown in the artifact, the student worked collaboratively and cooperatively to research their assigned topics, develop tasks, determine tools and publish products which would display their understanding of the topic. The student’s develop collaboration skills by producing meaningful products such as, Wikispaces, which is content based and communication tool. The artifact additionally demonstrates use of the research-based LoTi model, specifically Level five on “Expansion”, by including student collaborations extending beyond the classroom as well as learner-centered strategies which promote goal setting, self-monitoring and collaboration with other groups. (Learning Quest, Inc., 2014
The artifact is learner-centered in that it involves strategies that engage students substantially in the learning and creation of their products. (Weimer, Weimer, 2004). In facilitating this lesson, my role as a teacher was to be a guide. The student will be self-directed in gaining knowledge and creating their space. Building in the use of their multiple intelligences allows the students to further guide their work. The students were able to select their resources, tools and products to include in their space.
This artifact addresses the diversity of the students in a variety of forms. In the design of the lesson, I knew I had a variety of level of students would be completing this lesson. Based upon the group of students had over the period of time, the ESOL and On Level/Team Taught students would not delve in to the topic as deep or has as many components. Each year, I have my students complete a multiple intelligence questionnaire to examine their learning style. These styles are taken into account in the types of lessons and options I provide my students with. At the same time, over the course of this lesson, the students are working individually, in pairs, in a group and in communicably with the whole class. Students had choice of variety of different media and products which they could develop into their Wikis. The inclusion of choice is important in every lesson.
In designing and facilitating this lesson plan, I learned it is important to test the lesson on the various tools and hardware which will be used in the implementation of the lesson. In working through the lesson with students the first time, it was discovered it is harder and difficult to work through the Wikispace site through the use of iPads.
This lesson impacted students by allowing student choice in research focus and product and provide extended to their content knowledge. The students were able to guide their learning by working independently or in pairs or groups and being student centered. With students being engaged and controlled in the development of their learning they shared the lessons with their other teachers. The lesson impacted faculty development by modeling the process and strategies used in creating and facilitating this web based activity after teachers hearing student feedback. The impact of this activity can be assessed by the extension of their knowledge through test and CRCT scores, student product and by the use of these strategies used in the activity in a variety of teacher classrooms.
Learning Quest, Inc. (2014). LoTi® Framework. Retrieved September 20, 2014, from
http://loticonnection.com/index.php/more/frameworks/20-loti-framework
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. Boston: Pearson/Allyn and Bacon Publishers.
Weimer, M., Weimer, M.(2004). Learner centered teaching: [audio conference. Madison, WI.: Magna Publications.
Since this lesson plan was created to be used during my school’s enrichment period, I had to ensure the lesson would take into account the diversity of my students. Our schools enrichment period is a replacement of homeroom time, and we rotate every three weeks with a different group of students. When creating and facilitating this lesson, I had to take in account this lessons would be used with a variety of different learners ranging from my team-taught, on-level, advanced and TAG students. In developing the tools and resources for the student to use, they must be learner centered and research based strategies. In creating this lesson, I modeled website design in creating a product for use of instruction and guide which is an example of what the expectations is of the students.
This artifact included a variety of research based strategies. According to Roblyer and Doering (2013) projects that promote collaboration skills include individual and cooperative research projects, electronic publishing, group development of products, and more. The strategies used in this artifact included each of these research-based activities. As shown in the artifact, the student worked collaboratively and cooperatively to research their assigned topics, develop tasks, determine tools and publish products which would display their understanding of the topic. The student’s develop collaboration skills by producing meaningful products such as, Wikispaces, which is content based and communication tool. The artifact additionally demonstrates use of the research-based LoTi model, specifically Level five on “Expansion”, by including student collaborations extending beyond the classroom as well as learner-centered strategies which promote goal setting, self-monitoring and collaboration with other groups. (Learning Quest, Inc., 2014
The artifact is learner-centered in that it involves strategies that engage students substantially in the learning and creation of their products. (Weimer, Weimer, 2004). In facilitating this lesson, my role as a teacher was to be a guide. The student will be self-directed in gaining knowledge and creating their space. Building in the use of their multiple intelligences allows the students to further guide their work. The students were able to select their resources, tools and products to include in their space.
This artifact addresses the diversity of the students in a variety of forms. In the design of the lesson, I knew I had a variety of level of students would be completing this lesson. Based upon the group of students had over the period of time, the ESOL and On Level/Team Taught students would not delve in to the topic as deep or has as many components. Each year, I have my students complete a multiple intelligence questionnaire to examine their learning style. These styles are taken into account in the types of lessons and options I provide my students with. At the same time, over the course of this lesson, the students are working individually, in pairs, in a group and in communicably with the whole class. Students had choice of variety of different media and products which they could develop into their Wikis. The inclusion of choice is important in every lesson.
In designing and facilitating this lesson plan, I learned it is important to test the lesson on the various tools and hardware which will be used in the implementation of the lesson. In working through the lesson with students the first time, it was discovered it is harder and difficult to work through the Wikispace site through the use of iPads.
This lesson impacted students by allowing student choice in research focus and product and provide extended to their content knowledge. The students were able to guide their learning by working independently or in pairs or groups and being student centered. With students being engaged and controlled in the development of their learning they shared the lessons with their other teachers. The lesson impacted faculty development by modeling the process and strategies used in creating and facilitating this web based activity after teachers hearing student feedback. The impact of this activity can be assessed by the extension of their knowledge through test and CRCT scores, student product and by the use of these strategies used in the activity in a variety of teacher classrooms.
Learning Quest, Inc. (2014). LoTi® Framework. Retrieved September 20, 2014, from
http://loticonnection.com/index.php/more/frameworks/20-loti-framework
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. Boston: Pearson/Allyn and Bacon Publishers.
Weimer, M., Weimer, M.(2004). Learner centered teaching: [audio conference. Madison, WI.: Magna Publications.
