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: Internet Lesson Plan
Reflection:
I had the opportunity to create an internet lesson plan that contained a series of science lessons that focused on life cycles. The lesson plan was designed to teach Georgia second-grade science standards as well as ISTE student standards. Crafting this lesson plan allowed me to integrate current technology tools and research-based strategies that allowed second graders to explore the life cycle of an animal. Students generated new knowledge through a WebQuest, which allowed them to use inquiry. To illustrate their learning, students created a PowerPoint presentation that told about their animal’s life cycle and other interesting facts about their animal.
Standard 2.2 states, “Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.” I would first model the use of research-based strategies by introducing the life cycle of a butterfly to students, whole group. Next, I would assess students’ learning using a quick assessment tool called Plickers. Afterward, I would begin moving my classroom instruction from whole- group delivery to learner-centered collaboration and practice. My new role would be a facilitator, allowing students to use blendspace, PebbleGo, google document, and PowerPoint. I will monitor their progress and encourage them to problem-solve. To address the diversity of all students, I made sure to give students Multiple Means of Representation (MMR) through videos, articles, and search engines. The lesson plan also features Assistive Technology (AT) for students who might need repeated direction or support with listening comprehension. I will also address the diversity of all students by creating flexible groups and giving students a choice in deciding what animal they would like to research.
While creating this artifact, I learned ways to integrate the use of the internet into an educational setting. Above all, I learned how to create a unit that incorporated current technology that was highly motivating mentally engaging and addressed the needs of all students. To improve the quality of the artifact, I would model how to compare and contrast an animal whole group, instead of having students attempt to do this without some sort of model.
The work that went into creating this artifact would impact student learning. Students learned about animals’ life cycles while also learning how to use new technology tools and researching strategies. Rubrics, as well as a summative assessment, could assess the impact of this unit.
I had the opportunity to create an internet lesson plan that contained a series of science lessons that focused on life cycles. The lesson plan was designed to teach Georgia second-grade science standards as well as ISTE student standards. Crafting this lesson plan allowed me to integrate current technology tools and research-based strategies that allowed second graders to explore the life cycle of an animal. Students generated new knowledge through a WebQuest, which allowed them to use inquiry. To illustrate their learning, students created a PowerPoint presentation that told about their animal’s life cycle and other interesting facts about their animal.
Standard 2.2 states, “Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.” I would first model the use of research-based strategies by introducing the life cycle of a butterfly to students, whole group. Next, I would assess students’ learning using a quick assessment tool called Plickers. Afterward, I would begin moving my classroom instruction from whole- group delivery to learner-centered collaboration and practice. My new role would be a facilitator, allowing students to use blendspace, PebbleGo, google document, and PowerPoint. I will monitor their progress and encourage them to problem-solve. To address the diversity of all students, I made sure to give students Multiple Means of Representation (MMR) through videos, articles, and search engines. The lesson plan also features Assistive Technology (AT) for students who might need repeated direction or support with listening comprehension. I will also address the diversity of all students by creating flexible groups and giving students a choice in deciding what animal they would like to research.
While creating this artifact, I learned ways to integrate the use of the internet into an educational setting. Above all, I learned how to create a unit that incorporated current technology that was highly motivating mentally engaging and addressed the needs of all students. To improve the quality of the artifact, I would model how to compare and contrast an animal whole group, instead of having students attempt to do this without some sort of model.
The work that went into creating this artifact would impact student learning. Students learned about animals’ life cycles while also learning how to use new technology tools and researching strategies. Rubrics, as well as a summative assessment, could assess the impact of this unit.