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.
Artifact: ISTE Lesson Plan
Reflection:
The artifact for Standard 2.2 is a lesson plan for implementation of the NETS-S. The lesson plan outlines a student-centered learning task and follows the template and guiding questions established by ISTE. This lesson plan includes the standards addressed, lesson overview, essential questions, assessment techniques, necessary resources, instructional plan, activities, differentiation, lesson closure, and final reflection. Specifically, the lesson addresses the third grade Social Studies Georgia Performance Standards related to the study of historical figures. This lesson was written and implemented in the Spring of 2012 for ITEC 7430.
Planning for, implementing, and reflecting upon this lesson required the application of research based instructional strategies. These strategies ensured the authenticity and effectiveness of the lesson. In addition, the lesson plan called for a student-centric learning experience in which students have choice in applying their learning. By allowing students to choose elements of their project, differentiation, with respect to diversity was inherent. This lesson allowed students to demonstrate their learning in a relevant and meaningful way and supported students as they shared their project electronically with peers. In essence, this lesson required the modeling and facilitation of research-based and student-centered strategies to ensure a powerful student learning experience.
The development and implementation of this lesson proved to be a powerful learning experience for me. First, I learned about the components and expectations of an ISTE lesson plan. While this format is different than formats I have used previously, I found it to be very helpful in planning out the elements of this lesson. In preparation for this assignment, I also did significant research on best practices for student-centric learning experiences featuring technology. This provided valuable information that I have been able to continually apply in planning and facilitating student-centric lessons. To further enhance this lesson, I would like to add a student-driven research component. I think the learning experience could be enhanced by allowing students more choices and power in acquiring the content and constructing the knowledge.
Because this lesson was actually implemented with students, I was able to assess and evaluate the impact on student learning. After comparing student results on this task with a formative assessment previously administered on this content, I found that this lesson and related task contributed to a significant increase in student learning. The depth of knowledge that students demonstrated in their project far exceeded the knowledge that has been demonstrated in previous, more traditional performance tasks. With all students meeting or exceeding the standards on this task, it is sufficient to say that this learning experience positively impacted student learning.
Reflection:
The artifact for Standard 2.2 is a lesson plan for implementation of the NETS-S. The lesson plan outlines a student-centered learning task and follows the template and guiding questions established by ISTE. This lesson plan includes the standards addressed, lesson overview, essential questions, assessment techniques, necessary resources, instructional plan, activities, differentiation, lesson closure, and final reflection. Specifically, the lesson addresses the third grade Social Studies Georgia Performance Standards related to the study of historical figures. This lesson was written and implemented in the Spring of 2012 for ITEC 7430.
Planning for, implementing, and reflecting upon this lesson required the application of research based instructional strategies. These strategies ensured the authenticity and effectiveness of the lesson. In addition, the lesson plan called for a student-centric learning experience in which students have choice in applying their learning. By allowing students to choose elements of their project, differentiation, with respect to diversity was inherent. This lesson allowed students to demonstrate their learning in a relevant and meaningful way and supported students as they shared their project electronically with peers. In essence, this lesson required the modeling and facilitation of research-based and student-centered strategies to ensure a powerful student learning experience.
The development and implementation of this lesson proved to be a powerful learning experience for me. First, I learned about the components and expectations of an ISTE lesson plan. While this format is different than formats I have used previously, I found it to be very helpful in planning out the elements of this lesson. In preparation for this assignment, I also did significant research on best practices for student-centric learning experiences featuring technology. This provided valuable information that I have been able to continually apply in planning and facilitating student-centric lessons. To further enhance this lesson, I would like to add a student-driven research component. I think the learning experience could be enhanced by allowing students more choices and power in acquiring the content and constructing the knowledge.
Because this lesson was actually implemented with students, I was able to assess and evaluate the impact on student learning. After comparing student results on this task with a formative assessment previously administered on this content, I found that this lesson and related task contributed to a significant increase in student learning. The depth of knowledge that students demonstrated in their project far exceeded the knowledge that has been demonstrated in previous, more traditional performance tasks. With all students meeting or exceeding the standards on this task, it is sufficient to say that this learning experience positively impacted student learning.