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:
This artifact is an ISTE lesson plan completed for the Internet Tools in the Classroom course. This artifact required me to use the ISTE for NET-S planning template to plan a technology infused lesson. I chose to do my lesson on parallel and perpendicular lines for two section of my Coordinate Algebra class. I used a variety of Internet tools to teach and evaluate this lesson.
This artifact allowed me to model and facilitate the use of a research-based, learner-centered strategy because I designed a lesson that was extremely learner centered and self directed. I used the research-based strategies of authentic learning, differentiation, and multiple intelligences to design and implement this lesson. The lesson required students to take an online pre-test that I created, then complete activities based on the results of that pre-test. The learners had to investigate properties of parallel and perpendiculars lines through a software called Geogebra as well as text based instruction and video instruction. Students then created a product of their choosing to illustrate their knowledge. This entire lesson was extremely student centered because I took the role of facilitator and students got to direct their own learning. These strategies addressed the diversity of all students because the pretest judged their readiness for the topic and the activities were based on multiple intelligences. Students could watch and listen to a teacher mini-lesson, explore properties hands on with technology, and had choice in how to represent their knowledge. Most students chose to represent their findings with a Glogster, which allowed them to be very creative and represent their diversity and culture through deciding how to present the knowledge they gained in the learning activity. They could use video, text, graphics, examples, or anything that made the topic makes sense to them.
This artifact taught me that designing a high level technology infused lesson that meets the needs of all learners is a time consuming and detailed task. It gave me the tools to create more lessons like this in the future by giving me a template to complete that meets the requirements of ISTE. To improve upon this artifact, I would have given my students more time to complete the lesson because many students did not have time to finish their final project that would showcase their learning.
This artifact is an ISTE lesson plan completed for the Internet Tools in the Classroom course. This artifact required me to use the ISTE for NET-S planning template to plan a technology infused lesson. I chose to do my lesson on parallel and perpendicular lines for two section of my Coordinate Algebra class. I used a variety of Internet tools to teach and evaluate this lesson.
This artifact allowed me to model and facilitate the use of a research-based, learner-centered strategy because I designed a lesson that was extremely learner centered and self directed. I used the research-based strategies of authentic learning, differentiation, and multiple intelligences to design and implement this lesson. The lesson required students to take an online pre-test that I created, then complete activities based on the results of that pre-test. The learners had to investigate properties of parallel and perpendiculars lines through a software called Geogebra as well as text based instruction and video instruction. Students then created a product of their choosing to illustrate their knowledge. This entire lesson was extremely student centered because I took the role of facilitator and students got to direct their own learning. These strategies addressed the diversity of all students because the pretest judged their readiness for the topic and the activities were based on multiple intelligences. Students could watch and listen to a teacher mini-lesson, explore properties hands on with technology, and had choice in how to represent their knowledge. Most students chose to represent their findings with a Glogster, which allowed them to be very creative and represent their diversity and culture through deciding how to present the knowledge they gained in the learning activity. They could use video, text, graphics, examples, or anything that made the topic makes sense to them.
This artifact taught me that designing a high level technology infused lesson that meets the needs of all learners is a time consuming and detailed task. It gave me the tools to create more lessons like this in the future by giving me a template to complete that meets the requirements of ISTE. To improve upon this artifact, I would have given my students more time to complete the lesson because many students did not have time to finish their final project that would showcase their learning.