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: ISTE Lesson Plan / resources
Reflection:
In the course ITEC 7430, Internet Tools in the Classroom, I created the artifact for Standard 2.2 to promote learner-centered strategies in the classroom. This particular assignment included the creation of an ISTE Lesson Plan, which incorporated research-based, student-centered strategies to address the learning needs of all students. The purpose of this artifact was to develop and implement a lesson plan outlining a student-centered learning task. For this particular lesson plan, I used the Web 2.0 tools Bubbl.us, Pebble Go, and Voicethread with my first grade students. Voicethread is an useful Web 2.0 tool because it promotes communication and collaboration within the classroom. Speaking and Listening standards are integral parts of the Common Core Standards, and they seamlessly flow with Voicethread. Voicethread allows students to demonstrate their knowledge in an interactive manner, which is exactly why I chose it as a main technology tool in this lesson plan assignment. Bubbl.us is a concept map tool on and PebbleGo allows student-friendly, age-appropriate research. I used a NETS-S template for the lesson plan, which was quite extensive. This template required not only content standards relevant to my grade level, but also the NETS-S standards used in the lesson plan. It covered standards addressed, lesson overview, essential questions, assessment, resources, instructional plan, management, differentiation, lesson closure, and final reflection. The main emphasis of the lesson plan was on Common Core Social Studies Standards related to Lewis and Clark.
The ISTE Lesson Plan demonstrates mastery of Standard 2.2 because it facilitated the use of strategies to meet the needs of a diverse group of students. The lesson allowed students to explore various resources and demonstrate their learning in a relevant and meaningful way. It allowed students to use age-appropriate learning material to facilitate their learning. Pebble Go, Bubbl.us, and Voicethread were introduced to students, and proper modeling of the learner center strategies helped increase student achievement. The artifact included learning activities that were learner-centered, and students were able to take ownership of their learning by actively seeking information on a relevant topic instead of merely just having it presented to them. By using research-based best practices to structure lessons around the learner, student learning was greatly impacted. After implementing the lesson with my students, I felt as if I was truly able to meet the needs of all learners. Through the use of PebbleGo, the English Language Learners (ELL) students were able to listen to the text read aloud to gain vocabulary and strengthen their learning. Likewise, by giving students the opportunity to showcase their learning through Voicethread and bubbl.us, they were able to showcase their learning at their individual level. Diverse learners were indefinitely benefited from implementing this artifact.
The ISTE Lesson Plan gave me the opportunity to implement a technology that was yet to be used with students to facilitate a Social Studies lesson. Students utilized the laptops on the school’s laptop cart to guide their learning. I was challenged with classroom management in the implementation of this artifact because students needed ample time to become familiar with the digital learning tools before implementing lessons with them. The learners had varying abilities using the devices, which opened up the opportunity for collaboration with peers for support. To improve the quality of this assignment, I would have added a component for varying ways to display their knowledge. I would have used other Web 2.0 tools like Padlet or possibly iPads to further student learning.
The work that went into developing the ISTE Lesson Plan impacted school improvement, in a manner that was more meaningful then I could have imagined. I shared this project with educators in my own grade level, both at my school and at other schools. They were impressed at the combination of learning activities that supported technology and the newly implemented Common Core standards. It showed the higher level thinking required of students, as well as the depth of knowledge that leaders in the school were seeking. The academic coach asked if she could use the artifact to share with others, because it was a visual example of high quality lessons with the Common Core. Often teachers experienced an understanding of the “why” but this let them see the “how”. Therefore it relates to faculty development and student learning. The impact can be assessed through student learning over time. This hopefully inspired other teachers and students to critically analyze Social Studies and relate it to all curriculum areas.
In the course ITEC 7430, Internet Tools in the Classroom, I created the artifact for Standard 2.2 to promote learner-centered strategies in the classroom. This particular assignment included the creation of an ISTE Lesson Plan, which incorporated research-based, student-centered strategies to address the learning needs of all students. The purpose of this artifact was to develop and implement a lesson plan outlining a student-centered learning task. For this particular lesson plan, I used the Web 2.0 tools Bubbl.us, Pebble Go, and Voicethread with my first grade students. Voicethread is an useful Web 2.0 tool because it promotes communication and collaboration within the classroom. Speaking and Listening standards are integral parts of the Common Core Standards, and they seamlessly flow with Voicethread. Voicethread allows students to demonstrate their knowledge in an interactive manner, which is exactly why I chose it as a main technology tool in this lesson plan assignment. Bubbl.us is a concept map tool on and PebbleGo allows student-friendly, age-appropriate research. I used a NETS-S template for the lesson plan, which was quite extensive. This template required not only content standards relevant to my grade level, but also the NETS-S standards used in the lesson plan. It covered standards addressed, lesson overview, essential questions, assessment, resources, instructional plan, management, differentiation, lesson closure, and final reflection. The main emphasis of the lesson plan was on Common Core Social Studies Standards related to Lewis and Clark.
The ISTE Lesson Plan demonstrates mastery of Standard 2.2 because it facilitated the use of strategies to meet the needs of a diverse group of students. The lesson allowed students to explore various resources and demonstrate their learning in a relevant and meaningful way. It allowed students to use age-appropriate learning material to facilitate their learning. Pebble Go, Bubbl.us, and Voicethread were introduced to students, and proper modeling of the learner center strategies helped increase student achievement. The artifact included learning activities that were learner-centered, and students were able to take ownership of their learning by actively seeking information on a relevant topic instead of merely just having it presented to them. By using research-based best practices to structure lessons around the learner, student learning was greatly impacted. After implementing the lesson with my students, I felt as if I was truly able to meet the needs of all learners. Through the use of PebbleGo, the English Language Learners (ELL) students were able to listen to the text read aloud to gain vocabulary and strengthen their learning. Likewise, by giving students the opportunity to showcase their learning through Voicethread and bubbl.us, they were able to showcase their learning at their individual level. Diverse learners were indefinitely benefited from implementing this artifact.
The ISTE Lesson Plan gave me the opportunity to implement a technology that was yet to be used with students to facilitate a Social Studies lesson. Students utilized the laptops on the school’s laptop cart to guide their learning. I was challenged with classroom management in the implementation of this artifact because students needed ample time to become familiar with the digital learning tools before implementing lessons with them. The learners had varying abilities using the devices, which opened up the opportunity for collaboration with peers for support. To improve the quality of this assignment, I would have added a component for varying ways to display their knowledge. I would have used other Web 2.0 tools like Padlet or possibly iPads to further student learning.
The work that went into developing the ISTE Lesson Plan impacted school improvement, in a manner that was more meaningful then I could have imagined. I shared this project with educators in my own grade level, both at my school and at other schools. They were impressed at the combination of learning activities that supported technology and the newly implemented Common Core standards. It showed the higher level thinking required of students, as well as the depth of knowledge that leaders in the school were seeking. The academic coach asked if she could use the artifact to share with others, because it was a visual example of high quality lessons with the Common Core. Often teachers experienced an understanding of the “why” but this let them see the “how”. Therefore it relates to faculty development and student learning. The impact can be assessed through student learning over time. This hopefully inspired other teachers and students to critically analyze Social Studies and relate it to all curriculum areas.