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: Engaged Learning Project
Reflection:
During my first semester in the program, I was tasked with creating an engaged learning project for my students that was required to be highly authentic and engaging, promote higher-order thinking skills, and result in students’ deep understanding and transfer of skills. This project was the culminating demonstration of my learning about the research-based Engaged Learning Indicators and Levels of Technology Implementation (LoTI) that were discussed in ITEC 7400. My project called for students to use authentic music composition software to compose an original piece of within specified guidelines for rhythm, melody, harmony, expression, and form according to Fulton County standards for 5th Grade General Music and the NETS-S student technology standards.
This artifact demonstrates my ability to model the use of research-based and learner-centered strategies because I myself created the plan, which is solidly based on the learner-centered and research-based strategies of Engaged Learning and LoTI. This artifact also demonstrates my ability to facilitate the use of research-based, learner-centered strategies in other classrooms, because it demonstrates my own deep understanding of these strategies, which I can then transfer to other teachers when helping them plan for and use similar strategies in their classrooms. This artifact demonstrates my ability to utilize research-based, learner-centered strategies, because it is centered on the research-based learning strategies of Engaged Learning and LoTI, which at their core are each about learner-centered learning strategies. For example, one major indicator of high Engaged Learning is when the teacher takes on the role of facilitator while the students take on roles such as explorer, teacher, and producer. These researched-based, learner-centered roles are evident in my lesson plan because it calls for students to be in charge of creating exploring their composing options, teaching themselves how to use the software with tutorials, and producing their own compositions. Additionally, an indicator of a high LoTI level is when the learning experiences learner-centered to demonstrate applied learning to real-world tasks. This research-based, learner-centered strategy is evident in my lesson plan because students, not teacher, are being asked to use technology to create an authentic product. Finally, this artifact demonstrates my ability to address the diversity of all students because it allows for differentiation according to various student needs. For example, the lesson calls for higher achieving students to be placed next to lower-achieving students to act as peer helpers and leaders when those students have issues. The tutorials provided to the students can be viewed with subtitles and other visual aids to help ELL students. Equal Access will be achieved because all the work for the project will be done during class time when all students have equal access to the software and equipment. The computers in the lab are all equipped with assistive technology such as screen-readers and voice-to-text to help students with disabilities that may benefit from this AT. Finally, the teacher facilitates this diversity through the creation of “cheat sheets” and other necessary assistance for students with IEPs.
From completing this lesson plan, I gained in-depth knowledge about the research-based, learner-centered strategies of Engaged Learning and LoTI. Reading about these strategies helped me with a basic understanding of them, but applying that knowledge to my own teaching context help solidify my understanding of these strategies. However, since writing this lesson plan it has become increasingly difficult to schedule time to bring classes to the computer lab due to the increase in computer-based tested required by the state and local school district. Therefore, I could improve this project by planning for more diverse technology devices, such as a laptop or iPad cart.
The work that went into this lesson plan impacted student learning in that I gained a much deeper understanding of the research-based, learner-centered strategies of Engaged Learning and LoTI. The impact of this specific lesson on student learning can be assessed through comparing student achievement data from before and after the implementation of this project to demonstrate student growth. The comparison student data from previous years before I knew about these strategies to student data from after I learned and implemented these strategies can be used to assess the impact of my overall understanding of these strategies.
During my first semester in the program, I was tasked with creating an engaged learning project for my students that was required to be highly authentic and engaging, promote higher-order thinking skills, and result in students’ deep understanding and transfer of skills. This project was the culminating demonstration of my learning about the research-based Engaged Learning Indicators and Levels of Technology Implementation (LoTI) that were discussed in ITEC 7400. My project called for students to use authentic music composition software to compose an original piece of within specified guidelines for rhythm, melody, harmony, expression, and form according to Fulton County standards for 5th Grade General Music and the NETS-S student technology standards.
This artifact demonstrates my ability to model the use of research-based and learner-centered strategies because I myself created the plan, which is solidly based on the learner-centered and research-based strategies of Engaged Learning and LoTI. This artifact also demonstrates my ability to facilitate the use of research-based, learner-centered strategies in other classrooms, because it demonstrates my own deep understanding of these strategies, which I can then transfer to other teachers when helping them plan for and use similar strategies in their classrooms. This artifact demonstrates my ability to utilize research-based, learner-centered strategies, because it is centered on the research-based learning strategies of Engaged Learning and LoTI, which at their core are each about learner-centered learning strategies. For example, one major indicator of high Engaged Learning is when the teacher takes on the role of facilitator while the students take on roles such as explorer, teacher, and producer. These researched-based, learner-centered roles are evident in my lesson plan because it calls for students to be in charge of creating exploring their composing options, teaching themselves how to use the software with tutorials, and producing their own compositions. Additionally, an indicator of a high LoTI level is when the learning experiences learner-centered to demonstrate applied learning to real-world tasks. This research-based, learner-centered strategy is evident in my lesson plan because students, not teacher, are being asked to use technology to create an authentic product. Finally, this artifact demonstrates my ability to address the diversity of all students because it allows for differentiation according to various student needs. For example, the lesson calls for higher achieving students to be placed next to lower-achieving students to act as peer helpers and leaders when those students have issues. The tutorials provided to the students can be viewed with subtitles and other visual aids to help ELL students. Equal Access will be achieved because all the work for the project will be done during class time when all students have equal access to the software and equipment. The computers in the lab are all equipped with assistive technology such as screen-readers and voice-to-text to help students with disabilities that may benefit from this AT. Finally, the teacher facilitates this diversity through the creation of “cheat sheets” and other necessary assistance for students with IEPs.
From completing this lesson plan, I gained in-depth knowledge about the research-based, learner-centered strategies of Engaged Learning and LoTI. Reading about these strategies helped me with a basic understanding of them, but applying that knowledge to my own teaching context help solidify my understanding of these strategies. However, since writing this lesson plan it has become increasingly difficult to schedule time to bring classes to the computer lab due to the increase in computer-based tested required by the state and local school district. Therefore, I could improve this project by planning for more diverse technology devices, such as a laptop or iPad cart.
The work that went into this lesson plan impacted student learning in that I gained a much deeper understanding of the research-based, learner-centered strategies of Engaged Learning and LoTI. The impact of this specific lesson on student learning can be assessed through comparing student achievement data from before and after the implementation of this project to demonstrate student growth. The comparison student data from previous years before I knew about these strategies to student data from after I learned and implemented these strategies can be used to assess the impact of my overall understanding of these strategies.