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:
Reflection:
The artifact for Standard 2.2 is my Engaged Learning project, which I created in ITEC 7400. I designed this project as a way of creating an authentic learning experience that would foster cultural acceptance. This project implemented research-based strategies such as collaboration, feedback, formative assessments, and comparing. For this project, the students created videos or digital storybooks for mythological stories. The students worked in pairs and with a community expert to discover a modern myth and compare it to a Greco-Roman myth. They communicated via Skype and shared their discoveries via Google Drive. The students also shared their research with me so that I could monitor their progress along the way and provide them with feedback and guidance. Language Arts students viewed the projects via SchoolTube and VoiceThread and provided feedback to my students. Throughout this project, my students used a variety of technology while gaining a deeper cultural understanding. They used technology throughout their project: they used Google to facilitate collaboration, Skype to facilitate communication, and VoiceThread to facilitate feedback.
This project is learner-centered since the students are actively involved throughout the project. They act as the explorers and creators as they research modern myths and create a project comparing the modern myth to a Greco-Roman myth. The students are constructing their own understanding and learning as they work through the project. The teacher, in her role as facilitator, helps the students as they complete the task.
Diversity was addressed through our cultural explorations. Through our classroom discussions, blog postings, and myth projects, the students researched the beliefs of other cultures. By working with a community expert who shared his/her cultural beliefs, the students developed a deeper appreciation for diversity. The students shared their cultural appreciation with the Language Art students who viewed their projects.
As the teacher, I supported the diversity of my students both in content and process. For content, I shared Native American myths in the hook introductory activity. For the process, I provided graphic organizers to help my lower performing students stay organize. I also provided examples and rubrics to model what was expected of them.
I very much enjoyed creating and implementing this project. I enjoyed watching the students take ownership of the information. They students’ enthusiasm for the project led to amazing final products. The students were the most excited that their videos would be seen by students in other classes. It made the assignment more meaningful. Additionally, my students gained an appreciation for cultural beliefs. We all had the chance to learn about other cultures within our community. If I could do anything different, I would recruit parent and teacher volunteers ahead of time. If I had a list of parents and teachers who would be willing to share myths from their cultures, the students would have an adult to help them if they could not find someone on their own.
The effects of this lesson could be assessed through classroom observations, assessments, and perception surveys. This student-center, technology-infused lesson increased the engagement of my students. They were active participants in creating their own understanding. Their active involvement in their own learning resulted in increased performance on the test. Since this lesson was so successful, I have created other similar projects. The structuring of my lessons has led to increased performance on all classroom assessments. The increased engagement can also be assessed through observations and perception surveys.
The artifact for Standard 2.2 is my Engaged Learning project, which I created in ITEC 7400. I designed this project as a way of creating an authentic learning experience that would foster cultural acceptance. This project implemented research-based strategies such as collaboration, feedback, formative assessments, and comparing. For this project, the students created videos or digital storybooks for mythological stories. The students worked in pairs and with a community expert to discover a modern myth and compare it to a Greco-Roman myth. They communicated via Skype and shared their discoveries via Google Drive. The students also shared their research with me so that I could monitor their progress along the way and provide them with feedback and guidance. Language Arts students viewed the projects via SchoolTube and VoiceThread and provided feedback to my students. Throughout this project, my students used a variety of technology while gaining a deeper cultural understanding. They used technology throughout their project: they used Google to facilitate collaboration, Skype to facilitate communication, and VoiceThread to facilitate feedback.
This project is learner-centered since the students are actively involved throughout the project. They act as the explorers and creators as they research modern myths and create a project comparing the modern myth to a Greco-Roman myth. The students are constructing their own understanding and learning as they work through the project. The teacher, in her role as facilitator, helps the students as they complete the task.
Diversity was addressed through our cultural explorations. Through our classroom discussions, blog postings, and myth projects, the students researched the beliefs of other cultures. By working with a community expert who shared his/her cultural beliefs, the students developed a deeper appreciation for diversity. The students shared their cultural appreciation with the Language Art students who viewed their projects.
As the teacher, I supported the diversity of my students both in content and process. For content, I shared Native American myths in the hook introductory activity. For the process, I provided graphic organizers to help my lower performing students stay organize. I also provided examples and rubrics to model what was expected of them.
I very much enjoyed creating and implementing this project. I enjoyed watching the students take ownership of the information. They students’ enthusiasm for the project led to amazing final products. The students were the most excited that their videos would be seen by students in other classes. It made the assignment more meaningful. Additionally, my students gained an appreciation for cultural beliefs. We all had the chance to learn about other cultures within our community. If I could do anything different, I would recruit parent and teacher volunteers ahead of time. If I had a list of parents and teachers who would be willing to share myths from their cultures, the students would have an adult to help them if they could not find someone on their own.
The effects of this lesson could be assessed through classroom observations, assessments, and perception surveys. This student-center, technology-infused lesson increased the engagement of my students. They were active participants in creating their own understanding. Their active involvement in their own learning resulted in increased performance on the test. Since this lesson was so successful, I have created other similar projects. The structuring of my lessons has led to increased performance on all classroom assessments. The increased engagement can also be assessed through observations and perception surveys.