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 Technology Tools Lesson Plan (ITEC 7430), Video Presentation of Lesson Plan
Reflection:
Developing the Technology Tools Lesson Plan was an artifact completed in Spring 2013 as part of ITEC 7430, Internet Tools in the Classroom. The purpose of the Technology Tools Lesson Plan was to develop and implement a unit of study incorporating one Internet tool studied through the course and two additional Internet tools as chosen by the individual candidate. This artifact also required created an online presentation on the lesson to share with classmates, including a reflection of how the lesson could be improved if implemented again
Designing the Technology Tools Lesson Plan for my 10th Grade English Literature and Composition class and then implementing it with my students allowed me to demonstrate mastery of Standard 2.2, which says that “candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.” This artifact was designed through collaboration with a colleague to adapt the project to incorporate more technology from one that already existed. We had to reflect upon and analyze the skills and needs of our students when choosing tools that would support the learner-centered strategies that would allow the teacher to be a “guide on the side” rather than “the sage on the stage.”
This artifact was implemented in my classroom in April 2013. It models and facilitates the use of a learned-centered, researched-based strategy by requiring students to synthesize information from The Tragedy of Julius Caesar to persuade the audience to elect their chosen candidate by employing persuasive techniques and logical fallacies in their presentation. Synthesis of information is a complicated skill for students who prefer to retell the story rather than apply the information learned to respond to a performance-based assessment. Before completing the assignment, students were also asked to make modern-day connections to life lessons learned from reading The Tragedy of Julius Caesar. This allowed students to practice the skills needed to reflect upon how the messages in ancient literature, such as the difference between loyalty to a leader and blindly following that leader, can be applied in the current day.
After implementing this lesson in my class, I learned several valuable lessons about proper implementation of technology-rich lessons that require students to guide their own learning. The first is that students still need guidance about appropriate ways to use technology for educational purposes. While many students are very familiar with using technology to communicate in a social setting, they are unfamiliar with the more professional tone needed when communicating academically. The second that today’s digital natives often lack the ability to troubleshoot for themselves and will easily give up if the user interface is unfamiliar or not intuitive to them. They must instead be guided through the process of using new tools systematically, just as we might teach digital immigrants. The third lesson learned after implementing this lesson is that it is important to chunk information into smaller, more manageable segments to account for the individual learning styles and technology needs required by students from diverse backgrounds. If I were to teach this lesson again, I would take all of these things into consideration before beginning and perhaps introduce these skills throughout other lessons as formative assignments.
Developing the Technology Tools Lesson Plan was an artifact completed in Spring 2013 as part of ITEC 7430, Internet Tools in the Classroom. The purpose of the Technology Tools Lesson Plan was to develop and implement a unit of study incorporating one Internet tool studied through the course and two additional Internet tools as chosen by the individual candidate. This artifact also required created an online presentation on the lesson to share with classmates, including a reflection of how the lesson could be improved if implemented again
Designing the Technology Tools Lesson Plan for my 10th Grade English Literature and Composition class and then implementing it with my students allowed me to demonstrate mastery of Standard 2.2, which says that “candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.” This artifact was designed through collaboration with a colleague to adapt the project to incorporate more technology from one that already existed. We had to reflect upon and analyze the skills and needs of our students when choosing tools that would support the learner-centered strategies that would allow the teacher to be a “guide on the side” rather than “the sage on the stage.”
This artifact was implemented in my classroom in April 2013. It models and facilitates the use of a learned-centered, researched-based strategy by requiring students to synthesize information from The Tragedy of Julius Caesar to persuade the audience to elect their chosen candidate by employing persuasive techniques and logical fallacies in their presentation. Synthesis of information is a complicated skill for students who prefer to retell the story rather than apply the information learned to respond to a performance-based assessment. Before completing the assignment, students were also asked to make modern-day connections to life lessons learned from reading The Tragedy of Julius Caesar. This allowed students to practice the skills needed to reflect upon how the messages in ancient literature, such as the difference between loyalty to a leader and blindly following that leader, can be applied in the current day.
After implementing this lesson in my class, I learned several valuable lessons about proper implementation of technology-rich lessons that require students to guide their own learning. The first is that students still need guidance about appropriate ways to use technology for educational purposes. While many students are very familiar with using technology to communicate in a social setting, they are unfamiliar with the more professional tone needed when communicating academically. The second that today’s digital natives often lack the ability to troubleshoot for themselves and will easily give up if the user interface is unfamiliar or not intuitive to them. They must instead be guided through the process of using new tools systematically, just as we might teach digital immigrants. The third lesson learned after implementing this lesson is that it is important to chunk information into smaller, more manageable segments to account for the individual learning styles and technology needs required by students from diverse backgrounds. If I were to teach this lesson again, I would take all of these things into consideration before beginning and perhaps introduce these skills throughout other lessons as formative assignments.
