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: Lesson Plan
Reflection:
This artifact is a lesson plan for implementing NETS S standards. The lesson plan was created for a high school Analytic Geometry class. Students are learning about transformations of quadratic functions. The plan consists of about 7 class periods. Students begin by completing a discovery component of the lesson. Students use a graphing calculator to see how quadratic functions are transformed. After their discovery, the students will complete a formative assessment on Khan Academy where they will receive immediate feedback. The final component requires students to use technology to create some form of product that will demonstrate their mastery. They will also incorporate real world examples into their final product. My contribution included gathering academic and technology standards that would be addressed. I also designed the format of the lesson that students would follow.
This artifact demonstrates mastery of standard 2.2. The standard states that candidates will model and facilitate the use of research based, learner centered strategies that will address the diversity of all students. I modeled this learning experience and facilitated it with two Analytic Geometry classes. The model of this lesson includes content and technology standards, assessments, resources, instructional plan, management, learning activities, and a closure. There is also a rubric for determining the students’ level of mastery. Everything needed to implement this lesson is included. This lesson is research-based because it is intended to address all levels of Blooms Taxonomy. The first component of the lesson involves the students working to remember and understand the content. The formative assessment component requires students to apply and analyze the content. In the final component requires students to evaluate the content and create a product that demonstrates their mastery. This lesson is learner-centered because students have many opportunities to personalize this learning experience. In the beginning, they are allowed to work at their own pace. In the formative assessment component, students are able to receive immediate feedback. In the final portion, students are able to choose how they will demonstrate mastery. This lesson addresses the diversity of all students because it supports students on different learning levels and gives them choice on their final product. Different parts of this less provide separate methods of addressing their needs. During the discovery, students are able to work at their own pace. Students receive immediate feedback during the assessment phase. During the presentation phase, students are grouped based on their abilities and choose how they will demonstrate mastery of the standards.
Through creating this artifact, I feel that I have learned much more about using research based and learner centered strategies that will address the diversity of all students. There are almost an unlimited number of Web2.0 tools available for addressing the needs of all students. With the use of technology, it is now possible to create a personalized learning experience for the diverse needs of every student in your classroom. Students also appreciate the opportunity to have input on how they learn the content. One tool may not be perfect for every student in the classroom. This lesson plan could be improved if I provided a variety of tools for the discovery of formative assessment portion of the assignment instead of directing all students to the same resource. It would also be helpful to provide students with exemplars for the final product.
The work that went into this artifact has already had an impact on school improvement, faculty development and student learning. I feel that my students have a greater understanding of this material than they have ever had before. I have already shared this lesson with other members of the math department. The framework of this lesson could also be adapted to address other standards in any academic subject. These resources are providing opportunities for students to personalize their learning and gain a much greater understanding of the content. Anytime you improve student learning and develop the faculty I feel that the school is improving. This impact can be assessed through benchmark assessments, state tests, and classroom walkthroughs.
Reflection:
This artifact is a lesson plan for implementing NETS S standards. The lesson plan was created for a high school Analytic Geometry class. Students are learning about transformations of quadratic functions. The plan consists of about 7 class periods. Students begin by completing a discovery component of the lesson. Students use a graphing calculator to see how quadratic functions are transformed. After their discovery, the students will complete a formative assessment on Khan Academy where they will receive immediate feedback. The final component requires students to use technology to create some form of product that will demonstrate their mastery. They will also incorporate real world examples into their final product. My contribution included gathering academic and technology standards that would be addressed. I also designed the format of the lesson that students would follow.
This artifact demonstrates mastery of standard 2.2. The standard states that candidates will model and facilitate the use of research based, learner centered strategies that will address the diversity of all students. I modeled this learning experience and facilitated it with two Analytic Geometry classes. The model of this lesson includes content and technology standards, assessments, resources, instructional plan, management, learning activities, and a closure. There is also a rubric for determining the students’ level of mastery. Everything needed to implement this lesson is included. This lesson is research-based because it is intended to address all levels of Blooms Taxonomy. The first component of the lesson involves the students working to remember and understand the content. The formative assessment component requires students to apply and analyze the content. In the final component requires students to evaluate the content and create a product that demonstrates their mastery. This lesson is learner-centered because students have many opportunities to personalize this learning experience. In the beginning, they are allowed to work at their own pace. In the formative assessment component, students are able to receive immediate feedback. In the final portion, students are able to choose how they will demonstrate mastery. This lesson addresses the diversity of all students because it supports students on different learning levels and gives them choice on their final product. Different parts of this less provide separate methods of addressing their needs. During the discovery, students are able to work at their own pace. Students receive immediate feedback during the assessment phase. During the presentation phase, students are grouped based on their abilities and choose how they will demonstrate mastery of the standards.
Through creating this artifact, I feel that I have learned much more about using research based and learner centered strategies that will address the diversity of all students. There are almost an unlimited number of Web2.0 tools available for addressing the needs of all students. With the use of technology, it is now possible to create a personalized learning experience for the diverse needs of every student in your classroom. Students also appreciate the opportunity to have input on how they learn the content. One tool may not be perfect for every student in the classroom. This lesson plan could be improved if I provided a variety of tools for the discovery of formative assessment portion of the assignment instead of directing all students to the same resource. It would also be helpful to provide students with exemplars for the final product.
The work that went into this artifact has already had an impact on school improvement, faculty development and student learning. I feel that my students have a greater understanding of this material than they have ever had before. I have already shared this lesson with other members of the math department. The framework of this lesson could also be adapted to address other standards in any academic subject. These resources are providing opportunities for students to personalize their learning and gain a much greater understanding of the content. Anytime you improve student learning and develop the faculty I feel that the school is improving. This impact can be assessed through benchmark assessments, state tests, and classroom walkthroughs.