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:
The engaged learning project was completed to develop an extended technology-supported student learning experience that can serve as a model for others. My particular engaged learning project once again focused on the ecology content standards and was developed to address the needs of all types of learners. My particular engaged learning project, entitled Backyard Conservation, addressed student content and technology standards and also had community involvement and an authenticity component by relating directly to the lives of the students. The project also included assessment strategies and suggestions for adaptive and assistive technology for students. I created this engaged learning project independently after noticing that many students at my particular school drive short distances to school and reside in the countless subdivisions that keep appearing in what used to be undeveloped land around the school.
Standard 2.2 sets the precedent for candidates to model and facilitate research-based and learner-centered strategies that address the diversity of all students. This particular artifact demonstrates my ability to create a model lesson that addresses both content and technology standards through a project that addresses the diversity of all students. This model lesson uses research-based techniques that engage learners and facilitate an authentic learning environment based on high school ecology standards. After a thorough examination of the culture of the school community, this project was designed to hook students by appealing to their everyday lives and model a lesson that can create more interaction with the environment.
The final lesson plan allowed for the facilitation of the ecology content standards in a manner that relates directly to the lives of the students. The implementation of the project can be facilitated through the included time frame, “hook” for the lesson, and learner objectives. Other teachers choosing to use this lesson, have the ideal model for implementation in their classrooms as the entire process of the project is also included. Furthermore, the included technology use breakdown and web resources provide a complete model for thorough teacher implementation.
The completion of the engaged learning project was valuable in that I had to examine all aspects of the implementation of a lesson. Rather than just create a lesson, I had to consider all components, including web resources, the process of implementation, as well as adaptations and assistive technology resources for students. In prior experience with project construction, I did not have experience creating something so thorough and complete. Yet, by creating this project, I feel much more comfortable creating a future project that models all components of a complete project for other teachers to reference and use. In doing this project again, I would want to fully implement the project as part of the assignment. Because of the timing of this assignment, my students were already past this material in the unit and were not able to go back and actually complete the project. To gather better data and reflect on the project more, I would want feedback from students about the project as well as the ability to gauge student engagement during the process.
The engaged learning project would be quite constructive for student learning and would improve the overall approach to the ecology content standards to be more authentic and engaging for students. The implementation of the project would provide students with an invaluable learning experience that relates directly to their lives and their actions in the environment. Students are also exposed to not only content standards, but technology standards as well. In addition, students with disabilities and English language learners are provided with assistive technology to ensure equal understanding and demonstration of the content. The ultimate impact will not only be assessed through the completion of the project but also the direct actions of students following the project completion. The focus of the project on the environment allows for the assessment of not only the project, but long-term impacts of student behavior on the environment and the changes that are made to better the future of the planet.
The engaged learning project was completed to develop an extended technology-supported student learning experience that can serve as a model for others. My particular engaged learning project once again focused on the ecology content standards and was developed to address the needs of all types of learners. My particular engaged learning project, entitled Backyard Conservation, addressed student content and technology standards and also had community involvement and an authenticity component by relating directly to the lives of the students. The project also included assessment strategies and suggestions for adaptive and assistive technology for students. I created this engaged learning project independently after noticing that many students at my particular school drive short distances to school and reside in the countless subdivisions that keep appearing in what used to be undeveloped land around the school.
Standard 2.2 sets the precedent for candidates to model and facilitate research-based and learner-centered strategies that address the diversity of all students. This particular artifact demonstrates my ability to create a model lesson that addresses both content and technology standards through a project that addresses the diversity of all students. This model lesson uses research-based techniques that engage learners and facilitate an authentic learning environment based on high school ecology standards. After a thorough examination of the culture of the school community, this project was designed to hook students by appealing to their everyday lives and model a lesson that can create more interaction with the environment.
The final lesson plan allowed for the facilitation of the ecology content standards in a manner that relates directly to the lives of the students. The implementation of the project can be facilitated through the included time frame, “hook” for the lesson, and learner objectives. Other teachers choosing to use this lesson, have the ideal model for implementation in their classrooms as the entire process of the project is also included. Furthermore, the included technology use breakdown and web resources provide a complete model for thorough teacher implementation.
The completion of the engaged learning project was valuable in that I had to examine all aspects of the implementation of a lesson. Rather than just create a lesson, I had to consider all components, including web resources, the process of implementation, as well as adaptations and assistive technology resources for students. In prior experience with project construction, I did not have experience creating something so thorough and complete. Yet, by creating this project, I feel much more comfortable creating a future project that models all components of a complete project for other teachers to reference and use. In doing this project again, I would want to fully implement the project as part of the assignment. Because of the timing of this assignment, my students were already past this material in the unit and were not able to go back and actually complete the project. To gather better data and reflect on the project more, I would want feedback from students about the project as well as the ability to gauge student engagement during the process.
The engaged learning project would be quite constructive for student learning and would improve the overall approach to the ecology content standards to be more authentic and engaging for students. The implementation of the project would provide students with an invaluable learning experience that relates directly to their lives and their actions in the environment. Students are also exposed to not only content standards, but technology standards as well. In addition, students with disabilities and English language learners are provided with assistive technology to ensure equal understanding and demonstration of the content. The ultimate impact will not only be assessed through the completion of the project but also the direct actions of students following the project completion. The focus of the project on the environment allows for the assessment of not only the project, but long-term impacts of student behavior on the environment and the changes that are made to better the future of the planet.