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: ELA Learning Project
Reflection: The artifact that was created for this standard is a language arts project that was created in ITEC 7400 -21st Century Teaching and Learning. The purpose of the project was to create connections with another classroom in Mexico and explore different cultural applications between the two different countries. The end product for the lesson would be for the students to create some type of media presentation (using Flipgrid, Screencastify) to share their thoughts and experiences of the project and what the cultural differences. The individual contribution for this authentic learning activity was I created the idea and continued to make improvements based on feedback from my colleagues from the class. This was an individual activity completed for class.
This artifact does demonstrate mastery of the standard because it asks for the strategy to be research-based, learner-centered, and address diversity of all students. This activity is researched based because students are completing activities on a LoTI level 5, which is due to students interacting outside of the classroom and providing results with others in the community. It is considered to be learner centered because the main idea is for the students to present/discuss with another classroom on topics of importance to their own culture. The teacher is supposed to be more of a facilitator and help with the technology aspect of communication. In the beginning of the artifact, the population is described and shared of the community in Trenton, Georgia. This activity addresses the diversity standard because the students will be discussing the topic of cultural differences with another country and students who may not be similar to them.
This was my first real assignment of the program. I learned a lot of what the expectation for an EDS program assignment would be and how helpful the feedback from my group was for this project. The overall idea was a great concept and could be completed in a regular language arts classroom to address different technology and writing, reading ,and speaking/listening standards. Looking back at the artifact after a few semesters, there are several things that I would like to change to improve the artifact. One of the things I would change would be the expectation of time for the project. Originally, I had discussed completing the project in a six weeks period of time. This is unrealistic in the classroom because of all the prerequisite skills that would need to be taught per the language/technology standards. I would like to increase the time span to incorporate the entire first semester and then focusing on completing the presentation during the second semester of the school year. Therefore it would be a continuous project and could be improved over time.
The work for this artifact can impact student learning because it encourages teachers to initiate more project-based learning and to have teachers play more of a facilitator role in the classroom. Students learn better when they are able to receive feedback from one another and information that may make positive changes in the assignment. THe impact can be assessed by testing and monitoring the students’ understanding/mastering of the standards over the course of the school year.
This artifact does demonstrate mastery of the standard because it asks for the strategy to be research-based, learner-centered, and address diversity of all students. This activity is researched based because students are completing activities on a LoTI level 5, which is due to students interacting outside of the classroom and providing results with others in the community. It is considered to be learner centered because the main idea is for the students to present/discuss with another classroom on topics of importance to their own culture. The teacher is supposed to be more of a facilitator and help with the technology aspect of communication. In the beginning of the artifact, the population is described and shared of the community in Trenton, Georgia. This activity addresses the diversity standard because the students will be discussing the topic of cultural differences with another country and students who may not be similar to them.
This was my first real assignment of the program. I learned a lot of what the expectation for an EDS program assignment would be and how helpful the feedback from my group was for this project. The overall idea was a great concept and could be completed in a regular language arts classroom to address different technology and writing, reading ,and speaking/listening standards. Looking back at the artifact after a few semesters, there are several things that I would like to change to improve the artifact. One of the things I would change would be the expectation of time for the project. Originally, I had discussed completing the project in a six weeks period of time. This is unrealistic in the classroom because of all the prerequisite skills that would need to be taught per the language/technology standards. I would like to increase the time span to incorporate the entire first semester and then focusing on completing the presentation during the second semester of the school year. Therefore it would be a continuous project and could be improved over time.
The work for this artifact can impact student learning because it encourages teachers to initiate more project-based learning and to have teachers play more of a facilitator role in the classroom. Students learn better when they are able to receive feedback from one another and information that may make positive changes in the assignment. THe impact can be assessed by testing and monitoring the students’ understanding/mastering of the standards over the course of the school year.