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 for Implementing the NETS-S standards
For standard 2.2 the artifact that I chose is the Lesson Plan for Implementing NET-S, which was created in the ITEC 7430 Internet for the Classroom course. This artifact contains more than your average requirements for your lesson plan. Some added features to this lesson plan include the technology resources, classroom management strategies, differentiation, reflection, and closure. I used this lesson plan template for a gifted interdisciplinary unit that would take approximately 8-9 weeks to complete. This unit of study will expose my students to all of the 50 states, but they will choose one state to really delve into. Students will research their state’s history, famous individuals, physical features, resources, products, tourist attractions, and other vital information. In this unit, students will be refining their research skills, learning to read for information, and work on becoming more proficient in communication.
This unit was created to be learner-centered, so my students will become researchers, designers, and creators. Students have opportunities to work in collaborative groups, and individually while analyzing and reflecting on their knowledge gained, so they can compare/contrast their state to their classmates. Giving my students the opportunity to choose their state to state to research encourages a more authentic and eager participation from them. When our students are naturally curious they become more engaged with their learning, especially if they are learning about ideas or projects that are important to them. They will be able to choose their state based on what they want to learn, which will give my unit more meaning and a purpose. To facilitate this development I will model and provide them with clear directions, expectations, and this tone will help with classroom management and the diverse learning styles that are available in my class.
Through this unit they will practice skills in communication, art, math, social studies, research, and technology. These activities are designed to help students explore their creativity and expand their inquiry skills. For their culminating projects students will create a state tour using Google Tour Builder. This unit exhibits all six areas of Blooms Taxonomy, knowledge, comprehension, application, analysis, synthesis, and evaluation. Research has shown that by designing a variety of learning activities that require different levels of thinking for our students, will provide opportunities for the diverse number of students whose thinking skills range throughout the spectrum. Also, this unit will be taught through a constructivist manner. Constructivism sparks our student’s natural desire to want to know about the world around them and why things are the way they are. The content and learning goals are standards based and are coordinated with our gifted standards. The learning tasks are authentic and encourage our students to be as creative as possible. During this unit, I will take on more of a facilitator role while my students will become the experts. The technology tools will effectively support this unit of study by providing our students with a way to collaborate together, produce, and share with their audiences.
I initially created this unit years ago, but it needed to be revitalized with technology and content standards along with research based strategies. I had so many ideas on how to reshape this unit that it just kept expanding and expanding. When I implemented this unit last spring, with my second grade gifted students, I realized that this unit may need more time. I need to add more time for my students to just explore many of these resources, so they can become more proficient with technology.
This lesson plan was share with the other elementary gifted liaisons in my school system to use with their gifted students. We are in the process of developing a transdisciplinary gifted curriculum that encompasses our IB concepts and MCS gifted standards. This artifact was a good starting point for us. The impact that this artifact has had can also be assessed by examining the quality of my students culminating projects using the project rubric and feedback from my students and from me.
This unit was created to be learner-centered, so my students will become researchers, designers, and creators. Students have opportunities to work in collaborative groups, and individually while analyzing and reflecting on their knowledge gained, so they can compare/contrast their state to their classmates. Giving my students the opportunity to choose their state to state to research encourages a more authentic and eager participation from them. When our students are naturally curious they become more engaged with their learning, especially if they are learning about ideas or projects that are important to them. They will be able to choose their state based on what they want to learn, which will give my unit more meaning and a purpose. To facilitate this development I will model and provide them with clear directions, expectations, and this tone will help with classroom management and the diverse learning styles that are available in my class.
Through this unit they will practice skills in communication, art, math, social studies, research, and technology. These activities are designed to help students explore their creativity and expand their inquiry skills. For their culminating projects students will create a state tour using Google Tour Builder. This unit exhibits all six areas of Blooms Taxonomy, knowledge, comprehension, application, analysis, synthesis, and evaluation. Research has shown that by designing a variety of learning activities that require different levels of thinking for our students, will provide opportunities for the diverse number of students whose thinking skills range throughout the spectrum. Also, this unit will be taught through a constructivist manner. Constructivism sparks our student’s natural desire to want to know about the world around them and why things are the way they are. The content and learning goals are standards based and are coordinated with our gifted standards. The learning tasks are authentic and encourage our students to be as creative as possible. During this unit, I will take on more of a facilitator role while my students will become the experts. The technology tools will effectively support this unit of study by providing our students with a way to collaborate together, produce, and share with their audiences.
I initially created this unit years ago, but it needed to be revitalized with technology and content standards along with research based strategies. I had so many ideas on how to reshape this unit that it just kept expanding and expanding. When I implemented this unit last spring, with my second grade gifted students, I realized that this unit may need more time. I need to add more time for my students to just explore many of these resources, so they can become more proficient with technology.
This lesson plan was share with the other elementary gifted liaisons in my school system to use with their gifted students. We are in the process of developing a transdisciplinary gifted curriculum that encompasses our IB concepts and MCS gifted standards. This artifact was a good starting point for us. The impact that this artifact has had can also be assessed by examining the quality of my students culminating projects using the project rubric and feedback from my students and from me.