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: ITEC 7430 ISTE Lesson Plan
Reflection:
This artifact is a fourth grade science lesson plan that I developed and implemented with my students. The lesson was created as part of our weather unit and was used to assess the understanding my students gained in our extreme weather are of the unit. It integrates various internet tools and provides authentic learning experiences for them. Research based strategies were used to help all learners found in my classroom. The lesson was divided into five fifty minute lessons to help my students complete it at a reasonable time. In this lesson, students took the role of meteorologist where they had to work in groups to create a presentation over an extreme weather event. The lesson was aligned to science, writing, and technology standards.
This artifact aligns to Standard 2.2. While developing the lesson plan, I focused on finding internet tools that my diverse group of students would like and enjoy using. During guided inquiry students used Discovery Education and/or Pebble Go to complete their research. Students also had access to Get Epic! An online library that has videos, audio books and read to me books. I chose to include this resource for my students because I wanted to ensure my ELL and Special Education students had a tool that they could access and be differentiated for their own individual needs. Students then used Google Slides, Pictochart, or Prezi to create their presentations of their extreme weather tool.
To differentiate the content, I limited the choices of weather events my ELL students had to choose from. Based on the choices students were strategically grouped so that developing learners were placed with proficient or exemplary learners. My co-teacher and I carefully planned to check in with groups with developing students to ensure they understood and completed the task. To differentiate the process, students were given roles and I checked in with each group. I also collaborated with my ESOL, EIP and Special Ed co-teachers to offer more individualized strategies and accommodations to our different students that receive these services. The lesson plan includes additional differentiation that were given to students as well.
I learned that students need extensive time to explore internet tools and/or technologies before using them during a project. If I were to ever teach this lesson again, I would take more time to model each of the Web 2.0 tools that will be approved for this lesson. I taught a minilesson on all the tools but it was impossible for the students to understand how to effectively use the tool when I only presented a five-minute lesson on them. I will also plan for this unit to take at least two weeks.I felt like the lesson was rushed and did not offer enough time for my students to create outstanding finished products.
This project impacted student learning by providing the students with fun engaging activities by using technology enhancing internet tools that are aligned with state standards. This impact can be assessed by state assessments and the rubrics used to grade the finished presentations of the students. The project also impacted the staff of Dug Gap Elementary because I was able to model how to use the tools used in this artifact and I was also able to facilitate those that showed interest in wanting to learn how to use and implement in their own lessons.
Reflection:
This artifact is a fourth grade science lesson plan that I developed and implemented with my students. The lesson was created as part of our weather unit and was used to assess the understanding my students gained in our extreme weather are of the unit. It integrates various internet tools and provides authentic learning experiences for them. Research based strategies were used to help all learners found in my classroom. The lesson was divided into five fifty minute lessons to help my students complete it at a reasonable time. In this lesson, students took the role of meteorologist where they had to work in groups to create a presentation over an extreme weather event. The lesson was aligned to science, writing, and technology standards.
This artifact aligns to Standard 2.2. While developing the lesson plan, I focused on finding internet tools that my diverse group of students would like and enjoy using. During guided inquiry students used Discovery Education and/or Pebble Go to complete their research. Students also had access to Get Epic! An online library that has videos, audio books and read to me books. I chose to include this resource for my students because I wanted to ensure my ELL and Special Education students had a tool that they could access and be differentiated for their own individual needs. Students then used Google Slides, Pictochart, or Prezi to create their presentations of their extreme weather tool.
To differentiate the content, I limited the choices of weather events my ELL students had to choose from. Based on the choices students were strategically grouped so that developing learners were placed with proficient or exemplary learners. My co-teacher and I carefully planned to check in with groups with developing students to ensure they understood and completed the task. To differentiate the process, students were given roles and I checked in with each group. I also collaborated with my ESOL, EIP and Special Ed co-teachers to offer more individualized strategies and accommodations to our different students that receive these services. The lesson plan includes additional differentiation that were given to students as well.
I learned that students need extensive time to explore internet tools and/or technologies before using them during a project. If I were to ever teach this lesson again, I would take more time to model each of the Web 2.0 tools that will be approved for this lesson. I taught a minilesson on all the tools but it was impossible for the students to understand how to effectively use the tool when I only presented a five-minute lesson on them. I will also plan for this unit to take at least two weeks.I felt like the lesson was rushed and did not offer enough time for my students to create outstanding finished products.
This project impacted student learning by providing the students with fun engaging activities by using technology enhancing internet tools that are aligned with state standards. This impact can be assessed by state assessments and the rubrics used to grade the finished presentations of the students. The project also impacted the staff of Dug Gap Elementary because I was able to model how to use the tools used in this artifact and I was also able to facilitate those that showed interest in wanting to learn how to use and implement in their own lessons.