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
Reflection
The Internet Lesson Plan was an artifact created individually involving a project-based learning activity that required students to complete a Google Tour of various art museums, and then collaborate with classmates to create a digital brochure for a museum of their choice. The lesson plan includes visual art content standards as well as ISTE Standards for Students. In addition to the Google Tour, students conducted online research and then presented their brochure by means of a screencast. Assessment of the project also included technology through analysis of students’ digital journals in OneNote, and of a form in Office 365 that students used to guide their research. Additional digital tools and resources that supported student learning were iPads, Google Tour, KidsSearch, Screencast-o-matic, Canva, Read-Aloud and Sticky Note extensions, and Translator add-in. Classroom management strategies were necessary to ensure equitable access and resolve technical issues. The instructional strategies and learning activities incorporated the 4Cs – collaboration, communication, critical thinking, and creativity – through use of technology for research, design, and presentation. My role in the project was as facilitator of the Google Tour and demonstrator of research practices, as well as instruction in use of digital tools and providing feedback. In addition to demonstrating understanding of visual art standards through use of technology, students also exhibited digital citizenship through activities that were authentic and meaningful.
This artifact demonstrates my ability to model and facilitate the use of the research-based, learner-centered strategy of project-based learning as it incorporates the 4Cs – collaboration, communication, critical thinking, and creativity. This lesson plan involves project-based learning as it requires groups of students to design a brochure based upon a virtual museum visit and online research. Project-based learning is a research-based teaching strategy in that it provides an authentic activity that relates to a real-world situation (such as reading an online brochure to find out more about a location one might desire to visit, or the occupation of graphic designer of the brochure). “Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually”, which supports use of web apps such as Canva to provide for collaboration, while incorporating critical thinking skills involving project-based and authentic learning (Clifford, 2018). The strategy of project-based learning is learner-centered in that the student must communicate and collaborate with others in thinking critically and creatively to produce a real-world product. The lesson plan design involves teacher modeling and facilitation, but student participation as far as how the problem is solved through use of technology.
Diversity of all students is supported through the research-based, learner-centered strategy of project-based learning. Learner-centered strategies allowed for diversity in that students were able to contribute collaboratively based upon individual knowledge and understanding appropriate for their personal skill level. In researching their chosen museum, students were able to use Read-Aloud and Sticky Note extensions, as well as Translator add-in. These technological supports benefitted English language learners as well as student with disabilities.
Through completion of this artifact, I learned how to manage various digital resources with groups of students, and how to troubleshoot effectively. I also learned how to design a lesson that combines student content standards with student technology standards, and to facilitate the components to support students with diverse needs. To improve the quality of the artifact, I would create a Form that required students to be responsible for certain aspects of the brochure design and screencast, or that asked individual students to provide information regarding their specific contribution. This would hold students accountable and provide an additional technology piece. As far as the process, I would provide mini-lessons on research, Canva, and Screencast-o-matic prior to implementing the Google Tour, so that the components of the lesson plan flowed more smoothly from start to finish and weren’t interrupted by digital tools that were new and unfamiliar. In relation to diversity, I would possibly group ELL or struggling readers together, and then work with those groups specifically on use of extensions, add-ins, or presenting their screencast in a native language. Although I typically tend to blend groups based on ability or language, this is a project where I can see the benefit of letting their language be a shining point, or their disability be a common point of growth.
This artifact impacted school improvement in that it involved use of technology and art, and our school is working towards STEAM from STEM. This lesson could be adjusted to include additional content standards from academic areas and is an example to grade-level and subject-area teachers as to how student technology standards can be combined with student content standards in a meaningful way. This artifact impacted student learning in that it provided a project-based learning experience that used technology standards along with content standards and implemented the 4Cs throughout the various components of the lesson plan. This impact can be assessed through the screencast presentation, as it encompassed all aspects of the lesson that were required of the student groups, and through the self-assessment reflection statement.
References
Clifford, M. (2018, June 28). 20 collaborative learning tips and strategies for teachers. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
The Internet Lesson Plan was an artifact created individually involving a project-based learning activity that required students to complete a Google Tour of various art museums, and then collaborate with classmates to create a digital brochure for a museum of their choice. The lesson plan includes visual art content standards as well as ISTE Standards for Students. In addition to the Google Tour, students conducted online research and then presented their brochure by means of a screencast. Assessment of the project also included technology through analysis of students’ digital journals in OneNote, and of a form in Office 365 that students used to guide their research. Additional digital tools and resources that supported student learning were iPads, Google Tour, KidsSearch, Screencast-o-matic, Canva, Read-Aloud and Sticky Note extensions, and Translator add-in. Classroom management strategies were necessary to ensure equitable access and resolve technical issues. The instructional strategies and learning activities incorporated the 4Cs – collaboration, communication, critical thinking, and creativity – through use of technology for research, design, and presentation. My role in the project was as facilitator of the Google Tour and demonstrator of research practices, as well as instruction in use of digital tools and providing feedback. In addition to demonstrating understanding of visual art standards through use of technology, students also exhibited digital citizenship through activities that were authentic and meaningful.
This artifact demonstrates my ability to model and facilitate the use of the research-based, learner-centered strategy of project-based learning as it incorporates the 4Cs – collaboration, communication, critical thinking, and creativity. This lesson plan involves project-based learning as it requires groups of students to design a brochure based upon a virtual museum visit and online research. Project-based learning is a research-based teaching strategy in that it provides an authentic activity that relates to a real-world situation (such as reading an online brochure to find out more about a location one might desire to visit, or the occupation of graphic designer of the brochure). “Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually”, which supports use of web apps such as Canva to provide for collaboration, while incorporating critical thinking skills involving project-based and authentic learning (Clifford, 2018). The strategy of project-based learning is learner-centered in that the student must communicate and collaborate with others in thinking critically and creatively to produce a real-world product. The lesson plan design involves teacher modeling and facilitation, but student participation as far as how the problem is solved through use of technology.
Diversity of all students is supported through the research-based, learner-centered strategy of project-based learning. Learner-centered strategies allowed for diversity in that students were able to contribute collaboratively based upon individual knowledge and understanding appropriate for their personal skill level. In researching their chosen museum, students were able to use Read-Aloud and Sticky Note extensions, as well as Translator add-in. These technological supports benefitted English language learners as well as student with disabilities.
Through completion of this artifact, I learned how to manage various digital resources with groups of students, and how to troubleshoot effectively. I also learned how to design a lesson that combines student content standards with student technology standards, and to facilitate the components to support students with diverse needs. To improve the quality of the artifact, I would create a Form that required students to be responsible for certain aspects of the brochure design and screencast, or that asked individual students to provide information regarding their specific contribution. This would hold students accountable and provide an additional technology piece. As far as the process, I would provide mini-lessons on research, Canva, and Screencast-o-matic prior to implementing the Google Tour, so that the components of the lesson plan flowed more smoothly from start to finish and weren’t interrupted by digital tools that were new and unfamiliar. In relation to diversity, I would possibly group ELL or struggling readers together, and then work with those groups specifically on use of extensions, add-ins, or presenting their screencast in a native language. Although I typically tend to blend groups based on ability or language, this is a project where I can see the benefit of letting their language be a shining point, or their disability be a common point of growth.
This artifact impacted school improvement in that it involved use of technology and art, and our school is working towards STEAM from STEM. This lesson could be adjusted to include additional content standards from academic areas and is an example to grade-level and subject-area teachers as to how student technology standards can be combined with student content standards in a meaningful way. This artifact impacted student learning in that it provided a project-based learning experience that used technology standards along with content standards and implemented the 4Cs throughout the various components of the lesson plan. This impact can be assessed through the screencast presentation, as it encompassed all aspects of the lesson that were required of the student groups, and through the self-assessment reflection statement.
References
Clifford, M. (2018, June 28). 20 collaborative learning tips and strategies for teachers. TeachThought. Retrieved from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/