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 created for ITEC 7400 21st Century Teaching and Learning, but has not yet been implemented fully in the actual classroom, though parts were used in my 9th grade Literature and Composition class. The project is grounded in “The Laws of Life” essay concept, sponsored by our local Rotary club, and comprises one part of a year-long writing portfolio to be completed by all English students (but specifically those in 9th grade). Students choose an abstract noun—such as honesty, loyalty, curiosity, etc.—and then conduct interviews with people they admire and engage in self-reflection to create a piece of literary nonfiction/personal narrative connecting the abstract noun to a “law of life.” The student uses various technologies throughout the project including EdCanvas, Wordle, PhotoStory 3, email, and digital recorders to participate in authentic, collaborative, and meaningful learning.
The lesson plan provided demonstrates my ability to facilitate research-based and learner-centered lessons that are aligned to both content and technology standards. The lesson plan includes a time frame and day-by-day instructional plan, along with links to various websites, online tutorials, and videos that students can use to supplement classroom instruction.
The Engaged Learning project uses research-based instructional strategies including using student-selected writing topics and relating written compositions to students’ personal experiences. The activity is authentic because it is not only rooted in a real scholarship essay contest, but students will also partner with local newspaper journalists who will help students to gather human interest stories related to their chosen topic. Students will use checklists and rubrics to self-assess their written compositions, as well as engage in peer-to-peer collaboration for analysis of writing. The technology used in this project transforms the learning experience into a project that easily connects to students’ own personal experiences and enhances the learning experience by facilitating collaboration with peers and experts in the field. Peer and expert collaboration is an important component for raising the LoTi level of a lesson plan.
Similarly, the Engaged Learning Project is also learner-centered because it has student choice and personal background at the heart of all learning experiences. Students work at their own pace and online tutorials and interactive websites facilitate the learning experience, rather than the teacher delivering direct instruction. The activities comprising the Engaged Learning Project are multi-modal and reflect various intelligences and interests students may have.
Additionally, the Engaged Learning Project reflects the diversity of students in various ways. Student cultural backgrounds are embraced through the interviews students conduct with people whom they admire and the writing topics themselves provide students with an avenue for self-expression and cultural pride. The lesson is also differentiated in that students can work at their own pace and receive minimal or extra assistance from the teacher in the form of writing tutorial based on the specific needs of the student. The multiple facets of the project also reflect the diversity of learning styles as this Engaged Learning projects reaches learners in each of the multiple intelligences.
This Engaged Learning Project was an excellent way for me to learn about how collaboration between peers and experts in the field increases the LoTi level of a lesson. Technology should be used to transform lessons—allow students to do something that would otherwise be impossible—and facilitating such collaboration is one of those characteristics made possible through technology. The project also reinforced the importance of authenticity in student assignments and using technology for meaningful tasks, rather than simply for technology’s sake. In reflecting on this project, I would reorder the various writing assignments placed in the student’s portfolio, allowing students to complete some of the less intensive writing tasks (such as art, short story, and poem) before the personal narrative/literary nonfiction to build a basis for understanding the writing topic before composing the piece that will be submitted to the essay contest. Building students’ previous knowledge of the topic and deepening their personal reflection should allow for more poignant and captivating personal narratives.
The Engaged Learning Project will definitely influence student learning by making writing relevant for students. Instead of simply writing for the teacher, students will have a real audience and a real purpose for writing, along with a topic for which they have real life experiences to reflect upon. When students connect with a lesson and can engage with the topic, students are more engaged and see their learning as applicable to their own lives. Observation of classroom lessons should reflect the impact of this project on student learning.
The Engaged Learning Project was created for ITEC 7400 21st Century Teaching and Learning, but has not yet been implemented fully in the actual classroom, though parts were used in my 9th grade Literature and Composition class. The project is grounded in “The Laws of Life” essay concept, sponsored by our local Rotary club, and comprises one part of a year-long writing portfolio to be completed by all English students (but specifically those in 9th grade). Students choose an abstract noun—such as honesty, loyalty, curiosity, etc.—and then conduct interviews with people they admire and engage in self-reflection to create a piece of literary nonfiction/personal narrative connecting the abstract noun to a “law of life.” The student uses various technologies throughout the project including EdCanvas, Wordle, PhotoStory 3, email, and digital recorders to participate in authentic, collaborative, and meaningful learning.
The lesson plan provided demonstrates my ability to facilitate research-based and learner-centered lessons that are aligned to both content and technology standards. The lesson plan includes a time frame and day-by-day instructional plan, along with links to various websites, online tutorials, and videos that students can use to supplement classroom instruction.
The Engaged Learning project uses research-based instructional strategies including using student-selected writing topics and relating written compositions to students’ personal experiences. The activity is authentic because it is not only rooted in a real scholarship essay contest, but students will also partner with local newspaper journalists who will help students to gather human interest stories related to their chosen topic. Students will use checklists and rubrics to self-assess their written compositions, as well as engage in peer-to-peer collaboration for analysis of writing. The technology used in this project transforms the learning experience into a project that easily connects to students’ own personal experiences and enhances the learning experience by facilitating collaboration with peers and experts in the field. Peer and expert collaboration is an important component for raising the LoTi level of a lesson plan.
Similarly, the Engaged Learning Project is also learner-centered because it has student choice and personal background at the heart of all learning experiences. Students work at their own pace and online tutorials and interactive websites facilitate the learning experience, rather than the teacher delivering direct instruction. The activities comprising the Engaged Learning Project are multi-modal and reflect various intelligences and interests students may have.
Additionally, the Engaged Learning Project reflects the diversity of students in various ways. Student cultural backgrounds are embraced through the interviews students conduct with people whom they admire and the writing topics themselves provide students with an avenue for self-expression and cultural pride. The lesson is also differentiated in that students can work at their own pace and receive minimal or extra assistance from the teacher in the form of writing tutorial based on the specific needs of the student. The multiple facets of the project also reflect the diversity of learning styles as this Engaged Learning projects reaches learners in each of the multiple intelligences.
This Engaged Learning Project was an excellent way for me to learn about how collaboration between peers and experts in the field increases the LoTi level of a lesson. Technology should be used to transform lessons—allow students to do something that would otherwise be impossible—and facilitating such collaboration is one of those characteristics made possible through technology. The project also reinforced the importance of authenticity in student assignments and using technology for meaningful tasks, rather than simply for technology’s sake. In reflecting on this project, I would reorder the various writing assignments placed in the student’s portfolio, allowing students to complete some of the less intensive writing tasks (such as art, short story, and poem) before the personal narrative/literary nonfiction to build a basis for understanding the writing topic before composing the piece that will be submitted to the essay contest. Building students’ previous knowledge of the topic and deepening their personal reflection should allow for more poignant and captivating personal narratives.
The Engaged Learning Project will definitely influence student learning by making writing relevant for students. Instead of simply writing for the teacher, students will have a real audience and a real purpose for writing, along with a topic for which they have real life experiences to reflect upon. When students connect with a lesson and can engage with the topic, students are more engaged and see their learning as applicable to their own lives. Observation of classroom lessons should reflect the impact of this project on student learning.