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: ISTE Lesson Plan
Reflection:
Standard 2.2: ISTE Lesson Plan Project
The ISTE Lesson Plan Project was created for the Internet Tools in the Classroom course. The challenge for this particular assignment was to develop and implement a lesson plan using at least three of the Web 2.0 tools presented throughout the course. For the lesson plan, I had first grade students create presentations about building character. Students used a combination of the Padlet Web 2.0 pin board, the Recite web 2.0 graphic quote creator, and the Shadow Puppet iOS presentation app to create and post assignments. The project required the completion of the NETS-S lesson plan template, which required both student content and student technology standards to underpin the lesson. Additionally, a number of research-based and learner-centered strategies were required when completing the project to account for a diverse set of learners’ needs.
The ISTE Lesson Plan Project demonstrates mastery of the Research-Based Learner-Centered Strategies element. Both the variety of Web 2.0 tools like Padlet, Recite, and Shadow Puppet and the variety of acceptable project outcomes ensured that all learners had differentiated and equitable access when completing the project requirements. Differentiated and individualized modeling occurred consistently throughout the lesson. Additionally, each of the Web 2.0 tools required in the lesson plan were researched and assessed for ease of use. By researching appropriate Web 2.0 tools ahead of implementing the ISTE Lesson Plan Project, the design of the lesson plan reflects my abilities to develop a research-based and learner-centered activity that accounted for a diverse set of learners’ needs.
The task of putting the ISTE Lesson Plan together with three different Web 2.0 tools was challenging to research and design for first grade students. The difficulties arose because their varying skill sets and fine motor skills. The biggest challenge I had with implementing the project was with students effectively toggling between tabs and right clicking. Both of these tasks can be challenging for young learners who are still mastering their coordination with the mouse. Because of these factors, designing the lesson to accommodate the range of learners’ skillsets and needs was difficult. In retrospect, it would’ve been more ideal to implement this lesson towards the end of the first grader’s year when their motor skills are usually more acute. Also, I would’ve devoted more time to developing the skill of toggling between tabs. However, I would still use Padlet, Recite, and Shadow Puppet. I feel like all of those Web 2.0 tools are age appropriate and align well with realistic expectations of first grader’s technology skills.
By completing the artifact, I learned a great deal about properly researching best practices and learner-center strategies for a variety of diverse first grade learners. For these reasons, I feel the artifact demonstrates the knowledge, skills, and dispositions necessary of a technology leader when designing, developing, and implementing a researched-based and learner-centered project aligned with the ISTE technology content standards. Finally, the work that went into creating this artifact directly impacted school improvement. By developing and implementing a professional development session focused on leveraging Padlet towards simple project-based learning solutions in the classroom, I assessed through teacher observation that a number of teachers went on to explore this technology in their classroom.
Standard 2.2: ISTE Lesson Plan Project
The ISTE Lesson Plan Project was created for the Internet Tools in the Classroom course. The challenge for this particular assignment was to develop and implement a lesson plan using at least three of the Web 2.0 tools presented throughout the course. For the lesson plan, I had first grade students create presentations about building character. Students used a combination of the Padlet Web 2.0 pin board, the Recite web 2.0 graphic quote creator, and the Shadow Puppet iOS presentation app to create and post assignments. The project required the completion of the NETS-S lesson plan template, which required both student content and student technology standards to underpin the lesson. Additionally, a number of research-based and learner-centered strategies were required when completing the project to account for a diverse set of learners’ needs.
The ISTE Lesson Plan Project demonstrates mastery of the Research-Based Learner-Centered Strategies element. Both the variety of Web 2.0 tools like Padlet, Recite, and Shadow Puppet and the variety of acceptable project outcomes ensured that all learners had differentiated and equitable access when completing the project requirements. Differentiated and individualized modeling occurred consistently throughout the lesson. Additionally, each of the Web 2.0 tools required in the lesson plan were researched and assessed for ease of use. By researching appropriate Web 2.0 tools ahead of implementing the ISTE Lesson Plan Project, the design of the lesson plan reflects my abilities to develop a research-based and learner-centered activity that accounted for a diverse set of learners’ needs.
The task of putting the ISTE Lesson Plan together with three different Web 2.0 tools was challenging to research and design for first grade students. The difficulties arose because their varying skill sets and fine motor skills. The biggest challenge I had with implementing the project was with students effectively toggling between tabs and right clicking. Both of these tasks can be challenging for young learners who are still mastering their coordination with the mouse. Because of these factors, designing the lesson to accommodate the range of learners’ skillsets and needs was difficult. In retrospect, it would’ve been more ideal to implement this lesson towards the end of the first grader’s year when their motor skills are usually more acute. Also, I would’ve devoted more time to developing the skill of toggling between tabs. However, I would still use Padlet, Recite, and Shadow Puppet. I feel like all of those Web 2.0 tools are age appropriate and align well with realistic expectations of first grader’s technology skills.
By completing the artifact, I learned a great deal about properly researching best practices and learner-center strategies for a variety of diverse first grade learners. For these reasons, I feel the artifact demonstrates the knowledge, skills, and dispositions necessary of a technology leader when designing, developing, and implementing a researched-based and learner-centered project aligned with the ISTE technology content standards. Finally, the work that went into creating this artifact directly impacted school improvement. By developing and implementing a professional development session focused on leveraging Padlet towards simple project-based learning solutions in the classroom, I assessed through teacher observation that a number of teachers went on to explore this technology in their classroom.