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)
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact - NETS-S Internet Lesson Plan
Reflection:
The Lesson Plan for Implementing NETS-S was a project we completed in our Internet Tools class, ITEC 7430 class. This class was taken my second semester of my program. The NETS-S Lesson Plan that I developed involved modeling and facilitating the use of research-based, learner-centered strategies addressing the diversity of all students.
Mastery of Standard 2.2 is evident in my ELA NETS-S Lesson Plan. This lesson plan contained the content standard, technology standards, essential question, instructional strategies and learning activities, differentiation, classroom management, assessment, and a final reflection. This lesson plan covered several English Language Arts standards involving grammar, mechanics, communicating, collaborating, staying on topic, following agreed upon rules for discussions, and building on the conversations of others through comments.
This lesson involved research based instructional strategies that provided for an authentic lesson. Students were given choices of which items they would prefer to complete, which served as a student-centered learning experience. They became more independent when they were allowed to choose the direction they would like to take to complete the task. This type of student-centered lesson was also inclusive of diversity and differentiation; allowing the students to choose the activity that was of interest to them.
From applying this research-based instructional strategy, I have learned what happens when choices are given in comparison to a lesson without choices. I teach first grade and through my experiences in the lower elementary grades, choices for activities are rare. Activities are usually laid out very specifically for the primary students. Structure is usually the key word in lower elementary. As I was learning about student-centered learning, our school is in the middle of implementing a program called Daily 5. This program is all about students making choices to complete their daily tasks. After observing a class using this method and then going to a two day conference held by the founders of the Daily 5 program, I continued to learn more about how effective learning can be when students are permitted to choose their next task.
My internet lesson involved having the students go to our class eagle blog which was hosted on a site called Kidblog. They had to complete a post. They were given a choice in the type of post they could write about. Their choices included linking to the live Decorah eagle cam and write a descriptive post of events happening at the nest, they could post a question that they wanted their peers to research and come back and answer, or they could create a post about any topic of their choice. A necessary component of their post was double checking their work before hitting the submit button.
I learned a lot about my students by creating this student-centered Internet lesson plan. First, I learned about the ownership they felt towards the activity they chose to complete. Next, they displayed excitement in having choices. Third, I also noticed the students who lacked confidence and wanted to know which choice their peers chose before they could make a decision. Last, I noticed my typical high achievers who asked if they could do all three choices. After modeling the activity on the SmartBoard , most of the responses were that of excitement and being anxious to begin the assignment.
As far as any changes that I would make to this internet lesson plan, I believe I would add an opportunity for them to choose partners to sit with and read the posted comments that the students created for this activity. I think they would have enjoyed doing that as a culminating activity.
This activity impacted Timber Ridge because it involved a student-centered activity that was completed using technology and the Internet. This is exactly the direction that our principal is moving our school towards; 21st Century learning. When first graders are directing their learning, the diversity each student brings to our classroom may flourish and contribute to the richness of the whole.
Reflection:
The Lesson Plan for Implementing NETS-S was a project we completed in our Internet Tools class, ITEC 7430 class. This class was taken my second semester of my program. The NETS-S Lesson Plan that I developed involved modeling and facilitating the use of research-based, learner-centered strategies addressing the diversity of all students.
Mastery of Standard 2.2 is evident in my ELA NETS-S Lesson Plan. This lesson plan contained the content standard, technology standards, essential question, instructional strategies and learning activities, differentiation, classroom management, assessment, and a final reflection. This lesson plan covered several English Language Arts standards involving grammar, mechanics, communicating, collaborating, staying on topic, following agreed upon rules for discussions, and building on the conversations of others through comments.
This lesson involved research based instructional strategies that provided for an authentic lesson. Students were given choices of which items they would prefer to complete, which served as a student-centered learning experience. They became more independent when they were allowed to choose the direction they would like to take to complete the task. This type of student-centered lesson was also inclusive of diversity and differentiation; allowing the students to choose the activity that was of interest to them.
From applying this research-based instructional strategy, I have learned what happens when choices are given in comparison to a lesson without choices. I teach first grade and through my experiences in the lower elementary grades, choices for activities are rare. Activities are usually laid out very specifically for the primary students. Structure is usually the key word in lower elementary. As I was learning about student-centered learning, our school is in the middle of implementing a program called Daily 5. This program is all about students making choices to complete their daily tasks. After observing a class using this method and then going to a two day conference held by the founders of the Daily 5 program, I continued to learn more about how effective learning can be when students are permitted to choose their next task.
My internet lesson involved having the students go to our class eagle blog which was hosted on a site called Kidblog. They had to complete a post. They were given a choice in the type of post they could write about. Their choices included linking to the live Decorah eagle cam and write a descriptive post of events happening at the nest, they could post a question that they wanted their peers to research and come back and answer, or they could create a post about any topic of their choice. A necessary component of their post was double checking their work before hitting the submit button.
I learned a lot about my students by creating this student-centered Internet lesson plan. First, I learned about the ownership they felt towards the activity they chose to complete. Next, they displayed excitement in having choices. Third, I also noticed the students who lacked confidence and wanted to know which choice their peers chose before they could make a decision. Last, I noticed my typical high achievers who asked if they could do all three choices. After modeling the activity on the SmartBoard , most of the responses were that of excitement and being anxious to begin the assignment.
As far as any changes that I would make to this internet lesson plan, I believe I would add an opportunity for them to choose partners to sit with and read the posted comments that the students created for this activity. I think they would have enjoyed doing that as a culminating activity.
This activity impacted Timber Ridge because it involved a student-centered activity that was completed using technology and the Internet. This is exactly the direction that our principal is moving our school towards; 21st Century learning. When first graders are directing their learning, the diversity each student brings to our classroom may flourish and contribute to the richness of the whole.