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: Internet Lesson Plan
Reflection:
The artifact “Internet Lesson Plan” was created in ITEC 7430 Internet Tools in the Classroom. This artifact was a four week lesson plan for use in an Economics classroom on international trade and personal finance. The lesson was developed with a twelfth grade class in mind and incorporated elements including PowerPoints, design of a project encompassing elements of international trade, and finally an online course on personal finance literacy in the computer lab.
The element of Research-Based Learner-Centered Strategies under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. This standard stresses the use of research-based learner-centered strategies that address the diversity of all students. Within the development of the project encompassing elements of international trade, students are given a variety of options to convey their understanding of the international trade standards. They may utilize something as simple as a PowerPoint or move to something as intricate as a MovieMaker. In this way, students are given a choice on how to present their understanding, allowing for more diverse projects. Students are given support to utilize all technology necessary to complete the project. Further, as students work through the online course on personal finance literacy, they are able to retake modules as frequently as needed in order to pass the course. Additionally, the teacher is available to answer any usage questions and the EverFi platform also contains customer service support that is available to students on their own. Further, time is provided to utilize the computers both during the class and before and after school. In this way, students with limited access to technology at home are still afforded the opportunity to work through the modules. This addresses diversity by crossing the digital divide.
While completing this artifact, I learned a great deal about designing and implementing an internet lesson plan. When actually implementing this in the classroom, I found that I had to push my students to use something other than PowerPoint. A few students utilized Prezis, but that was about the extent of the technological savviness present. For this artifact, I would change the requirements for the international trade portion of the unit. Too often, students and teachers alike stick to what we know and are comfortable using when doing projects, such as the use of PowerPoint in this one. I will be incorporating a mini-unit utilizing various web tools as soon as spring 2015 into my courses such that students will have exposure to other technology tools that they may use in various classes.
The work that went into creating this artifact will impact student learning as students will have the opportunity to utilize a variety of technology tools in order to complete the project. The impact can be and has been assessed by the impact on Economics EOCT scores. The domain of personal finance experienced an increase in scores both semesters that the EverFi personal finance literacy course was utilized.
The artifact “Internet Lesson Plan” was created in ITEC 7430 Internet Tools in the Classroom. This artifact was a four week lesson plan for use in an Economics classroom on international trade and personal finance. The lesson was developed with a twelfth grade class in mind and incorporated elements including PowerPoints, design of a project encompassing elements of international trade, and finally an online course on personal finance literacy in the computer lab.
The element of Research-Based Learner-Centered Strategies under the Standard of Teaching, Learning, and Assessment was mastered with this artifact in several different ways. This standard stresses the use of research-based learner-centered strategies that address the diversity of all students. Within the development of the project encompassing elements of international trade, students are given a variety of options to convey their understanding of the international trade standards. They may utilize something as simple as a PowerPoint or move to something as intricate as a MovieMaker. In this way, students are given a choice on how to present their understanding, allowing for more diverse projects. Students are given support to utilize all technology necessary to complete the project. Further, as students work through the online course on personal finance literacy, they are able to retake modules as frequently as needed in order to pass the course. Additionally, the teacher is available to answer any usage questions and the EverFi platform also contains customer service support that is available to students on their own. Further, time is provided to utilize the computers both during the class and before and after school. In this way, students with limited access to technology at home are still afforded the opportunity to work through the modules. This addresses diversity by crossing the digital divide.
While completing this artifact, I learned a great deal about designing and implementing an internet lesson plan. When actually implementing this in the classroom, I found that I had to push my students to use something other than PowerPoint. A few students utilized Prezis, but that was about the extent of the technological savviness present. For this artifact, I would change the requirements for the international trade portion of the unit. Too often, students and teachers alike stick to what we know and are comfortable using when doing projects, such as the use of PowerPoint in this one. I will be incorporating a mini-unit utilizing various web tools as soon as spring 2015 into my courses such that students will have exposure to other technology tools that they may use in various classes.
The work that went into creating this artifact will impact student learning as students will have the opportunity to utilize a variety of technology tools in order to complete the project. The impact can be and has been assessed by the impact on Economics EOCT scores. The domain of personal finance experienced an increase in scores both semesters that the EverFi personal finance literacy course was utilized.