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 artifact used to provide evidence of mastery for this standard is an engaged learning project titled What’s the Story. This plan was created for a third grade Mathematics and English Language Arts class to be implemented after students have completed multiplication and division.
This lesson models and demonstrates the ability to facilitate the design and implementation of a technology enhanced learning experience. This allowed them to create an authentic project. Throughout the project, students were continually displaying real-life skills not only by using technology, but also by using mathematical concepts.
This lesson used a variety of researched-based strategies in order to instruct students. The first strategy is identifying similarities and differences. Students were expected to identify the processes associated with multiplication and division. They were also expected to identify the inverse and rules which apply to the processes. Students were also expected to apply writing skills along with math skills. Students had to use complete sentences, correct punctuation, and capital letters as part of the expectations set forth by the rubric.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
Another authentic part of this task was the collaboration between local business owners. These owners explained the importance of learning both math skills and language skills in order to be success in the future. This brought a real world connection for the students.
This lesson was very successful in the classroom. The lesson provided students with a review of the Common Core Standards as well as provided them with creating an authentic technology-based project. The lesson was adaptive for all students and displayed a range of differentiated elements to accommodate all students.
Schools would benefit in training teachers to create these types of lessons. The lessons provide students with exceptional learning opportunities. They incorporate elements which would give students an out of the box learning experience. Additionally, these lessons have little to no costs to schools. A technology-enhanced lesson would increase student achievement.
Artifact: Engaged Learning Project
Reflection:
The artifact used to provide evidence of mastery for this standard is an engaged learning project titled What’s the Story. This plan was created for a third grade Mathematics and English Language Arts class to be implemented after students have completed multiplication and division.
This lesson models and demonstrates the ability to facilitate the design and implementation of a technology enhanced learning experience. This allowed them to create an authentic project. Throughout the project, students were continually displaying real-life skills not only by using technology, but also by using mathematical concepts.
This lesson used a variety of researched-based strategies in order to instruct students. The first strategy is identifying similarities and differences. Students were expected to identify the processes associated with multiplication and division. They were also expected to identify the inverse and rules which apply to the processes. Students were also expected to apply writing skills along with math skills. Students had to use complete sentences, correct punctuation, and capital letters as part of the expectations set forth by the rubric.
A major component of this project was critical thinking, problem solving, and decision making. Students were asked to use technology to create an authentic problem solving project using multiplication and division. By doing this, it was apparent whether or not students understood the concepts which were taught.
Another authentic part of this task was the collaboration between local business owners. These owners explained the importance of learning both math skills and language skills in order to be success in the future. This brought a real world connection for the students.
This lesson was very successful in the classroom. The lesson provided students with a review of the Common Core Standards as well as provided them with creating an authentic technology-based project. The lesson was adaptive for all students and displayed a range of differentiated elements to accommodate all students.
Schools would benefit in training teachers to create these types of lessons. The lessons provide students with exceptional learning opportunities. They incorporate elements which would give students an out of the box learning experience. Additionally, these lessons have little to no costs to schools. A technology-enhanced lesson would increase student achievement.