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: ITEC 7480 OLE Grid/ Unit Plan
Reflection:
This was the first blended learning module that I created during my experiences in ITEC 7480. I adapted a previous lesson that did not use technology at all and brought it to modern times. I wrote the lesson, created the assessments and activities within the lesson and researched appropriate Spanish vocabulary and content knowledge to be included as learner outcome goals.
While creating this blended online lesson, I researched various other Spanish III Level Lessons to determine what demands and expectations would be appropriate for the learner and better facilitate the learning process. I researched and applied skills and knowledge from Best Practice, then used the LoTi chart to determine what level of technology integration I wanted to achieve and to create a learner-centered environment.
Since this was my student’s first blended online lesson, I modeled what they should do to access and utilize online activities. I created a step-process to guide them and also to make the lesson learner-centered. I made accommodations to meet the needs of my gifted students and also created accommodations for students who may be overwhelmed or not understand what to do. By researching ways to accommodate diverse student needs, I was able to accommodate the learning process for my students. I was prepared for situations that may arise during the process.
After students created their final work – writing a short story explaining natural phenomena using the pre and suffixes of Aztec and/or Mayan names of Gods and Goddesses, they had the opportunity to present their work and then display it in the school. This allowed for the unit to be learner-centered and met the diverse needs of students by utilizing different methods of presentation and displays of their work.
I would change the time allowed for creating the names of the characters in students’ work. I would allow for more reflection during this time and also add a lesson on the prefixes and suffixes students were to utilize to achieve this standard. Students’ knowledge in this area suffered because I did not allow enough time for the exploration and retention of these goals.
Impact of student learning can be assessed through the integration of the new vocabulary and Aztec and Mayan suffixes and prefixes. Also, overall mastery of grammatical concepts associated with this unit should be demonstrated in the short story. Impact is be determined by the level of quality work demonstrated in the student presentations.
This was the first blended learning module that I created during my experiences in ITEC 7480. I adapted a previous lesson that did not use technology at all and brought it to modern times. I wrote the lesson, created the assessments and activities within the lesson and researched appropriate Spanish vocabulary and content knowledge to be included as learner outcome goals.
While creating this blended online lesson, I researched various other Spanish III Level Lessons to determine what demands and expectations would be appropriate for the learner and better facilitate the learning process. I researched and applied skills and knowledge from Best Practice, then used the LoTi chart to determine what level of technology integration I wanted to achieve and to create a learner-centered environment.
Since this was my student’s first blended online lesson, I modeled what they should do to access and utilize online activities. I created a step-process to guide them and also to make the lesson learner-centered. I made accommodations to meet the needs of my gifted students and also created accommodations for students who may be overwhelmed or not understand what to do. By researching ways to accommodate diverse student needs, I was able to accommodate the learning process for my students. I was prepared for situations that may arise during the process.
After students created their final work – writing a short story explaining natural phenomena using the pre and suffixes of Aztec and/or Mayan names of Gods and Goddesses, they had the opportunity to present their work and then display it in the school. This allowed for the unit to be learner-centered and met the diverse needs of students by utilizing different methods of presentation and displays of their work.
I would change the time allowed for creating the names of the characters in students’ work. I would allow for more reflection during this time and also add a lesson on the prefixes and suffixes students were to utilize to achieve this standard. Students’ knowledge in this area suffered because I did not allow enough time for the exploration and retention of these goals.
Impact of student learning can be assessed through the integration of the new vocabulary and Aztec and Mayan suffixes and prefixes. Also, overall mastery of grammatical concepts associated with this unit should be demonstrated in the short story. Impact is be determined by the level of quality work demonstrated in the student presentations.