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)
(PSC 2.2/ISTE 2b)
Artifact:
itec_7400__el_draft_template-_morgan_green.doc | |
File Size: | 62 kb |
File Type: | doc |
Reflection:
The Engaged Learning Project was completed for the students to explore a variety of geographical topics that we discussed in class including human, cultural, and physical geography. The students created a “leg” of the game show, The Amazing Race where the students act as a producer to design the cultural challenges that the teams will compete in, determine the logistics of the episode, including cost, transportation, lodging, maps of the location and where they are traveling to, research the country they are visiting, and find current events that are occurring in this country. Through this elaborate and extensive learner-centered project, students researched their country of choice that they would like to learn more about, but students were not able to choose the same country as another group. Students spent ample time researching their country while working in small groups to determine their cultural challenges that the show would include. I designed this project based off of The Amazing Race but added content standards and research-based practices for learner-centered strategies to address the diversity of all students.
Standard 2.2, Research-Based Learner Strategies provided me the opportunity to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students in my classroom. This Engaged Learning Project was assigned at the end of the semester as a culminating project of all of their learning in my honors geography class. The students have been exposed to each section of the world and studied it extensively. Within this project, students had the choice of where they wanted to have their “leg” of the Amazing Race take place. I modeled and facilitated the project by giving them examples to base their own project off of. Through the facilitation, I ensured that students were able to connect the cross-curricular themes and research the different aspects of the project. During class, we would have work days where I would facilitate and model different aspects of the project and assist students where they were in the process. Through the entire project, students are using research-based and learner-centered strategies to engage with their content. I used a pacing guide and mini due dates to make sure the students stayed on track. The students are using real-world skills and strategies in the project. The student's research, make decisions and create a multimedia presentation to captivate their audience in why their “leg” would be the chosen one. The different strategies play on the diversity of all students because of the cross-curricular, using mathematics and literature along with geography skills, component that gives each student in the group to have a strength highlighted and contribute to the final product. The open-endedness of this project provides me with the opportunity to facilitate and model during class while the students use research-based and learner-centered strategies addressing the diversity of all students. The students will use ePals to connect with other students in their area they are focusing on to learn from them about what their life is like to use as part of their research in the project to create an authentic learning environment.
Completing the Engaged Learning Project provided the students an opportunity to show what they have learned about geography while incorporating cross-curricular skills. I learned how to facilitate a learner-centered project using specific strategies that were research-based. I used multiple due dates and check-in meetings to pace the students in completing the project. I learned the importance of giving student choice while still accomplishing the learning task at hand in a creative way. The students were able to play to their individual strengths in this culminating project. To further improve the Engaged Learning Project I would like to have created accountability teams that they would check-in with as they go through the process. This would provide for this project to be even more learner-centered than it already is. I am also able to focus more on facilitating and briefly checking-in with groups.
This artifact impacts student learning. Considering I used research-based and learner-centered strategies to engage students in the learning process. I have been able to see the impact in the student’s final products including the multimedia presentation, logistics, and writing component. The students had to make real-world decisions and use skills that will be useful to them in the future. The student learning can be seen outside of my classroom and in their lives and in the literature classes. As Roblyer explains how it is important to teach and develop skills in the different programs to ensure that students have the tools to create the projects in class (Roblyer 2016). The students used a variety of tools in developing their projects such as Office 365 tools and movie making software. Students walk away with the knowledge of how to pace themselves on large tasks and it is evident in their other classes in how they manage their time.
Reference
Roblyer, M.D. & Doering, A. (2016) Integrating Technology into Teaching, (7th ed). Boston: Pearson.
The Engaged Learning Project was completed for the students to explore a variety of geographical topics that we discussed in class including human, cultural, and physical geography. The students created a “leg” of the game show, The Amazing Race where the students act as a producer to design the cultural challenges that the teams will compete in, determine the logistics of the episode, including cost, transportation, lodging, maps of the location and where they are traveling to, research the country they are visiting, and find current events that are occurring in this country. Through this elaborate and extensive learner-centered project, students researched their country of choice that they would like to learn more about, but students were not able to choose the same country as another group. Students spent ample time researching their country while working in small groups to determine their cultural challenges that the show would include. I designed this project based off of The Amazing Race but added content standards and research-based practices for learner-centered strategies to address the diversity of all students.
Standard 2.2, Research-Based Learner Strategies provided me the opportunity to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students in my classroom. This Engaged Learning Project was assigned at the end of the semester as a culminating project of all of their learning in my honors geography class. The students have been exposed to each section of the world and studied it extensively. Within this project, students had the choice of where they wanted to have their “leg” of the Amazing Race take place. I modeled and facilitated the project by giving them examples to base their own project off of. Through the facilitation, I ensured that students were able to connect the cross-curricular themes and research the different aspects of the project. During class, we would have work days where I would facilitate and model different aspects of the project and assist students where they were in the process. Through the entire project, students are using research-based and learner-centered strategies to engage with their content. I used a pacing guide and mini due dates to make sure the students stayed on track. The students are using real-world skills and strategies in the project. The student's research, make decisions and create a multimedia presentation to captivate their audience in why their “leg” would be the chosen one. The different strategies play on the diversity of all students because of the cross-curricular, using mathematics and literature along with geography skills, component that gives each student in the group to have a strength highlighted and contribute to the final product. The open-endedness of this project provides me with the opportunity to facilitate and model during class while the students use research-based and learner-centered strategies addressing the diversity of all students. The students will use ePals to connect with other students in their area they are focusing on to learn from them about what their life is like to use as part of their research in the project to create an authentic learning environment.
Completing the Engaged Learning Project provided the students an opportunity to show what they have learned about geography while incorporating cross-curricular skills. I learned how to facilitate a learner-centered project using specific strategies that were research-based. I used multiple due dates and check-in meetings to pace the students in completing the project. I learned the importance of giving student choice while still accomplishing the learning task at hand in a creative way. The students were able to play to their individual strengths in this culminating project. To further improve the Engaged Learning Project I would like to have created accountability teams that they would check-in with as they go through the process. This would provide for this project to be even more learner-centered than it already is. I am also able to focus more on facilitating and briefly checking-in with groups.
This artifact impacts student learning. Considering I used research-based and learner-centered strategies to engage students in the learning process. I have been able to see the impact in the student’s final products including the multimedia presentation, logistics, and writing component. The students had to make real-world decisions and use skills that will be useful to them in the future. The student learning can be seen outside of my classroom and in their lives and in the literature classes. As Roblyer explains how it is important to teach and develop skills in the different programs to ensure that students have the tools to create the projects in class (Roblyer 2016). The students used a variety of tools in developing their projects such as Office 365 tools and movie making software. Students walk away with the knowledge of how to pace themselves on large tasks and it is evident in their other classes in how they manage their time.
Reference
Roblyer, M.D. & Doering, A. (2016) Integrating Technology into Teaching, (7th ed). Boston: Pearson.