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:
During the ITEC 7430 class, I developed the Internet Lesson Plan. This plan was created for fifth grade students in the physical education classroom. This lesson plan focused on both content area standards, as well as ISTE standards. Throughout this lesson plan, students will be able to create instructional videos for younger students to use when learning different activities and games. The students will choose a game, research this game, create a Powerpoint presentation about this game, and then after they have created the video, Mrs. Beavers will add these videos to an NLE PE Weebly page.
Standard 2.2, Research-Based Learner-Centered Strategies, is developed for candidates to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. Throughout this lesson facilitation, I was able to model to students how to complete the different aspects of the project. According to Blumenfeld, Soloway, Marx, Krajcik, Guzdial, and Palincsar (1991), when looking for student motivation, teachers recurringly turned to the idea of projects: relatively long-term, problem-focused, and meaningful units of instruction that integrate concepts from a number of disciplines or fields or study. Projects have the potential to help people learn. Students began this project by choosing a game and researching it. They will need to choose an age-appropriate game to show students in younger grade levels. They also need to make sure that it was a game that the students would enjoy, so they needed to make learner-centered decisions regarding the games. I showed them videos that I had created, and then in the technology classroom they were able to practice using the programs that would help them create the videos.
Throughout this project, I learned a lot about my students as a whole. I saw how excited my fifth grade students were that they could make these videos for the younger students. They were really enjoying the fact that they could be role models to these other students. I enjoyed watching them express their creativity, and become excited about it. I also enjoyed learning more about working collaboratively with other teachers on a PE project. When most people think of PE, they think games and fun, however, I do like that we would be able to integrate technology into the videos. The Literacy Lab teacher enjoyed collaboratively working on this project as well. If I had to change anything about this project, I would use Google Slides instead of Powerpoint. I have learned a lot about using Google, and it has become my preferred program when creating presentations such as this.
The project impacted both student learning outcomes and teacher professional development. It was also a great way to get some new programs out to our students that they may have not been familiar with using previously. Other staff members loved the videos as well, and we shared information with them about the programs that they could use to create videos in their own classroom. One teacher even began videoing herself when she knew that she would be absent from school. This made things a lot easier on her substitute teacher. Although this was a PE/Literacy Lab lesson, it was also something that students could be graded on by their classroom teachers. The impact of this project can be assessed by a teacher-created rubric that will be used to grade. Videos can also be assessed by the enjoyment and understanding of the younger students who have watched them.
Resources:
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.
During the ITEC 7430 class, I developed the Internet Lesson Plan. This plan was created for fifth grade students in the physical education classroom. This lesson plan focused on both content area standards, as well as ISTE standards. Throughout this lesson plan, students will be able to create instructional videos for younger students to use when learning different activities and games. The students will choose a game, research this game, create a Powerpoint presentation about this game, and then after they have created the video, Mrs. Beavers will add these videos to an NLE PE Weebly page.
Standard 2.2, Research-Based Learner-Centered Strategies, is developed for candidates to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. Throughout this lesson facilitation, I was able to model to students how to complete the different aspects of the project. According to Blumenfeld, Soloway, Marx, Krajcik, Guzdial, and Palincsar (1991), when looking for student motivation, teachers recurringly turned to the idea of projects: relatively long-term, problem-focused, and meaningful units of instruction that integrate concepts from a number of disciplines or fields or study. Projects have the potential to help people learn. Students began this project by choosing a game and researching it. They will need to choose an age-appropriate game to show students in younger grade levels. They also need to make sure that it was a game that the students would enjoy, so they needed to make learner-centered decisions regarding the games. I showed them videos that I had created, and then in the technology classroom they were able to practice using the programs that would help them create the videos.
Throughout this project, I learned a lot about my students as a whole. I saw how excited my fifth grade students were that they could make these videos for the younger students. They were really enjoying the fact that they could be role models to these other students. I enjoyed watching them express their creativity, and become excited about it. I also enjoyed learning more about working collaboratively with other teachers on a PE project. When most people think of PE, they think games and fun, however, I do like that we would be able to integrate technology into the videos. The Literacy Lab teacher enjoyed collaboratively working on this project as well. If I had to change anything about this project, I would use Google Slides instead of Powerpoint. I have learned a lot about using Google, and it has become my preferred program when creating presentations such as this.
The project impacted both student learning outcomes and teacher professional development. It was also a great way to get some new programs out to our students that they may have not been familiar with using previously. Other staff members loved the videos as well, and we shared information with them about the programs that they could use to create videos in their own classroom. One teacher even began videoing herself when she knew that she would be absent from school. This made things a lot easier on her substitute teacher. Although this was a PE/Literacy Lab lesson, it was also something that students could be graded on by their classroom teachers. The impact of this project can be assessed by a teacher-created rubric that will be used to grade. Videos can also be assessed by the enjoyment and understanding of the younger students who have watched them.
Resources:
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398.