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.
Artifact: ISTE Lesson Plan
Reflection:
The ISTE Lesson Plan was an assignment in the ITEC 7430 class. The lesson plan was to focus on a standard and content area of our choosing that would adequately show integration of technology standards as well as the integration of an example of a Web 2.0 tool from the list of “Twenty-one Things” we studied in the course. I chose to use a writing standard in first grade and Voice Thread.
This artifact demonstrates mastery of Standard 2.2 because I modeled and facilitated the use of research-based, learner-centered strategy addressing the diversity of all students. The students were introduced to Voice Thread as a form of publishing and expression for their writing. I showed the students a Voice Thread and explained its purpose and how to use it. I then taught a lesson on writing where students were to give rising kindergartners advice about what they could expect in first grade. The students used Voice Thread to publish their written advice through their spoken words.
While developing the lesson, I had ideas of how this would take place in the classroom, but it never goes quite like you plan. Voice Thread limits the amount of time for each slide, so all of my students did not get to publish their writing, and we had to come up with a way to make the choosing fair for who would and would not get to publish. Next time, I would make a second slide and make sure all my students got to participate in the activity.
This activity provides for diversity through differentiation of learning styles. The technology could be used for students who do not write very well but can tell their advice using Voice Thread. Those students would gain additional support in writing from the teacher by completing the Voice Thread first and then writing the paper with teacher assistance. Using Voice Thread supported student learning by giving their work a voice – their voice. It allowed them to publish their work and was an aid in teaching presentation skills. Students had the opportunity to decide if they wished to save or re-do their recording once finished based on how it sounded and whether it is able to be understood by the audience. Most students saved their first take, but there were a few who chose to re-record, and the inflections in their voice changed for the better on the second time. My students loved this new form of technology. We actually shared the Voice Thread link with the kindergarten teachers for them to view in class, and they all were very impressed. The assessment of impact was evident in the presentations by the students as well as the feedback from the kindergarten teachers upon viewing the Voice Thread with their students.
The ISTE Lesson Plan was an assignment in the ITEC 7430 class. The lesson plan was to focus on a standard and content area of our choosing that would adequately show integration of technology standards as well as the integration of an example of a Web 2.0 tool from the list of “Twenty-one Things” we studied in the course. I chose to use a writing standard in first grade and Voice Thread.
This artifact demonstrates mastery of Standard 2.2 because I modeled and facilitated the use of research-based, learner-centered strategy addressing the diversity of all students. The students were introduced to Voice Thread as a form of publishing and expression for their writing. I showed the students a Voice Thread and explained its purpose and how to use it. I then taught a lesson on writing where students were to give rising kindergartners advice about what they could expect in first grade. The students used Voice Thread to publish their written advice through their spoken words.
While developing the lesson, I had ideas of how this would take place in the classroom, but it never goes quite like you plan. Voice Thread limits the amount of time for each slide, so all of my students did not get to publish their writing, and we had to come up with a way to make the choosing fair for who would and would not get to publish. Next time, I would make a second slide and make sure all my students got to participate in the activity.
This activity provides for diversity through differentiation of learning styles. The technology could be used for students who do not write very well but can tell their advice using Voice Thread. Those students would gain additional support in writing from the teacher by completing the Voice Thread first and then writing the paper with teacher assistance. Using Voice Thread supported student learning by giving their work a voice – their voice. It allowed them to publish their work and was an aid in teaching presentation skills. Students had the opportunity to decide if they wished to save or re-do their recording once finished based on how it sounded and whether it is able to be understood by the audience. Most students saved their first take, but there were a few who chose to re-record, and the inflections in their voice changed for the better on the second time. My students loved this new form of technology. We actually shared the Voice Thread link with the kindergarten teachers for them to view in class, and they all were very impressed. The assessment of impact was evident in the presentations by the students as well as the feedback from the kindergarten teachers upon viewing the Voice Thread with their students.