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.
The Engaged Learning Project was completed to demonstrate my ability to develop research-based, student-centered learning project. The project was designed for kindergarten students using appropriate science and writing standards. The project can be adapted for other grades. This was an individual class project, but I did collaborate with my course colleagues and mentor for suggestion on improving project.
Standard 2.2, Research-based Learner Strategies establishes expectations for modeling and facilitate the use of research-based, learner-centered strategies that addresses the diversity of all students. This artifact demonstrates my ability to model and facilitate learning strategies that are research-based and learner-centered. Productivity tools can support higher-order thinking and student engagement. Roblyer (2016) referenced research that showed students using computers during writing instruction produce written paper with a better standard deviation than the students practicing writing skills on paper. This artifact uses productivity tools such as Google Docs and Google Drive to create and share student work. Educators need to be prepared to use technology that supports learners who have a variety of physical, sensory, and cognitive abilities and challenges (Roblyer, 2016). Culturally responsive pedagogy is defined as instruction that facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. The computer seems to keep them more engaged in their learning Research shows using games for learning and assessment for students that have been labeled ADHD can be very effective. In this artifact, students will be game makers. They will create an interactive sorting game for living and nonliving things. The students will learn how to distinguish between living and non-living things and explain their characteristics. Making learning global provides more authentic learning so the students will share their game with other kindergarten classes in the school and then district.
This project was an eye opener as it was the first technology assignment I completed. One thing I would do differently is explore more software programs for students to use to create the game.
This artifact has an impact on student learning. The impact can be assessed by the increase in student engagement and achievement. The impact of student learning can be observed with formative and summative walkthroughs and evaluation from the leadership team and administrators.
Reference
Roblyer, M. (2016). Integrating educational technology into teaching. Upper Saddle River, New Jersey: Pearson Education, Inc.
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
The Engaged Learning Project was completed to demonstrate my ability to develop research-based, student-centered learning project. The project was designed for kindergarten students using appropriate science and writing standards. The project can be adapted for other grades. This was an individual class project, but I did collaborate with my course colleagues and mentor for suggestion on improving project.
Standard 2.2, Research-based Learner Strategies establishes expectations for modeling and facilitate the use of research-based, learner-centered strategies that addresses the diversity of all students. This artifact demonstrates my ability to model and facilitate learning strategies that are research-based and learner-centered. Productivity tools can support higher-order thinking and student engagement. Roblyer (2016) referenced research that showed students using computers during writing instruction produce written paper with a better standard deviation than the students practicing writing skills on paper. This artifact uses productivity tools such as Google Docs and Google Drive to create and share student work. Educators need to be prepared to use technology that supports learners who have a variety of physical, sensory, and cognitive abilities and challenges (Roblyer, 2016). Culturally responsive pedagogy is defined as instruction that facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. The computer seems to keep them more engaged in their learning Research shows using games for learning and assessment for students that have been labeled ADHD can be very effective. In this artifact, students will be game makers. They will create an interactive sorting game for living and nonliving things. The students will learn how to distinguish between living and non-living things and explain their characteristics. Making learning global provides more authentic learning so the students will share their game with other kindergarten classes in the school and then district.
This project was an eye opener as it was the first technology assignment I completed. One thing I would do differently is explore more software programs for students to use to create the game.
This artifact has an impact on student learning. The impact can be assessed by the increase in student engagement and achievement. The impact of student learning can be observed with formative and summative walkthroughs and evaluation from the leadership team and administrators.
Reference
Roblyer, M. (2016). Integrating educational technology into teaching. Upper Saddle River, New Jersey: Pearson Education, Inc.