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: Online/Blended Unit Plan
Reflection:
The artifact that I chose to demonstrate my mastery of standard 2.2 is the Online/Blended Unit Plan, created in ITEC 7480 during the Summer of 2020. I created this unit plan, independently, with the intent of it being implemented for an online unit of instruction for an Algebra 1 class. The unit is aligned to the Georgia Standards of Excellence for Algebra 1 and includes a variety of research-based, learner-centered strategies. This artifact was created following the onset of the Covid-19 global pandemic, as developing protocols for online/blended units of study became an imperative endeavor for continuing K-12 student learning across the globe. Luckily, the current generation of students is most suitable for online learning, having grown up in the digital age with technology enhanced in every aspect of daily life.
Standard 2.2, Research-Based Learner-Centered Strategies, establishes expectations to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. During the creation of this artifact, I reviewed several resources, including the the iNacol Standards for Quality Online Learning and Teaching, Universal Design Principles, data-driven decision-making research, cooperative learning, and differentiation/personalized learning research, to determine research-based, learner-centered strategies. The Online/Blended Unit Plan demonstrates my ability to model and facilitate the use of research-based learner-centered strategies through its incorporation of student choice boards, project/problem based learning, and cooperative learning strategies into the Unit Plan. Learner-centered strategies included providing students with choice opportunities, for content learning and practices, it allows them to have some control over their learning process. Each unit module also contains cooperative learning tasks, in discussions, synchronous sessions, and collaborative practices. The unit plan also contains project/problem-based learning, with the interactive Slides activities and culminating Ice Rescue Project. The artifact addresses the diversity of all students by following Universal Design Principles, including providing activities for a variety of learning modalities (audio, video, text), opportunities for differentiation, and flexibility in use (choice boards, timeframes). It also provides simple and intuitive use, perceptible information, tolerance for error, low physical effort, community of learners, and positive climate. The design includes multiple forms of representation, including webpages, videos, & textbook. The design also includes multiple forms of expression, including formative assessments, quizzes, discussion forums, online practices, and summative assessments/Performance Tasks. Multiple forms of engagement include synchronous sessions, phone/email, webcam conferencing, and discussion forums.
In completing this artifact, I learned that a lot of planning and pedagogical knowledge/consideration goes into the creation of an online learning experience for students. I had to consider how I would facilitate the development and implementation of an online course/modules while creating the unit plan. I also had to carefully select digital tools and programs for student use, while ensuring alignment to content standards and considering diverse talents and learning modalities of students. Focusing on Universal Design and other research-based, learner-centered strategies helped me to create an effective online learning experience plan. Overall, this was an informative experience that strengthened my skills and confidence in creating quality online learning opportunities for students. If I were to change one thing about the Unit Plan, or to improve something, it would be to use more hyperlinks. All of the learning components described could be hyperlinked to the website that I created in the next ITEC Course, where I developed the unit for student learning. The Online/Blended Unit Plan would be more helpful to teachers who were using the website for instructional activities if it were hyperlinked to the tasks/programs with clearly detailed instructions.
This artifact greatly affected student learning by providing opportunity and flexibility for students needing an online forum or for those who were chronically absent. This artifact’s creation occurred simultaneously with the Covid-19 pandemic and resulting school shutdowns across the globe. This allowed the Unit Plan to become an exemplar for creating online learning activities for students. Its impact can be assessed through continued satisfactory progression of students through course content and standards and by teacher feedback about the effectiveness of the strategies embedded and their continued use.
The artifact that I chose to demonstrate my mastery of standard 2.2 is the Online/Blended Unit Plan, created in ITEC 7480 during the Summer of 2020. I created this unit plan, independently, with the intent of it being implemented for an online unit of instruction for an Algebra 1 class. The unit is aligned to the Georgia Standards of Excellence for Algebra 1 and includes a variety of research-based, learner-centered strategies. This artifact was created following the onset of the Covid-19 global pandemic, as developing protocols for online/blended units of study became an imperative endeavor for continuing K-12 student learning across the globe. Luckily, the current generation of students is most suitable for online learning, having grown up in the digital age with technology enhanced in every aspect of daily life.
Standard 2.2, Research-Based Learner-Centered Strategies, establishes expectations to model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. During the creation of this artifact, I reviewed several resources, including the the iNacol Standards for Quality Online Learning and Teaching, Universal Design Principles, data-driven decision-making research, cooperative learning, and differentiation/personalized learning research, to determine research-based, learner-centered strategies. The Online/Blended Unit Plan demonstrates my ability to model and facilitate the use of research-based learner-centered strategies through its incorporation of student choice boards, project/problem based learning, and cooperative learning strategies into the Unit Plan. Learner-centered strategies included providing students with choice opportunities, for content learning and practices, it allows them to have some control over their learning process. Each unit module also contains cooperative learning tasks, in discussions, synchronous sessions, and collaborative practices. The unit plan also contains project/problem-based learning, with the interactive Slides activities and culminating Ice Rescue Project. The artifact addresses the diversity of all students by following Universal Design Principles, including providing activities for a variety of learning modalities (audio, video, text), opportunities for differentiation, and flexibility in use (choice boards, timeframes). It also provides simple and intuitive use, perceptible information, tolerance for error, low physical effort, community of learners, and positive climate. The design includes multiple forms of representation, including webpages, videos, & textbook. The design also includes multiple forms of expression, including formative assessments, quizzes, discussion forums, online practices, and summative assessments/Performance Tasks. Multiple forms of engagement include synchronous sessions, phone/email, webcam conferencing, and discussion forums.
In completing this artifact, I learned that a lot of planning and pedagogical knowledge/consideration goes into the creation of an online learning experience for students. I had to consider how I would facilitate the development and implementation of an online course/modules while creating the unit plan. I also had to carefully select digital tools and programs for student use, while ensuring alignment to content standards and considering diverse talents and learning modalities of students. Focusing on Universal Design and other research-based, learner-centered strategies helped me to create an effective online learning experience plan. Overall, this was an informative experience that strengthened my skills and confidence in creating quality online learning opportunities for students. If I were to change one thing about the Unit Plan, or to improve something, it would be to use more hyperlinks. All of the learning components described could be hyperlinked to the website that I created in the next ITEC Course, where I developed the unit for student learning. The Online/Blended Unit Plan would be more helpful to teachers who were using the website for instructional activities if it were hyperlinked to the tasks/programs with clearly detailed instructions.
This artifact greatly affected student learning by providing opportunity and flexibility for students needing an online forum or for those who were chronically absent. This artifact’s creation occurred simultaneously with the Covid-19 pandemic and resulting school shutdowns across the globe. This allowed the Unit Plan to become an exemplar for creating online learning activities for students. Its impact can be assessed through continued satisfactory progression of students through course content and standards and by teacher feedback about the effectiveness of the strategies embedded and their continued use.