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: OLL Unit Plan
Reflection
The Online Learning Unit (OLL) plan was developed for the Introduction to Online Learning ITEC 7480 course. This lesson was designed as a six-week blended unit. Each Monday the students had access to a new module with assignments to be completed before the next module was released. There was a self-check quiz for each module for completion and a content area quiz. Each module assignment was due on the next Monday. I used the concepts learned in class on how to develop an online unit of study that included blended lessons with high levels of student engagement based on the International Association for K-12 Online Learning (iNACOL) rubrics and standards.
I kept in mind the importance of meaningful interaction in an online course, the role of varied communication tools in supporting interaction. My modules became more student-centered by adding tasks that are Authentic/Meaningful to students with Multidisciplinary tasks in mind. I continue to assess the level of the use of effective learning strategies data for an individual student. During the implementation stage, I formulated detail-specific changes in instruction, based on assessment results and research study that was data-driven and research-based.
Some of these researched-based strategies included the use of the students’ Executive Function skills. The research made by Wilson and Conyers (2015), describe Executive Function as the ability for the students to self-regulate by cueing, directing, and coordinating the various cognitive skills necessary for moment-to-moment functioning. This artifact provides the development of this skills because the students must complete the tasks in tandem, and must coordinate which tasks to complete and how, by establishing goals and make long-term plans. The study also showed that students must be taught this kill consciously, therefore, I assisted in the students in the development of this skill by facilitating and modeling executive function during instruction, utilizing tools that aided me in the completion of a task, and consciously explaining why we did what we did.
Another research-based strategy implemented in this artifact is the Growth Mindset strategy. According to Carol Dweck (2014), having a Growth & Mastery Mindset helps students visualize a path into the future where they will have the chance to master the skill being taught. I used Growth Mindset by allowing the students opportunities to revise, correct and reflect on what they learned and go back and re-assess if necessary. This strategy also addresses the diversity of all students because the students had the opportunity to bring their own experiences and cultural practices into the tasks. The use of these strategies allowed for lessons that were centered on the students’ strengths, their abilities and what they can do, rather than focusing on their areas of weakness.
In future implementations of this artifact, I plan to reduce the amount of formative assessments for the students and provide more means for the students to show mastery of the standards.
This artifact aided in the development of my school because I collaborated with my colleagues and assisted in the development, implementation and delivery of Blended and Online lessons that are meaningful and student-centered. The impact will be assessed by collecting and examining student data to be used to modify the content, instruction, and assessment to meet student needs. This data will be used to formulate detail-specific changes in future instruction.
Wilson, D. & Conyers, M. (2015, April 2). Strategies for Strengthening the Brain’s Executive Functions. Edutopia. https://www.edutopia.org/blog/strategies-strengthening-brains-executive-functions-donna-wilson-marcus-conyers
Dweck, C. (2014, October 9). Carol Dweck on the power of "Yet”. [Video]. https://www.youtube.com/watch?v=ZyAde4nIIm8
I kept in mind the importance of meaningful interaction in an online course, the role of varied communication tools in supporting interaction. My modules became more student-centered by adding tasks that are Authentic/Meaningful to students with Multidisciplinary tasks in mind. I continue to assess the level of the use of effective learning strategies data for an individual student. During the implementation stage, I formulated detail-specific changes in instruction, based on assessment results and research study that was data-driven and research-based.
Some of these researched-based strategies included the use of the students’ Executive Function skills. The research made by Wilson and Conyers (2015), describe Executive Function as the ability for the students to self-regulate by cueing, directing, and coordinating the various cognitive skills necessary for moment-to-moment functioning. This artifact provides the development of this skills because the students must complete the tasks in tandem, and must coordinate which tasks to complete and how, by establishing goals and make long-term plans. The study also showed that students must be taught this kill consciously, therefore, I assisted in the students in the development of this skill by facilitating and modeling executive function during instruction, utilizing tools that aided me in the completion of a task, and consciously explaining why we did what we did.
Another research-based strategy implemented in this artifact is the Growth Mindset strategy. According to Carol Dweck (2014), having a Growth & Mastery Mindset helps students visualize a path into the future where they will have the chance to master the skill being taught. I used Growth Mindset by allowing the students opportunities to revise, correct and reflect on what they learned and go back and re-assess if necessary. This strategy also addresses the diversity of all students because the students had the opportunity to bring their own experiences and cultural practices into the tasks. The use of these strategies allowed for lessons that were centered on the students’ strengths, their abilities and what they can do, rather than focusing on their areas of weakness.
In future implementations of this artifact, I plan to reduce the amount of formative assessments for the students and provide more means for the students to show mastery of the standards.
This artifact aided in the development of my school because I collaborated with my colleagues and assisted in the development, implementation and delivery of Blended and Online lessons that are meaningful and student-centered. The impact will be assessed by collecting and examining student data to be used to modify the content, instruction, and assessment to meet student needs. This data will be used to formulate detail-specific changes in future instruction.
Wilson, D. & Conyers, M. (2015, April 2). Strategies for Strengthening the Brain’s Executive Functions. Edutopia. https://www.edutopia.org/blog/strategies-strengthening-brains-executive-functions-donna-wilson-marcus-conyers
Dweck, C. (2014, October 9). Carol Dweck on the power of "Yet”. [Video]. https://www.youtube.com/watch?v=ZyAde4nIIm8