Students designed a lesson on one of the content standards. They had to produce the unit in screen-cast or movie maker and then present it in class. The project followed a constructivist model of instruction.
Students designed a lesson on one of the content standards. They had to produce the unit in screen-cast or movie maker and then present it in class. The project followed a constructivist model of instruction.
Students designed a lesson on one of the content standards. They had to produce the unit in screen-cast or movie maker and then present it in class. The project followed a constructivist model of instruction.
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b) Artifact: Lesson Plan Project (written in ITEC 7430) Reflection: This lesson plan was completed in the fall of 2014 in the ITEC 7430 class. This project required the students to design a lesson on one of the content standards. They had to produce the unit in screen-cast or movie maker and then present it in class. This was their review for the geometry EOC. This project followed a constructivist model of instruction. I have found researchbased evidence that constructivist learning environment is a model in which learners work together as they use a variety of tools and information resources to pursue their learning goals and problem solving activities. This was a review unit. The students had the prior knowledge, they now had to find innovative ways to create a review of the topics. I set up a weebly with all the geometry standards. The students, working in a group of three, had to choose a standard. The learnercentered approach was to give them control and responsibility for their learning. I put them in charge, however, I also felt I needed something to hold them accountable. I supplied them with a checklist to be followed to keep them on track. I had to check off each step before they could move on to the next one. I showed them an example video on one of the standards, which served as a model for what is expected. From that point on, the project become student centered and I assumed the role of the facilitator allowing students to explore, analyze, and discover ways to teach themselves and their classmates the standards. They had the opportunity to choose their standard and their group members. The project was set up for diversity of all students, the choices they made affected their project. They had to present their projects in class. The class was given an informative assessment at the end of the presentation to gather data. The data was used to see if the class understood the standard and their scores was a reflection on the groups project. It was recorded in their rubric for the project. From completing this artifact, I learned about letting go of control of students learning. It was a hard thing for me to do and I did incorporate self- check points to have some control. I saw how the students worked collaboratively to discover things for themselves and their peers. The main thing I would change for this project is engaging an extension assignment. Some students, who were technology proficient, finished quickly. Even though I had them help other groups I needed to have something else for them to complete. This artifact impacted student learning in a positive way. Student-centered inquiry is a positive way for students to review material they have already learned. The students were able to show the mastery of content in innovative ways. The project also impacted faculty development in my collaborative group. It open the door for
thinking outside of the box to review for a high stakes test. The students took ownership for the learning and I was able to facilitate their work.