Courtney Carver

Date Submitted: July 2, 2017

Version Submitted: v1

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.

Reflection

The evidence presented for this standard is my Internet Lesson Plan which I completed in ITEC
7430. For this assignment I created a lesson plan for a 4th grade STEM class that integrated
technology into their math and science block. I completed this assignment while collaborating
with the 4th grade STEM teacher on the needs of her classroom.

Standard 3.2, Managing Digital Tools and Resources established the expectations for being able
to model and facilitate the use of research-based, learner-centered strategies addressing the
diversity of all students. I was able to model and facilitate learning through the use of Canvas,
an online learning management system. Students worked in small groups, or individually if they
chose, to use critical thinking skills to plan and conduct research to make informed decisions and
plans to follow the engineering design process to create and test a marble roller coaster. The
digital tools and resources students were provided were research based discussion tools and
simulations that were used as they explored the Canvas course. Students took notes and
participated in discussion posts as they worked through their online course. They also navigated
through simulations that allowed them to test their knowledge of simple machines. The use of
Canvas modules, discussion posts, and video reflections for students allowed the process to be
learner-centered as students became the creators of information. The class where this project
was implements consisted of diverse students such as RTI students, ELL students, and Gifted
students. I was able to meet the diversity needs of all my students. Students were given
multiple opportunities to show mastery throughout this lesson in a variety of ways. Due to the
nature of this project differentiation came naturally. Students were able to come up with their
designs and implementation in any way that they were able to prove mastery. Assistive
technology was provided in the form of a read-aloud add-on to the web browser.

Completing this assignment allowed me to model and practice effectively using digital tools to
create a research-based, learner-center environment that meet the diversity needs of all my
students. By providing students with a self-paced environment to learn in, many behavior issues
that typically take place in this class never even happened. In the future, when I teach this lesson
again, I would like to spend more time gathering even more resources for my students to add into
the Canvas course. I would also like to tag the resources somehow (maybe with font color) so
that students could quickly choose a resource that was on their level.

My Internet Lesson Plan, with the classroom management component, had a direct impact on
faculty development at my school. This teacher that I worked with grew in her knowledge and
awareness of implementing an online learning environment in her classroom. The impact of this
artifact could be evaluated through the summative assessment based on the project rubric as well
as pre- and post-assessments.