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: ITEC 7480 OLE Grid/Unit Plan
The artifact I am using to model the use of research-based, learner-centered strategies that addresses the diversity of all students is the Blended and Online Learning Unit Plan I designed in ITEC 7480. The purpose of this artifact was to create an online learning module considering various components of an online learning module. This included the objectives, assessments, description of the learning activities, formal evaluations and feedback, required physical materials, digital learning objectives, and detailed plans for differentiation for each module.
This artifact supports the modeling and facilitation of research-based, learner-centered strategies that address learner diversity in various forms. The development and facilitation of this unit plan took extensive research and consideration in determining what strategies to engage online learners. According to iNACOL (2011), Standard F emphasizes teacher awareness of the diversity of student’s academic needs and accommodations in an online course (Treacy et al., 2011). This awareness of student diversity occurs throughout the preparation for this online learning environment. Each module highlights the diversity and differentiation considerations. This research-based strategy ensures students are successful and respected as individuals. An example of diversity of consideration is in module one. The teacher will use module readings, videos, and discussion to develop a written response of their understanding for the fall of the American bison and how this was the greatest weakness of the American Indians. Their reflection is their interpretation through peer collaboration and learner-centered discussion based format. In addition, iNACOL (2011), Standard D highlights the importance of regular feedback and clear expectations for learning outcomes (Treacy et al., 2011). A rubric provides a detailed explanation for the expectation for student’s written reflection. The teacher understands that students vary is writing levels and plans constructive feedback to ensure learner success. This digital learning environment utilizes learner-centered and research-based strategies that promote diversity and differentiation in every module.
After completing this artifact, I have a good understanding of how to promote diversity and student learning needs in online learning platforms. In addition, these skills are important for any learning environment and ensure students receive a challenge at their level in any learning environment. When students receive appropriate challenge at their differentiated level and have consistent feedback, they are able to grow in those areas and feel confident in their learning.
Sharing and modeling these new skills in diversity and student engagement occurs during team meetings and any collaboration model to promote school improvement and faculty development through communication among teachers. These strategies and iNACOL standards support all learning environments in a school. These standards are easy to incorporate into collaboratively planned lessons and modules.
References:
Treacy, B., Baltunis, S., & Swiderski, C. (2011, October). National Standards for Quality Online Teaching [PDF]. Vienna, VA: International Association for K-12 Online Learning: iNACOL.
This artifact supports the modeling and facilitation of research-based, learner-centered strategies that address learner diversity in various forms. The development and facilitation of this unit plan took extensive research and consideration in determining what strategies to engage online learners. According to iNACOL (2011), Standard F emphasizes teacher awareness of the diversity of student’s academic needs and accommodations in an online course (Treacy et al., 2011). This awareness of student diversity occurs throughout the preparation for this online learning environment. Each module highlights the diversity and differentiation considerations. This research-based strategy ensures students are successful and respected as individuals. An example of diversity of consideration is in module one. The teacher will use module readings, videos, and discussion to develop a written response of their understanding for the fall of the American bison and how this was the greatest weakness of the American Indians. Their reflection is their interpretation through peer collaboration and learner-centered discussion based format. In addition, iNACOL (2011), Standard D highlights the importance of regular feedback and clear expectations for learning outcomes (Treacy et al., 2011). A rubric provides a detailed explanation for the expectation for student’s written reflection. The teacher understands that students vary is writing levels and plans constructive feedback to ensure learner success. This digital learning environment utilizes learner-centered and research-based strategies that promote diversity and differentiation in every module.
After completing this artifact, I have a good understanding of how to promote diversity and student learning needs in online learning platforms. In addition, these skills are important for any learning environment and ensure students receive a challenge at their level in any learning environment. When students receive appropriate challenge at their differentiated level and have consistent feedback, they are able to grow in those areas and feel confident in their learning.
Sharing and modeling these new skills in diversity and student engagement occurs during team meetings and any collaboration model to promote school improvement and faculty development through communication among teachers. These strategies and iNACOL standards support all learning environments in a school. These standards are easy to incorporate into collaboratively planned lessons and modules.
References:
Treacy, B., Baltunis, S., & Swiderski, C. (2011, October). National Standards for Quality Online Teaching [PDF]. Vienna, VA: International Association for K-12 Online Learning: iNACOL.