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:
sills_ell_report.pdf | |
File Size: | 615 kb |
File Type: |
Reflection:
The ELL Report artifact for standard 1.2 is an analysis of the work done with an ELL student. First, I researched techniques on how to work with a diverse student, in this case an ELL student in my class and then I was able to use the strategies to help and tutor the student to raise his grades. This artifact breaks down the objectives with the student and assesses whether the objectives were met when the research-based strategies were used.
This artifact demonstrates mastery of the standard for many reasons. Standard 2.2 states that the candidate should use research-based learner centered strategies to address diverse students. Through this ELL experience and report I was able to model and facilitate researched-based practices with the student. In the report there is a breakdown of three sites where the research on best practices for ELL students took place. The three resources used were The Vanderbilt Iris Module, Colorin Colorado, and a blog from TESOL. All three of these sites are resources that give specific ways to teach diverse learners. For example, one research-based strategy was using visuals to help a student with understanding of word problems in math. After research was conducted, I was then able to tutor this student using the research-based strategy of using visuals to break down a problem. Online manipulatives proved a great way to show visuals using an online resource. I was also able to model and facilitate the use of learner-centered tools. One way I used a learner-centered tool was doing a flipped classroom model where I created videos to help this student with his math at home. The student was able to view the examples on his own time and gave him the ability to acquire his own thinking. These methods work with the diversity of all students because I used them for all students in my class not just the one ELL student. The videos and online manipulatives were great ways for diverse students to work at their own pace and feel as if they had resources to help them along the way.
This artifact taught me the value of looking into new ways of teaching using research-based strategies. When working with this student he really struggled to use the strategies we were using in class so by using other techniques I was better able to serve his needs. I also was able to read more about different learner-centered strategies so that I could give students the chance to work on their own instead of me guiding them through every step. I loved the idea of flipped classroom so students could have a chance to think through a problem without me walking them through each step. One thing I would change about this artifact is that I would have done more with the student to ensure that he reached his objective goals. I think he would have benefited from extra videos online since his mom was very involved in his learning. The flipped classroom was a great way for him to practice his math so I wish I would have researched this more so that I could have helped him reach his full potential.
The work that went into creating this artifact impacted student learning due to the fact that I learned new strategies to help diverse learners that were research-based and learner centered. Students in my classroom were learning differently than before because I had done a lot of research about multiple strategies to help them succeed. My ways of teaching have changed so this changes student learning. This can be assessed through administrative walkthroughs as well as observations. This can also be assessed through student test scores. Administration can see how my lessons have changed to more research-based practices and student test scores should improve after using these strategies.
The ELL Report artifact for standard 1.2 is an analysis of the work done with an ELL student. First, I researched techniques on how to work with a diverse student, in this case an ELL student in my class and then I was able to use the strategies to help and tutor the student to raise his grades. This artifact breaks down the objectives with the student and assesses whether the objectives were met when the research-based strategies were used.
This artifact demonstrates mastery of the standard for many reasons. Standard 2.2 states that the candidate should use research-based learner centered strategies to address diverse students. Through this ELL experience and report I was able to model and facilitate researched-based practices with the student. In the report there is a breakdown of three sites where the research on best practices for ELL students took place. The three resources used were The Vanderbilt Iris Module, Colorin Colorado, and a blog from TESOL. All three of these sites are resources that give specific ways to teach diverse learners. For example, one research-based strategy was using visuals to help a student with understanding of word problems in math. After research was conducted, I was then able to tutor this student using the research-based strategy of using visuals to break down a problem. Online manipulatives proved a great way to show visuals using an online resource. I was also able to model and facilitate the use of learner-centered tools. One way I used a learner-centered tool was doing a flipped classroom model where I created videos to help this student with his math at home. The student was able to view the examples on his own time and gave him the ability to acquire his own thinking. These methods work with the diversity of all students because I used them for all students in my class not just the one ELL student. The videos and online manipulatives were great ways for diverse students to work at their own pace and feel as if they had resources to help them along the way.
This artifact taught me the value of looking into new ways of teaching using research-based strategies. When working with this student he really struggled to use the strategies we were using in class so by using other techniques I was better able to serve his needs. I also was able to read more about different learner-centered strategies so that I could give students the chance to work on their own instead of me guiding them through every step. I loved the idea of flipped classroom so students could have a chance to think through a problem without me walking them through each step. One thing I would change about this artifact is that I would have done more with the student to ensure that he reached his objective goals. I think he would have benefited from extra videos online since his mom was very involved in his learning. The flipped classroom was a great way for him to practice his math so I wish I would have researched this more so that I could have helped him reach his full potential.
The work that went into creating this artifact impacted student learning due to the fact that I learned new strategies to help diverse learners that were research-based and learner centered. Students in my classroom were learning differently than before because I had done a lot of research about multiple strategies to help them succeed. My ways of teaching have changed so this changes student learning. This can be assessed through administrative walkthroughs as well as observations. This can also be assessed through student test scores. Administration can see how my lessons have changed to more research-based practices and student test scores should improve after using these strategies.