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: Unit Plan
Reflection:
The development of the Unit Plan artifact was during ITEC 7480, Introduction to Online Learning. I created it independently using previous materials and newly created materials. I knew I would have some digital students this year when I designed the unit. I wanted to teach the unit like the face-to-face class, but new changes had to be made for those students. I had to make sure all forms were PDFs and create Nearpod's that these students would complete. I did a voice-over on them, so the students got some of the same direct instruction offered. Once a week for each module, students had a required synchronous session on Microsoft Teams that I led. My co-teacher was also on the Microsoft Teams meeting. The two digital students have IEPs, so she was on to meet their accommodations.
The Unit Plan was shared in my PLC during our planning stage Genetics. This is the unit the artifact was designed for. Another science teacher in my PLC also had digital students. I modeled for the teacher how I would facilitate the unit for my students. The teacher liked the plan and did the unit with me. I facilitated the unit and shared each module in Canvas with the teacher. The teacher only had to do her Microsoft Team's meetings and grade her student's work. Before each module, I would model how this module would flow for the teacher. Because the students were online, I used Nearpod and the student-centered option. I chose Nearpod because Cherokee has a subscription to it, and it syncs with Canvas. I also chose it because of its formative assessment options and instant feedback ability. According to Jiao (2020) "instant feedback and automatic marking functions, e-assessment programs make it possible to finish the feedback loop with a reasonable time frame" (p. 10). Since I do not see the students daily, Nearpod gave them feedback on their practice in real-time. That was not available from me in an adequate time frame.
As stated, I chose Nearpod and Canvas. The reason was to make sure the unit was complete learner centered. The students were digital, so they had to be able to move at their own pace and do things on their own. Each Cherokee student has access to Canvas and Nearpod using one sign-on, making it easier for the students. Since Canvas integrates with Nearpod, students only had to go to Canvas for everything. They completed the PDFs and submitted them on Canvas. Choosing these technologies to ensure the artifact was completed learner centered.
Each student in Teasley Middle School is assigned a computer and can get a Kajeet (mobile hotspot) if they do not have internet access at home. To meet the diversity of all students with this artifact, I needed to make sure all the work could be completed no matter the situation. I also wanted to make sure that it could be done on mobile devices. Since the students were digital, if something did happen to their computer, it would be longer for repair. All documents were fillable PDFs that could be submitted once filled in or printed and submitted by the student taking a picture if they wanted to handwrite on them. The weekly discussion boards had the digital students interacting with the face-to-face students as well.
By completing this artifact, I learned that although the students are learning digitally, similar things can be completed by utilizing the correct technologies and learning strategies that have been proven to increase learning outcomes. Nearpod was chosen "to have students learn and manipulate content while allowing teachers to collect data as a quick and seamless part of a lesson." (Dunbar, 2016, p. 37) I will continue to use Nearpod in and out of the classroom for this reason. I want to change the number of times the students outside of the physical classroom interact with the students inside the classroom. Although they were able to converse through the discussion board, I would like to add opportunities to discuss ideas through Microsoft Teams with their peers.
The impact this artifact had on my school was positive. It showed other faculty that teaching digital students did not have to be a new way but could be ways used before with minor tweaks. I was glad to help a fellow teacher see that and utilize this artifact with me. Overall faculty impact will be measured by the overall willingness of staff to take on a digital class. The same assessments measured the impact of student learning. Students that were digital performed at or above the face-to-face students. I saw no change in scores compared to the face-to-face students.
References
Dunbar, L. (2016) Embedding technology and assessment into the music classroom with nearpod. General Music Today, 29 (3), 33-37.
https://doi.org/10.1177/1048371315624734
Jiao, H. (2015). Enhancing students’ engagement in learning through a formative e-assessment tool that motivates students to take action on feedback.
Australasian Journal of Engineering Education, 20 (1), 9-18. https://dx.doi.org/10.7158/D13-002.2015.20.1
The development of the Unit Plan artifact was during ITEC 7480, Introduction to Online Learning. I created it independently using previous materials and newly created materials. I knew I would have some digital students this year when I designed the unit. I wanted to teach the unit like the face-to-face class, but new changes had to be made for those students. I had to make sure all forms were PDFs and create Nearpod's that these students would complete. I did a voice-over on them, so the students got some of the same direct instruction offered. Once a week for each module, students had a required synchronous session on Microsoft Teams that I led. My co-teacher was also on the Microsoft Teams meeting. The two digital students have IEPs, so she was on to meet their accommodations.
The Unit Plan was shared in my PLC during our planning stage Genetics. This is the unit the artifact was designed for. Another science teacher in my PLC also had digital students. I modeled for the teacher how I would facilitate the unit for my students. The teacher liked the plan and did the unit with me. I facilitated the unit and shared each module in Canvas with the teacher. The teacher only had to do her Microsoft Team's meetings and grade her student's work. Before each module, I would model how this module would flow for the teacher. Because the students were online, I used Nearpod and the student-centered option. I chose Nearpod because Cherokee has a subscription to it, and it syncs with Canvas. I also chose it because of its formative assessment options and instant feedback ability. According to Jiao (2020) "instant feedback and automatic marking functions, e-assessment programs make it possible to finish the feedback loop with a reasonable time frame" (p. 10). Since I do not see the students daily, Nearpod gave them feedback on their practice in real-time. That was not available from me in an adequate time frame.
As stated, I chose Nearpod and Canvas. The reason was to make sure the unit was complete learner centered. The students were digital, so they had to be able to move at their own pace and do things on their own. Each Cherokee student has access to Canvas and Nearpod using one sign-on, making it easier for the students. Since Canvas integrates with Nearpod, students only had to go to Canvas for everything. They completed the PDFs and submitted them on Canvas. Choosing these technologies to ensure the artifact was completed learner centered.
Each student in Teasley Middle School is assigned a computer and can get a Kajeet (mobile hotspot) if they do not have internet access at home. To meet the diversity of all students with this artifact, I needed to make sure all the work could be completed no matter the situation. I also wanted to make sure that it could be done on mobile devices. Since the students were digital, if something did happen to their computer, it would be longer for repair. All documents were fillable PDFs that could be submitted once filled in or printed and submitted by the student taking a picture if they wanted to handwrite on them. The weekly discussion boards had the digital students interacting with the face-to-face students as well.
By completing this artifact, I learned that although the students are learning digitally, similar things can be completed by utilizing the correct technologies and learning strategies that have been proven to increase learning outcomes. Nearpod was chosen "to have students learn and manipulate content while allowing teachers to collect data as a quick and seamless part of a lesson." (Dunbar, 2016, p. 37) I will continue to use Nearpod in and out of the classroom for this reason. I want to change the number of times the students outside of the physical classroom interact with the students inside the classroom. Although they were able to converse through the discussion board, I would like to add opportunities to discuss ideas through Microsoft Teams with their peers.
The impact this artifact had on my school was positive. It showed other faculty that teaching digital students did not have to be a new way but could be ways used before with minor tweaks. I was glad to help a fellow teacher see that and utilize this artifact with me. Overall faculty impact will be measured by the overall willingness of staff to take on a digital class. The same assessments measured the impact of student learning. Students that were digital performed at or above the face-to-face students. I saw no change in scores compared to the face-to-face students.
References
Dunbar, L. (2016) Embedding technology and assessment into the music classroom with nearpod. General Music Today, 29 (3), 33-37.
https://doi.org/10.1177/1048371315624734
Jiao, H. (2015). Enhancing students’ engagement in learning through a formative e-assessment tool that motivates students to take action on feedback.
Australasian Journal of Engineering Education, 20 (1), 9-18. https://dx.doi.org/10.7158/D13-002.2015.20.1