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
Reflection:
The Online Learning Environment Unit Plan was generated as a blended learning unit to teach 9th grade students about the discovery of DNA, DNA structure, replication, the cell cycle, and protein synthesis. For the unit, I was to identify course goals, content standards, learner characteristics, technology requirements, prerequisite skills, introductory communication plans, universal design principles considered, and the length of the unit. The unit had six different modules and each objectives, assessments, learning activities, physical and digital learning objects, and ideas for differentiation. This unit plan was completed individually as a class assignment.
Standard 2.2, Research-Based Learner-Centered Strategies, candidates are required to demonstrate the ability to “model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students” (PSC 2.2/ISTE 2b). The OLE Unit Plan is evidence of my ability to do this. In creating the Unit Plan, I created a unit plan that modeled the use of blended learning, a research-based, learner-centered learning strategy to assist the student in meeting his or her learning objectives. One particular study showed that 48% of instructors thought that blended learning was an improvement over face-to-face instruction and 94% believed that “blended learning has the propensity to increase scholar success” (Alijani, Obyung, & Yanjun, 2014). This data supports that blending learning is a research-based learning strategy that will likely promote student learning. In addition to being a research-based learning strategy, blended learning is stated as being an effective learner-centered strategy that allows the student to interact with the instructor and classmates in a variety of formats (Garrison & Kanuka, 2004). The inclusion of differentiation strategies in each module show my ability to meet the diverse needs of my students. Though I changed positions prior to facilitation of this unit, its implementation would include all portions of the plan but would take care to consider the learning needs of the group of students and their access to technology outside of the classroom.
The creation of the unit plan was an effective learning experience for me. Planning out an entire unit using one particular strategy, blended learning, was new for me but gave the unit some precision and organization. Previously I would have used blended learning strategies in specific lessons or modules. It was quite challenging but also rewarding to think of creative ways to use this strategy for the whole unit. If I were to recreate it, I would likely try to use a single learning platform, rather than multiple ones. This creates simplicity for students and will ensure they get the most out of the unit.
The impact on student learning could be assessed throughout the unit in the assessments and through a student survey at the completion of the unit. The impact on faculty development can actually be assessed by the way I design online and blended professional learning now. Creating this unit was valuable for me in creating options for professional development in my district and has positively impacted faculty development and school improvement.
Alijani, G. S., Obyung, K., & Yanjun, Y. (2014). Effectiveness of blended learning in KIPP New Orleans’ Schools. Academy Of Educational Leadership Journal, 18(2), 125-141.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet And Higher Education, 795-105.
The Online Learning Environment Unit Plan was generated as a blended learning unit to teach 9th grade students about the discovery of DNA, DNA structure, replication, the cell cycle, and protein synthesis. For the unit, I was to identify course goals, content standards, learner characteristics, technology requirements, prerequisite skills, introductory communication plans, universal design principles considered, and the length of the unit. The unit had six different modules and each objectives, assessments, learning activities, physical and digital learning objects, and ideas for differentiation. This unit plan was completed individually as a class assignment.
Standard 2.2, Research-Based Learner-Centered Strategies, candidates are required to demonstrate the ability to “model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students” (PSC 2.2/ISTE 2b). The OLE Unit Plan is evidence of my ability to do this. In creating the Unit Plan, I created a unit plan that modeled the use of blended learning, a research-based, learner-centered learning strategy to assist the student in meeting his or her learning objectives. One particular study showed that 48% of instructors thought that blended learning was an improvement over face-to-face instruction and 94% believed that “blended learning has the propensity to increase scholar success” (Alijani, Obyung, & Yanjun, 2014). This data supports that blending learning is a research-based learning strategy that will likely promote student learning. In addition to being a research-based learning strategy, blended learning is stated as being an effective learner-centered strategy that allows the student to interact with the instructor and classmates in a variety of formats (Garrison & Kanuka, 2004). The inclusion of differentiation strategies in each module show my ability to meet the diverse needs of my students. Though I changed positions prior to facilitation of this unit, its implementation would include all portions of the plan but would take care to consider the learning needs of the group of students and their access to technology outside of the classroom.
The creation of the unit plan was an effective learning experience for me. Planning out an entire unit using one particular strategy, blended learning, was new for me but gave the unit some precision and organization. Previously I would have used blended learning strategies in specific lessons or modules. It was quite challenging but also rewarding to think of creative ways to use this strategy for the whole unit. If I were to recreate it, I would likely try to use a single learning platform, rather than multiple ones. This creates simplicity for students and will ensure they get the most out of the unit.
The impact on student learning could be assessed throughout the unit in the assessments and through a student survey at the completion of the unit. The impact on faculty development can actually be assessed by the way I design online and blended professional learning now. Creating this unit was valuable for me in creating options for professional development in my district and has positively impacted faculty development and school improvement.
Alijani, G. S., Obyung, K., & Yanjun, Y. (2014). Effectiveness of blended learning in KIPP New Orleans’ Schools. Academy Of Educational Leadership Journal, 18(2), 125-141.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet And Higher Education, 795-105.