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.
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
Artifact - Engaged Learning Project
For this artifact I selected the Engaged Learning Project I designed for ITEC 7400, 21st Century Teaching and Learning, in the summer of 2014. This project challenged me to design a lesson with a high degree of Engaged Learning Indicators and also a high LoTI level. I was working in the T-PACK zone.
This project which I called "The Reimann Lab Authentic Math Project," connects students and teachers to experts in the field of mathematics in order to develop strategies to solve as yet unsolved hypothetical mathematics problems such as the Riemann Hypothesis. When implemented, a 12th grade calculus class will use the ePals platform to communicate in small groups with professors and students of mathematics at a state university to collaboratively attack these unsolved math problems. This project was designed in the summer months, but since then, a collaborating math teacher and I have attempted to implement it with the math department at Southern Polytechnic State University. The math department head there has indicated she is interested, but feels I should work with the math department at Kennesaw State University (KSU) since the two schools are in the process of merging. The math department head at KSU responded that she is retiring at the end of this year and feels I should pursue this with the new department head next year. My collaborating teacher and I will contact this professor over the summer.
As I designed this project, I strengthened my ability to identify and implement the use of digital resources that integrate technology and student-centered learning. I learned a great deal about LoTI levels and engaged learning indicators and how to combine the two for outstanding learning activities. I challenged myself to reach a LoTI level 6, and I reached that goal by connecting students to experts outside the classroom for an authentic learning experience that requires them to think critically and develop strategies to solve real-life mathematical problems. They will also create a website or blog in order to share what they have learned with other mathematicians and students of mathematics. In this assignment I learned mastery of the standard by designing instruction that is research-based, utilizes learner-centered strategies, and acknowledges the diversity of all students.
This artifact taught me that trying to connect with researchers and other experts is not as impossible as I would have thought. I am encouraged by the responses we have had from the faculty we contacted, and feel hopeful that this project will one day be a success. If I had to do it over again, I definitely would have planned it in the spring in collaboration with my math teacher, Mr. Baker, instead of in the summer by myself. Working with Mr. Baker was a pleasant experience and one I probably would not have initiated if not for this project.
Though this project has yet to be implemented, it has impacted faculty development by reinforcing my instructional technology coaching skills and sparking the interest of a math teacher who uses very little technology in his classroom. It has been a positive experience for both of us to learn of the possibilities for incorporating this level of technology into instruction. Once implemented, it will impact student learning by challenging them to think critically about how to attack problems, develop strategies to solve them, and create an internet resource that will be shared with mathematicians around the world. It will also engage them in collaborating with experts in the field of mathematics.
This project which I called "The Reimann Lab Authentic Math Project," connects students and teachers to experts in the field of mathematics in order to develop strategies to solve as yet unsolved hypothetical mathematics problems such as the Riemann Hypothesis. When implemented, a 12th grade calculus class will use the ePals platform to communicate in small groups with professors and students of mathematics at a state university to collaboratively attack these unsolved math problems. This project was designed in the summer months, but since then, a collaborating math teacher and I have attempted to implement it with the math department at Southern Polytechnic State University. The math department head there has indicated she is interested, but feels I should work with the math department at Kennesaw State University (KSU) since the two schools are in the process of merging. The math department head at KSU responded that she is retiring at the end of this year and feels I should pursue this with the new department head next year. My collaborating teacher and I will contact this professor over the summer.
As I designed this project, I strengthened my ability to identify and implement the use of digital resources that integrate technology and student-centered learning. I learned a great deal about LoTI levels and engaged learning indicators and how to combine the two for outstanding learning activities. I challenged myself to reach a LoTI level 6, and I reached that goal by connecting students to experts outside the classroom for an authentic learning experience that requires them to think critically and develop strategies to solve real-life mathematical problems. They will also create a website or blog in order to share what they have learned with other mathematicians and students of mathematics. In this assignment I learned mastery of the standard by designing instruction that is research-based, utilizes learner-centered strategies, and acknowledges the diversity of all students.
This artifact taught me that trying to connect with researchers and other experts is not as impossible as I would have thought. I am encouraged by the responses we have had from the faculty we contacted, and feel hopeful that this project will one day be a success. If I had to do it over again, I definitely would have planned it in the spring in collaboration with my math teacher, Mr. Baker, instead of in the summer by myself. Working with Mr. Baker was a pleasant experience and one I probably would not have initiated if not for this project.
Though this project has yet to be implemented, it has impacted faculty development by reinforcing my instructional technology coaching skills and sparking the interest of a math teacher who uses very little technology in his classroom. It has been a positive experience for both of us to learn of the possibilities for incorporating this level of technology into instruction. Once implemented, it will impact student learning by challenging them to think critically about how to attack problems, develop strategies to solve them, and create an internet resource that will be shared with mathematicians around the world. It will also engage them in collaborating with experts in the field of mathematics.