Standard 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 - Internet Lesson Plan- 2nd Grade Georgia Studies
Reflection
I chose to use my unit for 2nd grade students to demonstrate research-based, learner-based strategies. The students participating in this lesson represented a diverse group of learners with different learning styles, special needs, and English language ability. It was necessary to differentiate activities to challenge high achievers while allowing students who struggle use different strategies to demonstrate what they had learned.
My understanding of child development research led me to the decision of implementing this project with second grade children. Some students in this age group are still struggling to write complete sentences and use phonetic, invented spelling when writing and typing information. Their fine motor skills are sometimes still developing, making detail work such as typing a challenge, but they can be very expressive and creative. They are very active and need hands-on activities – some students were able to manipulate images and type on Google’s presentation program, while others needed to draw and color images to scan and insert into the presentation. Allowing students to choose how they participated in creating our Georgia story as well as which parts of the project they worked on demonstrated the learner-centered aspect of the project, even though ultimately all students were demonstrating their knowledge of Georgia physical features and geography.
During November I collaborated with my 2nd grade teachers on developing a unit that addresses social studies standards SS2G1 about major topographical features of Georgia and identifying the regions. In the media center I utilized Social Studies texts, informational books, video and websites to supplement classroom instruction. After I modeled use of ScribbleMaps, drawing rivers and placing labels and pictures, students worked together to draw and label other topographical features on the interactive maps. I modeled using Google’s presentation program and then facilitated students working on the computers, and also helped students scan their hand-drawn art for inclusion in their story. I used think-aloud and write-aloud strategies to help students write their information.
This was an exciting yet frustrating project for me to conduct 2nd grade students. While they all enjoyed using ScribbleMaps on the Promethean board, managing students at varying levels of participation was a challenge, even though I was co-teaching with classroom teachers. I learned a very important lesson about 2nd grade students needing to complete activities in smaller chunks; they do not rotate as smoothly between learning centers as older students. Several of the planned activities that were not going smoothly during the lesson were changed or scrapped during the lesson. Scheduling appropriate time for 2nd grade classes in the media center has always been a challenge, so this activity stretched my classroom management skills as well as my ability to break down activities into smaller tasks, demonstrating that I need to pay more attention to structured activities for younger students. One important result of the project, however, was being able to introduce ScribbleMaps to many teachers, all of whom immediately saw how it could be used in different classrooms and grade levels in several different subjects. I plan to implement the same lesson during the coming school year, as well as adapt it for use by older students. I also think ScribbleMaps will provide a medium for students with learning disabilities to demonstrate their knowledge graphically and contribute more to working in collaborative groups.
The work that went into creating this lesson plan will impact faculty development as other teachers learn to use ScribbleMaps for any class activity that requires students to interact with maps. As I have become more familiar with using ScribbleMaps , I have been able to coach more teachers with suggested uses for the tool. This can be assessed over time through student performance on map-based assessments any time they need to make a connection or identify a relationship with a place. Even though map use can be somewhat abstract, through use of symbols, students and teachers will be able to express geographic concepts more concretely.
I chose to use my unit for 2nd grade students to demonstrate research-based, learner-based strategies. The students participating in this lesson represented a diverse group of learners with different learning styles, special needs, and English language ability. It was necessary to differentiate activities to challenge high achievers while allowing students who struggle use different strategies to demonstrate what they had learned.
My understanding of child development research led me to the decision of implementing this project with second grade children. Some students in this age group are still struggling to write complete sentences and use phonetic, invented spelling when writing and typing information. Their fine motor skills are sometimes still developing, making detail work such as typing a challenge, but they can be very expressive and creative. They are very active and need hands-on activities – some students were able to manipulate images and type on Google’s presentation program, while others needed to draw and color images to scan and insert into the presentation. Allowing students to choose how they participated in creating our Georgia story as well as which parts of the project they worked on demonstrated the learner-centered aspect of the project, even though ultimately all students were demonstrating their knowledge of Georgia physical features and geography.
During November I collaborated with my 2nd grade teachers on developing a unit that addresses social studies standards SS2G1 about major topographical features of Georgia and identifying the regions. In the media center I utilized Social Studies texts, informational books, video and websites to supplement classroom instruction. After I modeled use of ScribbleMaps, drawing rivers and placing labels and pictures, students worked together to draw and label other topographical features on the interactive maps. I modeled using Google’s presentation program and then facilitated students working on the computers, and also helped students scan their hand-drawn art for inclusion in their story. I used think-aloud and write-aloud strategies to help students write their information.
This was an exciting yet frustrating project for me to conduct 2nd grade students. While they all enjoyed using ScribbleMaps on the Promethean board, managing students at varying levels of participation was a challenge, even though I was co-teaching with classroom teachers. I learned a very important lesson about 2nd grade students needing to complete activities in smaller chunks; they do not rotate as smoothly between learning centers as older students. Several of the planned activities that were not going smoothly during the lesson were changed or scrapped during the lesson. Scheduling appropriate time for 2nd grade classes in the media center has always been a challenge, so this activity stretched my classroom management skills as well as my ability to break down activities into smaller tasks, demonstrating that I need to pay more attention to structured activities for younger students. One important result of the project, however, was being able to introduce ScribbleMaps to many teachers, all of whom immediately saw how it could be used in different classrooms and grade levels in several different subjects. I plan to implement the same lesson during the coming school year, as well as adapt it for use by older students. I also think ScribbleMaps will provide a medium for students with learning disabilities to demonstrate their knowledge graphically and contribute more to working in collaborative groups.
The work that went into creating this lesson plan will impact faculty development as other teachers learn to use ScribbleMaps for any class activity that requires students to interact with maps. As I have become more familiar with using ScribbleMaps , I have been able to coach more teachers with suggested uses for the tool. This can be assessed over time through student performance on map-based assessments any time they need to make a connection or identify a relationship with a place. Even though map use can be somewhat abstract, through use of symbols, students and teachers will be able to express geographic concepts more concretely.