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)
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.
(PSC 2.2/ISTE 2b)
Reflection
I conducted this Video Analysis of Teaching for Teaching and Learning in the Content Areas (EDUC 7725) in the spring of 2016. This assignment involved watching a model video of a fifth grade common core mathematics lesson and making detailed observations of the video. After watching the video, I developed a plan of action for the teacher to address specific weaknesses in his teaching. I later wrote a full report for the teacher and also applied the positives and negatives from the video to my own practice of mathematics teaching.
In developing the plan of action, I used several research-based, learner-centered strategies, such as constructivism and concept-based instruction. Deep knowledge of these strategies helped me apply them to both the video lesson and to my own teaching. I also developed strategies to reach diverse learners, such as offering choice boards and addressing multiple modes of intelligence in the lesson process.
Through the research process involved in this report, I learned about how educational theories apply to specific lessons and topics. I also learned how to formulate a plan of action to address specific teaching weaknesses. If I had to do this project again, I would have a video of myself teaching a lesson to compare to the sample lesson. Having my own sample would give me a better point of comparison and would also help me identify more specific weaknesses in my own teaching.
Although I did not share the sample video with other teachers at our school, I was able to apply the constructivist and concept-based strategies to my model coaching lessons. During follow-up conversations with participating teachers, I addressed these elements of my lesson and answered questions that they had about specific teaching choices I had made. This allowed them to apply some of the same strategies to their own teaching. The results of this teaching practice change could be measured through local and state mathematics assessments.
In developing the plan of action, I used several research-based, learner-centered strategies, such as constructivism and concept-based instruction. Deep knowledge of these strategies helped me apply them to both the video lesson and to my own teaching. I also developed strategies to reach diverse learners, such as offering choice boards and addressing multiple modes of intelligence in the lesson process.
Through the research process involved in this report, I learned about how educational theories apply to specific lessons and topics. I also learned how to formulate a plan of action to address specific teaching weaknesses. If I had to do this project again, I would have a video of myself teaching a lesson to compare to the sample lesson. Having my own sample would give me a better point of comparison and would also help me identify more specific weaknesses in my own teaching.
Although I did not share the sample video with other teachers at our school, I was able to apply the constructivist and concept-based strategies to my model coaching lessons. During follow-up conversations with participating teachers, I addressed these elements of my lesson and answered questions that they had about specific teaching choices I had made. This allowed them to apply some of the same strategies to their own teaching. The results of this teaching practice change could be measured through local and state mathematics assessments.