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: Action Plan
Reflection:
The action plan artifact was derived from knowledge gained while conducting the data overview. During the data gathering stage of the overview, I collected and analyzed four years’ worth of student achievement data; I noted strengths, weaknesses, trends, and areas of improvement in my findings. After the findings were communicated, an action plan was developed based on the areas of focus that were chosen. The assignment was completed individually; however, I used resources at my school in order to complete the project.
The action plan focused on several identified weaknesses, including information found about the specific ELL population at the school where I was teaching at the time; therefore, the plan included strategies addressing the diversity of all students at the school. The plan identified student learning goals based on the needs identified and focused on research-based, learner-center strategies for the groups of students in need. The plan detailed actions that needed to take place, the people who were responsible for different parts of the plan, a budget, resources needed, and expected outcomes. When devising the plan, all students were considered and data was collected on various groups according to different demographic data.
The interventions in the action plan included the research-based program BookWorms, small literacy groups with activities differentiated for specific students, teaching students self-awareness and monitoring skills, among many other learner-centered activities. The interventions in the action plan were designed to improve instructional practices while maximizing student learning simultaneously. A maintenance plan was included in the plan as well, in order to analyze student data that was collected over the specified period of time.
While completing this artifact, I learned the importance of collecting data over a period of time in order to determine trends more accurately as well as focusing on different demographic data. When creating the action plan, it was important to keep all students in mind and ways to specifically address their needs. If I could improve this artifact, I would add more strategies specific to the ELL population; even though I did this within the plan, I think more interventions could have been added to improve the plan.
The action plan was created after members of the data-analysis team viewed the data overview. Our actions were progressive after the findings, and stakeholders were excited to be a part of the action taking place. Student learning was augmented by the action plan created. The impact can be assessed through continuous analysis and monitoring of the results as stated in the action plan as well as a new analysis of assessment results once accessible.
The action plan artifact was derived from knowledge gained while conducting the data overview. During the data gathering stage of the overview, I collected and analyzed four years’ worth of student achievement data; I noted strengths, weaknesses, trends, and areas of improvement in my findings. After the findings were communicated, an action plan was developed based on the areas of focus that were chosen. The assignment was completed individually; however, I used resources at my school in order to complete the project.
The action plan focused on several identified weaknesses, including information found about the specific ELL population at the school where I was teaching at the time; therefore, the plan included strategies addressing the diversity of all students at the school. The plan identified student learning goals based on the needs identified and focused on research-based, learner-center strategies for the groups of students in need. The plan detailed actions that needed to take place, the people who were responsible for different parts of the plan, a budget, resources needed, and expected outcomes. When devising the plan, all students were considered and data was collected on various groups according to different demographic data.
The interventions in the action plan included the research-based program BookWorms, small literacy groups with activities differentiated for specific students, teaching students self-awareness and monitoring skills, among many other learner-centered activities. The interventions in the action plan were designed to improve instructional practices while maximizing student learning simultaneously. A maintenance plan was included in the plan as well, in order to analyze student data that was collected over the specified period of time.
While completing this artifact, I learned the importance of collecting data over a period of time in order to determine trends more accurately as well as focusing on different demographic data. When creating the action plan, it was important to keep all students in mind and ways to specifically address their needs. If I could improve this artifact, I would add more strategies specific to the ELL population; even though I did this within the plan, I think more interventions could have been added to improve the plan.
The action plan was created after members of the data-analysis team viewed the data overview. Our actions were progressive after the findings, and stakeholders were excited to be a part of the action taking place. Student learning was augmented by the action plan created. The impact can be assessed through continuous analysis and monitoring of the results as stated in the action plan as well as a new analysis of assessment results once accessible.