Jana Brewer

2.2 Research-Based Learner Strategies - model and facilitate the use of research-based, learner-
centered strategies addressing the diversity of all students.
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Briefly describe the artifact and the context in which it was created. What was your individual
contribution(s)?
The Internet Lesson Plan I developed was implemented over a two week period and met the

content standard S7L2 which is related to cell structures, cells, tissues, organs, and organ

systems and how they interact with one another. This lesson plan also addresses the NETS*S

standards 1 – empowered learner, 3 – knowledge constructor, and 6 – creative communicator.

In this subunit, students learn about cells and their structures and how they contribute to

maintaining the basic needs of organisms. Students use a variety of internet tools to gather new

information to interact with the content, ask and answer questions, and build knowledge.

Students are given a choice of the project they would like to complete to show their knowledge

of the content and create original works to display their learning and communicate their ideas.

Before beginning this lesson, students completed a pretest via Google form. I used the results to

determine learning materials and provide final project choices.

Explain how this artifact demonstrates mastery of the standard/element under which it is placed.

2.2 Research-Based Learner Strategies

Throughout this lesson, I used a variety of research-based, learner-centered strategies to

provide all my students with access to the content. These activities included viewing interactive

digital models, a virtual tour, videos, simulations, drawings, and articles. As students completed the

activities, my role was to model appropriate use of the tools and facilitate student progress. As I

assessed student progress, I pulled small groups and planned mini lessons for students who needed

help exploring the content and using the tools provided, which helped me address diversity of all

students. In order to differentiate content, I provided students with multiple means of accessing the
 Jana Brewer

content through diagrams, pictures, videos, and readings. Students were also provided leveled texts

according to their reading level that can be viewed digitally or in print. Students worked in a variety

of small groups and partnerships to differentiate the process. Assistive technologies provided to

students throughout the completion of this lesson include Google Read and Write, headphones, and

scripts for videos. As a lesson extension, students take the role of cytologists and study a disease

that impacts people at the cellular level.

What did you learn from completing this artifact? What would you do differently to improve the
quality of the artifact or the process involved in creating the artifact? (Not changing anything is
not an acceptable response.)
In completing this artifact, I learned how to provide all students equal access to the content

through differentiation of content, process, and product. To improve this artifact, I would provide

students with more choice through each part of the learning process. Students completed this

lesson in steps through an interactive Google Slides presentation. Although I provided students with

multiple means of engagement, I did not do this for each slide. For example, one slide included a

video for students to watch. To improve this, I would include the video, but would also include an

article that covers the same material as the video for my students who would rather read the

information.

How did the work that went into creating this artifact impact school improvement, faculty
development, or student learning? How can this impact be assessed?
The work that went into creating this artifact improved student learning by providing students

with a learning experience that is relevant, meets individual student needs, and encourages students to

take ownership of their learning. The impact of this article can be assessed through the success of

student work at each section of the lesson and from student responses to the reflection and post-test.