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

For my Engaged Learning Project, I was tasked with creating an engaging lesson that

encompassed multiple learning strategies, learning styles, and that was based on both Georgia

Standards of Excellence (GSE) and The International Society for Technology in Education

Standards (ISTE). This artifact also relied heavily on constructing an engaging lesson that scored

high on the Loti framework, meaning that it was not only engaging but it also contributed to

student learning beyond the classroom, covered controversial topics, promoted collaboration, and

used technology in an effective way.

For this artifact, I created a lesson where students selected a controversial topic, they

were passionate about to research and present with their peers and community. I researched the

best learning strategies for my diverse student population and determined the most effective

learning centered strategies to incorporate into this lesson. At the end of the lesson, students were

asked to create a video that truly encompassed their vast knowledge, and passion, about their

topic. Their video creation was shared with the community and included information students

obtained after weeks of research and interviews with experts across various fields of research.  

The Engaged Learning Project demonstrates my ability to research new learning-centered

strategies and determine the most effective way to facilitate a lesson based on the needs of a

diverse school population. While completing this assignment, I was also able to effectively

integrate new technologies into my lessons to better accommodate ELL students and students

with disabilities. I successfully researched new technology programs and software that will help

illuminate the language barrier or help accommodate those with lower reading levels, so that

they are better able to communicate and collaborate with their peers. Aside from designing this
lesson individually, I also participated in D2L discussions, read my peer’s work, and responded

to their drafts. From this, I was able to learn how to positively communicate with peers through a

digital platform. This helped me become a better coach and effectivity provide standard based

suggestions, to push their lessons to high LoTi levels.

I learned a significant amount about proper technology incorporation while completing

this assignment, but my biggest take away was more student centered. While completing the

engaged learning project, I learned that in order to be truly culturally responsive, teach students

about the importance of digital citizenship, and plan practical, one must keep in mind who this

project is being created for and what technology they have access too. Also, understanding that

the incorporation of technology alone doesn’t constitute a high level of learning; it’s what the

technology does to extend learning beyond the classroom that is important. Having to determine

those characteristics early on, helped establish a strong foundation for the rest of the lesson. In

the future, I would make sure to plan even further ahead and include more members of our

community, outside of our school.

As far as impacting school improvement goes, I was able to share this lesson with others.

That means teachers, including myself, gained comfortability with navigating the technology

used in the lesson. That was significant because those skills go beyond a basic level of being able

to access Google Drive or Docs. Teachers saw how to use the extensions, add on features, and

communication tools embedded in the GSuite software to successfully implement it. I think

impacted teachers and student learning because teachers now understand this technology

integration process well enough instruct their students. Going forward, if students cannot

navigate the translation tools or communication tools to aide in their learning, teachers can better

assist them in work with these tools. This can be assessed by fact that students now have access
to tool that can better aid them in their learning process and increased their overall ability to

comprehend a lesson.