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: engaged learning lesson plan
Reflection:
Students love to play video games. The Bloxel activity allowed students to create a video game based on using an application and the Bloxel kit. My role in this artifact was creating the lesson plan and an example of how to create a video game using the Bloxels set and present the information to my students. I also created a video for students to watch on how to use Bloxels Students had a chance to create WWII characters, backgrounds, and storylines to complete their game. Students enjoyed the Bloxel experience and were excited to create their own video games. It was easy to gain students’ attention as they were engaged throughout the process. It was an enjoyable lesson to teach. When you get into the creative parts of technology, it is amazing to see how students’ ideas are created and how they create things that you would not have thought.
The fifth-grade students at Poole Elementary had the opportunity to create a WWII video game using the Bloxel program. When students complete research about WWII, students will use the Bloxel program to create factual places and characters from what they learned during the unit. Prior to the activity, the teacher will model how to create characters and backgrounds by showing students a video. The students are creating video games for others to play and gain knowledge about the events of WWII. I facilitated the activity by moving around the room and assisting students with troubleshooting and basic app use of the program. The students were the developers of the backgrounds and characters of their games. The classroom will be set up so students will be able to work in groups of 3-4 students. Each group iPads borrowed from the county, as well as the Bloxel kits that were borrowed from the county. This activity will have students show their understanding of the events of WWII, and have the opportunity to create a realistic video game demonstrating their knowledge. I demonstrated mastery of this standard because Bloxels requires students to work together using a research-based learning-centered activity when creating their video games.
This researched-based activity created a learner-centered focus on student achievement. Students worked in groups of 3-4 and worked together creating diverse groups. No two groups had the same event or characters in their games. Each was diverse and unique to the group that created it. Based on our schedule throughout the school day, the big challenge was completing this activity within the time given for social studies instruction. Some groups did not finish until we had time at the end of the school year after our state assessments were completed. Based on the number of materials the county has, I had to have groups of 3-4. To have total engagement, I would have liked to have partners so students would have been more involved in creating the games and not have to take turns completing some of the steps. Based on the students’ summative scores on the county WWII assessment, the students’ attention to details in their games helped them score well on assessments. I learned that I should have given students more time to complete the task of creating a video game.
The work that went into this artifact gave students a real-world situation. Students were given the topic of WWII which was part of the fifth-grade social studies GSE. Students needed to apply what was learned into creating something base off what was learned. Students had an opportunity to demonstrate their knowledge through project-based learning activities. This activity is assessed through teacher observations, the video games that students create, the playing of other groups’ games, and the rubric students received before the activity.
Students love to play video games. The Bloxel activity allowed students to create a video game based on using an application and the Bloxel kit. My role in this artifact was creating the lesson plan and an example of how to create a video game using the Bloxels set and present the information to my students. I also created a video for students to watch on how to use Bloxels Students had a chance to create WWII characters, backgrounds, and storylines to complete their game. Students enjoyed the Bloxel experience and were excited to create their own video games. It was easy to gain students’ attention as they were engaged throughout the process. It was an enjoyable lesson to teach. When you get into the creative parts of technology, it is amazing to see how students’ ideas are created and how they create things that you would not have thought.
The fifth-grade students at Poole Elementary had the opportunity to create a WWII video game using the Bloxel program. When students complete research about WWII, students will use the Bloxel program to create factual places and characters from what they learned during the unit. Prior to the activity, the teacher will model how to create characters and backgrounds by showing students a video. The students are creating video games for others to play and gain knowledge about the events of WWII. I facilitated the activity by moving around the room and assisting students with troubleshooting and basic app use of the program. The students were the developers of the backgrounds and characters of their games. The classroom will be set up so students will be able to work in groups of 3-4 students. Each group iPads borrowed from the county, as well as the Bloxel kits that were borrowed from the county. This activity will have students show their understanding of the events of WWII, and have the opportunity to create a realistic video game demonstrating their knowledge. I demonstrated mastery of this standard because Bloxels requires students to work together using a research-based learning-centered activity when creating their video games.
This researched-based activity created a learner-centered focus on student achievement. Students worked in groups of 3-4 and worked together creating diverse groups. No two groups had the same event or characters in their games. Each was diverse and unique to the group that created it. Based on our schedule throughout the school day, the big challenge was completing this activity within the time given for social studies instruction. Some groups did not finish until we had time at the end of the school year after our state assessments were completed. Based on the number of materials the county has, I had to have groups of 3-4. To have total engagement, I would have liked to have partners so students would have been more involved in creating the games and not have to take turns completing some of the steps. Based on the students’ summative scores on the county WWII assessment, the students’ attention to details in their games helped them score well on assessments. I learned that I should have given students more time to complete the task of creating a video game.
The work that went into this artifact gave students a real-world situation. Students were given the topic of WWII which was part of the fifth-grade social studies GSE. Students needed to apply what was learned into creating something base off what was learned. Students had an opportunity to demonstrate their knowledge through project-based learning activities. This activity is assessed through teacher observations, the video games that students create, the playing of other groups’ games, and the rubric students received before the activity.