3.1 Classroom Management & Collaborative Learning
Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)
Artifact: ITEC 7400 Engaged Learning Project
Reflection:
This artifact is a lesson plan that showcases authentic learning that challenges students in the content areas of science, writing, and technology. The lesson plan was designed to engage students in an authentic learning experience and to encourage the teacher to take on the role as the facilitator. The project focuses on students conducting research to study weather patterns and later creating a video script to be recorded. Students were given a glimpse of the project through the modeling of a sample finished product.
This artifact demonstrates the mastery of standard 3.1 because during the implementation stage of the Engaged Learning Project, I enforced classroom management skills to maximize the learning. These classroom management skills were also modeled to the students to help them understand the expectations in regards of behavior during the completion of the project. Students were also prompted to the 0, 1,2,3 numbers on the board. Each number had a light assigned representing the voice levels they needed to use. Level 0 meant silence, level 1 soft whisper, level 2 table talk, and level 3 outside voice. This visual helped the students understand the type of voice level they needed to use throughout the completion of the project.
The artifact was also designed so that students worked collaboratively in groups. Students had different roles and had time to work together to complete research using digital tools. Students also learned how to work in groups through different scenarios and roles modeled by the teacher. The hope of this was to reduce wasted time and maximize how much time students used to research and complete the project. I was able to facilitate throughout the project by helping students with understanding how to use the digital tools and help resolve behavioral conflicts.
This artifact taught me that maintaining a proper classroom volume and atmosphere can become difficult when using digital tools and resources. My students were so excited to complete the online project that their voice level sometimes was not the right one to be using. My students were very excited to use the digital tools and resources that we had to have several discussions on the type of behavior needed when using them. Lastly, I learned that collaborative work encourages students to become problem solvers and forces them to learn how to listen to each other’s point of view, without having arguments about it. If I were to do this artifact again, I would choose a team captain from each group to ensure they are all using their time effectively. I would also extend the time to implement the project.
The work that went into creating this artifact impacted student learning. Students worked collaboratively with each other and enjoyed doing so. The impact can be assessed by observing the project.
Reflection:
This artifact is a lesson plan that showcases authentic learning that challenges students in the content areas of science, writing, and technology. The lesson plan was designed to engage students in an authentic learning experience and to encourage the teacher to take on the role as the facilitator. The project focuses on students conducting research to study weather patterns and later creating a video script to be recorded. Students were given a glimpse of the project through the modeling of a sample finished product.
This artifact demonstrates the mastery of standard 3.1 because during the implementation stage of the Engaged Learning Project, I enforced classroom management skills to maximize the learning. These classroom management skills were also modeled to the students to help them understand the expectations in regards of behavior during the completion of the project. Students were also prompted to the 0, 1,2,3 numbers on the board. Each number had a light assigned representing the voice levels they needed to use. Level 0 meant silence, level 1 soft whisper, level 2 table talk, and level 3 outside voice. This visual helped the students understand the type of voice level they needed to use throughout the completion of the project.
The artifact was also designed so that students worked collaboratively in groups. Students had different roles and had time to work together to complete research using digital tools. Students also learned how to work in groups through different scenarios and roles modeled by the teacher. The hope of this was to reduce wasted time and maximize how much time students used to research and complete the project. I was able to facilitate throughout the project by helping students with understanding how to use the digital tools and help resolve behavioral conflicts.
This artifact taught me that maintaining a proper classroom volume and atmosphere can become difficult when using digital tools and resources. My students were so excited to complete the online project that their voice level sometimes was not the right one to be using. My students were very excited to use the digital tools and resources that we had to have several discussions on the type of behavior needed when using them. Lastly, I learned that collaborative work encourages students to become problem solvers and forces them to learn how to listen to each other’s point of view, without having arguments about it. If I were to do this artifact again, I would choose a team captain from each group to ensure they are all using their time effectively. I would also extend the time to implement the project.
The work that went into creating this artifact impacted student learning. Students worked collaboratively with each other and enjoyed doing so. The impact can be assessed by observing the project.