Standard 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)
Artifacts: Engaged Learning Project
Reflection:
The artifact that best demonstrates mastery of standard 3.1, classroom management and collaborative learning is the Internet Lesson Plan that I created in ITEC 7430. I created this multi-step lesson with an advanced anatomy and physiology teacher, Ms. Hartley-Lewis at Marietta High School. One of our goals as a collaborative team was to take a lesson that we had created and implemented in the past that combined content standards with student technology standards and increase the learning outcome by creating a more authentic lesson. We wanted the students to use digital tools and resources to analyze, evaluate, and create their cell magazines. Students working in differentiated groups of 3-4, were to create/design a magazine or journal that is informative and creative with a focus on the cell, tissues and histology. There was to be a minimum of 5 major informative articles (2 or more pages) and 5 short stories (a page or less). It needed to have: Cover Page, Table of Content, Editorials (letters to and from the editor), Articles, Advertisements, and Graphics. All communication and article sharing was completed in Google Drive and a webquest on Weebly was provided that included instructions for creating this project and resources to use for both research and technology. http://mariettamediacenter.weebly.com/index.html
This artifact is an example of my ability to demonstrate effective classroom management and collaborative learning strategies in a digital learning environment. Effective classroom management is established several ways. First, students at MHS already know that there are clear guidelines for using technology and they have signed an Acceptable User Policy. We do however, remind them of this each time they sit down to use a computer. Also in the lesson write up, expectations and directions of daily assignments for the project are clearly stated at the beginning of each class meeting. Another strategy we use is formative feedback while we walk around the classroom and technology lab when the students are working. We also try to use summative assessment at the end of each class, we do not check everyone every day. It is a tactic we implemented this lesson in order to keep them guessing and keep them on track while they have access to technology. Also, the class is using a Webquest in this lesson that contains all of the online electronic resources they may need for research for this project. These strategies were effective and helped us make sure our groups stayed on task during time in the labs and with laptop carts.
Collaborative learning is evident in the lesson plan in the use of Google Drive and Google Docs. In this lesson the students work in groups of three to four. During the first meeting of this lesson an online group planning form is introduced. Students are to complete this group planning form during this meeting and it is to be kept in their shared Google Folder. From this form each student in the group is assigned a job and a title. Also students are to set deadlines for completion of certain components of the project. The Editor of each group is to set up a shared folder for all students to place their contributions to the cell magazine in. Other students are assigned dates and articles to peer edit using Google Docs. Training for use of Google Docs is included during first lesson and video tutorials are included in the Webquest.
This is the third time we have delivered this lesson and I feel as if our learning journey still continues. This year after completing this round of cell magazines, I learned that authentic learning is awesome! The students produced creative, informative, and well written magazines. We actually held a magazine viewing party at the end of the project. But I also learned that collaborative learning is difficult. It is difficult because many times the work was not split equally among the group members and many times students chose not to honor the group’s set deadlines. Lesson learned! Find a way to periodically send out online surveys to monitor group members work. We plan on doing this lesson again next year and will add this new component.
Creating this artifact improved student learning in this class on this standard. The students walked away with a solid understanding of the standards and they also walked away knowing how to create a document collaboratively online. The impact was assessed by the rubric created to grade this assignment.
The artifact that best demonstrates mastery of standard 3.1, classroom management and collaborative learning is the Internet Lesson Plan that I created in ITEC 7430. I created this multi-step lesson with an advanced anatomy and physiology teacher, Ms. Hartley-Lewis at Marietta High School. One of our goals as a collaborative team was to take a lesson that we had created and implemented in the past that combined content standards with student technology standards and increase the learning outcome by creating a more authentic lesson. We wanted the students to use digital tools and resources to analyze, evaluate, and create their cell magazines. Students working in differentiated groups of 3-4, were to create/design a magazine or journal that is informative and creative with a focus on the cell, tissues and histology. There was to be a minimum of 5 major informative articles (2 or more pages) and 5 short stories (a page or less). It needed to have: Cover Page, Table of Content, Editorials (letters to and from the editor), Articles, Advertisements, and Graphics. All communication and article sharing was completed in Google Drive and a webquest on Weebly was provided that included instructions for creating this project and resources to use for both research and technology. http://mariettamediacenter.weebly.com/index.html
This artifact is an example of my ability to demonstrate effective classroom management and collaborative learning strategies in a digital learning environment. Effective classroom management is established several ways. First, students at MHS already know that there are clear guidelines for using technology and they have signed an Acceptable User Policy. We do however, remind them of this each time they sit down to use a computer. Also in the lesson write up, expectations and directions of daily assignments for the project are clearly stated at the beginning of each class meeting. Another strategy we use is formative feedback while we walk around the classroom and technology lab when the students are working. We also try to use summative assessment at the end of each class, we do not check everyone every day. It is a tactic we implemented this lesson in order to keep them guessing and keep them on track while they have access to technology. Also, the class is using a Webquest in this lesson that contains all of the online electronic resources they may need for research for this project. These strategies were effective and helped us make sure our groups stayed on task during time in the labs and with laptop carts.
Collaborative learning is evident in the lesson plan in the use of Google Drive and Google Docs. In this lesson the students work in groups of three to four. During the first meeting of this lesson an online group planning form is introduced. Students are to complete this group planning form during this meeting and it is to be kept in their shared Google Folder. From this form each student in the group is assigned a job and a title. Also students are to set deadlines for completion of certain components of the project. The Editor of each group is to set up a shared folder for all students to place their contributions to the cell magazine in. Other students are assigned dates and articles to peer edit using Google Docs. Training for use of Google Docs is included during first lesson and video tutorials are included in the Webquest.
This is the third time we have delivered this lesson and I feel as if our learning journey still continues. This year after completing this round of cell magazines, I learned that authentic learning is awesome! The students produced creative, informative, and well written magazines. We actually held a magazine viewing party at the end of the project. But I also learned that collaborative learning is difficult. It is difficult because many times the work was not split equally among the group members and many times students chose not to honor the group’s set deadlines. Lesson learned! Find a way to periodically send out online surveys to monitor group members work. We plan on doing this lesson again next year and will add this new component.
Creating this artifact improved student learning in this class on this standard. The students walked away with a solid understanding of the standards and they also walked away knowing how to create a document collaboratively online. The impact was assessed by the rubric created to grade this assignment.