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:
Engaged Learning Project
Reflection:
The Engaged Learning Project artifact demonstrates my ability to facilitate a technology-enhanced experience that provides students with a unique opportunity to collaborate with their peers using creativity and displaying indicators of engaged learning roles (explorers, teachers, and producers). The lesson blends Georgia ELA, Math, and Visual Arts content standards with NETS-S standards to create a learning experience that is student-centered and that provides opportunities for them to leverage technology by taking an active role in exploring, achieving and demonstrating competency of the learning goals.
This artifact demonstrates mastery of collaborative learning because students were able to participate in different activities with each other as they explored several geographical regions of Georgia (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau). The lesson was focused on researching and collecting data on different plants and animals within Georgia’s geographic regions. I provided students with a list of academic vocabulary words to guide learning. Once the students learned about the words and reviewed the definitions, they participated in discussions using think-pair-share to discuss their thinking, answer questions, and build upon content. During this activity, I was able to model classroom management skills as I walked around the room monitoring to see if the discussions remained relevant and if all students were participating effectively. I also assisted the students in addressing the provided inquiry questions that are listed within the lesson plan. Tasks and activities were differentiated based on content and product which made students’ collaborating engaging and more meaningful.
Another opportunity for collaborative learning was facilitated during the use of a teacher created PowerPoint. With the PowerPoint, students were able to view information to assist with comprehension of the academic content. After researching, the final activity that involved collaborative learning occurred when the students worked together to create a 3-D model and Sway presentation of their Georgia region that would showcase the type of plants and animals that lived within that region. They shared informative information about the hazards of habitats and their ideas of keeping them safe. While students worked, I was able to facilitate their discussions and allow them to become explorers in the project while creating and collaborating about the presentation.
Through completing this artifact, I was able to learn how to use digital tools to promote collaboration through peer responses and presentations. In addition, I learned more about how to use iMovie videos as a form of incorporating a collaborative learning environment with my students for audiences outside of the classroom. To improve this project in the future, for certain students on different learning levels, I plan on reducing the amount of content provided within the lesson to better support particular groups of learners. For example, students were provided with several online resources to read, interactive games to engage in, and in-class journal entries for reflection. With an increasing ESOL population, reducing content will provide the scaffold, time, and support I can offer those students to increase improvement of academic skills.
After facilitating this project, I learned the importance of being diligent and monitoring students’ progress. I learned that giving clear expectations of the online learning environment helps to limit off task behavior. Managing time wisely was another lesson I learned, there is always so much to do, however, time is limited so it is important to always have a plan in order. Faculty development and growth has occurred as a direct result of this artifact. I was able to model what I learned about Sway and also introduce other resources such as iMovie and GPB- Virtual Field Trips. As a result, multiple teachers began implementing these resources in their classroom to share and promote higher order learning in their classrooms. In addition, the students were able to participate in more rigorous instruction that allowed for a deeper level of technology integration.
The effect of this artifact directly impacts student learning by the increased knowledge and understanding they have about the major Georgia regions. Students gained the skills to set personal learning goals, develop strategies and reflect on their learning process. As other teachers observed this project, they developed knowledge and skills to increase students' use of digital tools and resources in the area of classroom management and collaborative learning. The impact can be assessed by reviewing the survey that students completed about the lesson and also through surveys and discussions with faculty members.
Reflection:
The Engaged Learning Project artifact demonstrates my ability to facilitate a technology-enhanced experience that provides students with a unique opportunity to collaborate with their peers using creativity and displaying indicators of engaged learning roles (explorers, teachers, and producers). The lesson blends Georgia ELA, Math, and Visual Arts content standards with NETS-S standards to create a learning experience that is student-centered and that provides opportunities for them to leverage technology by taking an active role in exploring, achieving and demonstrating competency of the learning goals.
This artifact demonstrates mastery of collaborative learning because students were able to participate in different activities with each other as they explored several geographical regions of Georgia (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau). The lesson was focused on researching and collecting data on different plants and animals within Georgia’s geographic regions. I provided students with a list of academic vocabulary words to guide learning. Once the students learned about the words and reviewed the definitions, they participated in discussions using think-pair-share to discuss their thinking, answer questions, and build upon content. During this activity, I was able to model classroom management skills as I walked around the room monitoring to see if the discussions remained relevant and if all students were participating effectively. I also assisted the students in addressing the provided inquiry questions that are listed within the lesson plan. Tasks and activities were differentiated based on content and product which made students’ collaborating engaging and more meaningful.
Another opportunity for collaborative learning was facilitated during the use of a teacher created PowerPoint. With the PowerPoint, students were able to view information to assist with comprehension of the academic content. After researching, the final activity that involved collaborative learning occurred when the students worked together to create a 3-D model and Sway presentation of their Georgia region that would showcase the type of plants and animals that lived within that region. They shared informative information about the hazards of habitats and their ideas of keeping them safe. While students worked, I was able to facilitate their discussions and allow them to become explorers in the project while creating and collaborating about the presentation.
Through completing this artifact, I was able to learn how to use digital tools to promote collaboration through peer responses and presentations. In addition, I learned more about how to use iMovie videos as a form of incorporating a collaborative learning environment with my students for audiences outside of the classroom. To improve this project in the future, for certain students on different learning levels, I plan on reducing the amount of content provided within the lesson to better support particular groups of learners. For example, students were provided with several online resources to read, interactive games to engage in, and in-class journal entries for reflection. With an increasing ESOL population, reducing content will provide the scaffold, time, and support I can offer those students to increase improvement of academic skills.
After facilitating this project, I learned the importance of being diligent and monitoring students’ progress. I learned that giving clear expectations of the online learning environment helps to limit off task behavior. Managing time wisely was another lesson I learned, there is always so much to do, however, time is limited so it is important to always have a plan in order. Faculty development and growth has occurred as a direct result of this artifact. I was able to model what I learned about Sway and also introduce other resources such as iMovie and GPB- Virtual Field Trips. As a result, multiple teachers began implementing these resources in their classroom to share and promote higher order learning in their classrooms. In addition, the students were able to participate in more rigorous instruction that allowed for a deeper level of technology integration.
The effect of this artifact directly impacts student learning by the increased knowledge and understanding they have about the major Georgia regions. Students gained the skills to set personal learning goals, develop strategies and reflect on their learning process. As other teachers observed this project, they developed knowledge and skills to increase students' use of digital tools and resources in the area of classroom management and collaborative learning. The impact can be assessed by reviewing the survey that students completed about the lesson and also through surveys and discussions with faculty members.