3.1 Classroom Management and 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: Internet Lesson Plan (ITEC 7430)
Reflection:
The Internet Lesson Plan was created to model and facilitate strategies for effective classroom management and collaborative learning. For this artifact, the students explored proportional relationships through QR codes, and created a presentation about proportions and unit rates using Web 2.0 tools and Edmodo. The contributions for this artifact included developing the lesson plan and creating the lesson. For this artifact, the videos and websites were researched and linked to QR codes. The websites and videos presented the students with many examples on proportions and unit rates. Using the examples, the students worked in groups to write and produce a song about proportions and unit rates. Each group was shown an example of a song or rap written from a math concept. The students recorded their song in Audacity, created a music video, and uploaded the final project to Edmodo.
This artifact demonstrates mastery through the model and facilitation of effective classroom management and collaborative learning strategies. During the completion of the project, the teacher circulated the classroom to ensure that all groups were on task. If group are off task, the teacher redirected the group and by modeling the performance expectations. Students were also expected to collaborate with the group members in their group. To model and facilitate collaborative learning, the teacher also redirected groups that were not working or group members who are not collaborating with the other group members.
Through the implementation of this artifact, I learned that students do not know how to learn through collaborative learning. For collaborative learning to be effective, students need to be introduced to the learning strategy at the being of each school year. Each teacher needs to model and facilitate how the teacher expects the strategy to occur in their classroom. To improve the quality of this artifact, I would incorporate a collaborative learning lesson before completing the project in my classroom.
The work that went into creating this artifact impacted the students’ learning. The students’ learning was impacted through the use of collaborative learning. The students were able to learn an effective strategy for working together with other students. The impact was assessed through the completion of the project. The students were graded based on a rubric that was given at the begging of the project. The student will also complete a summative assessment at the end of the unit of study. If the strategy was correctly modeled and facilitated, the students would be able to complete a final project of a song and a video.
Reflection:
The Internet Lesson Plan was created to model and facilitate strategies for effective classroom management and collaborative learning. For this artifact, the students explored proportional relationships through QR codes, and created a presentation about proportions and unit rates using Web 2.0 tools and Edmodo. The contributions for this artifact included developing the lesson plan and creating the lesson. For this artifact, the videos and websites were researched and linked to QR codes. The websites and videos presented the students with many examples on proportions and unit rates. Using the examples, the students worked in groups to write and produce a song about proportions and unit rates. Each group was shown an example of a song or rap written from a math concept. The students recorded their song in Audacity, created a music video, and uploaded the final project to Edmodo.
This artifact demonstrates mastery through the model and facilitation of effective classroom management and collaborative learning strategies. During the completion of the project, the teacher circulated the classroom to ensure that all groups were on task. If group are off task, the teacher redirected the group and by modeling the performance expectations. Students were also expected to collaborate with the group members in their group. To model and facilitate collaborative learning, the teacher also redirected groups that were not working or group members who are not collaborating with the other group members.
Through the implementation of this artifact, I learned that students do not know how to learn through collaborative learning. For collaborative learning to be effective, students need to be introduced to the learning strategy at the being of each school year. Each teacher needs to model and facilitate how the teacher expects the strategy to occur in their classroom. To improve the quality of this artifact, I would incorporate a collaborative learning lesson before completing the project in my classroom.
The work that went into creating this artifact impacted the students’ learning. The students’ learning was impacted through the use of collaborative learning. The students were able to learn an effective strategy for working together with other students. The impact was assessed through the completion of the project. The students were graded based on a rubric that was given at the begging of the project. The student will also complete a summative assessment at the end of the unit of study. If the strategy was correctly modeled and facilitated, the students would be able to complete a final project of a song and a video.