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
Engaged Learning Project
Reflection:
For this standard, I chose to use the Engaged Learning
Project for ITEC 7430 as an artifact. The
student will represent one of the parties (Hamas, PLO, and Kadima) involved in
the Israeli Palestine Conflict. The
class will be divided into 5 groups each with one of the 7 different parties
represented. The students will research
their group and have an understanding of their groups’ point of view in regards
to the conflict. Each student will take
part in representing their group in a debate and committee meeting regarding
the issue with other members involved.
The hope is at the end of the meeting, the committee will come to a
resolution to the issue. Each of the groups will be creating a Weebly page. This Weebly page will include subpages for
each of the parties involved with background information and their viewpoint on
the conflict. After completing the
debate and coming to a resolution to the conflict, the group will include the
resolution on their Weebly page. The
group will also create a video to outline their resolution to the
Palestine/Israeli Conflict. These videos
will be published publically and sent to the United Nations Foundations as well
as other students around the world.
This project allowed me to model and facilitate not only digital citizenship skills, but also required strong classroom management skills. Since this was mostly student-directed, they needed guidance on how to interact courteously not only with each other. In my role as guide, I had to ensure students stayed focused on gaining information and task completion of the Weebly and videos. Disruptive behaviors are minimized and any necessary interventions are done with minimal distractions. The artifact further demonstrates my ability to model and facilitate monitoring group progress, moving about the room, facilitating the accomplishment of their goals and providing assistance as required. Additionally reviewed hardware and software to ensure they were working which was necessary for this project were critical for the success of this project. And, finally the artifact demonstrates my ability to model and facilitate effective time management with appropriate time allocations for all project components. Due to the interaction with others, this project also required strong collaborative learning strategies to be incorporated. Students took turns in a variety of different roles to complete the project. Students developed their own group norms to regulate their own group behaviors and to develop a successful group.
Although the overall project was a great success, I learned many management skills that would be useful if completing this project again. The most frequent skill was related to maintaining student interest and control when encountering technical issues. Additionally I learned it was important to assessment their progress and without interfering with their work. While the establishment of group norms was very important, some groups need more guidance than others.
The work that went into creating this artifact will positively impact student learning. Student learning occurs in the rigor applied in the multiple components of the artifact which support s critical thinking and real life relevance in regards to a current world conflict. The impact on student learning can be assessed through completion of various part of the project, formative assessment, unit exam and the summative CRCT assessment.
This project allowed me to model and facilitate not only digital citizenship skills, but also required strong classroom management skills. Since this was mostly student-directed, they needed guidance on how to interact courteously not only with each other. In my role as guide, I had to ensure students stayed focused on gaining information and task completion of the Weebly and videos. Disruptive behaviors are minimized and any necessary interventions are done with minimal distractions. The artifact further demonstrates my ability to model and facilitate monitoring group progress, moving about the room, facilitating the accomplishment of their goals and providing assistance as required. Additionally reviewed hardware and software to ensure they were working which was necessary for this project were critical for the success of this project. And, finally the artifact demonstrates my ability to model and facilitate effective time management with appropriate time allocations for all project components. Due to the interaction with others, this project also required strong collaborative learning strategies to be incorporated. Students took turns in a variety of different roles to complete the project. Students developed their own group norms to regulate their own group behaviors and to develop a successful group.
Although the overall project was a great success, I learned many management skills that would be useful if completing this project again. The most frequent skill was related to maintaining student interest and control when encountering technical issues. Additionally I learned it was important to assessment their progress and without interfering with their work. While the establishment of group norms was very important, some groups need more guidance than others.
The work that went into creating this artifact will positively impact student learning. Student learning occurs in the rigor applied in the multiple components of the artifact which support s critical thinking and real life relevance in regards to a current world conflict. The impact on student learning can be assessed through completion of various part of the project, formative assessment, unit exam and the summative CRCT assessment.
