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)
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
will serve as my artifact for Standard 3.1, Classroom Management and
Collaborative Learning. I created this
problem-based learning project the first semester that I entered the Master’s program
at Kennesaw State University. This
project served as one of the first big projects that I completed incorporating
one of the new methods of technology enhanced teaching.
This artifact represents mastery of Standard 3.1 by showing that effective classroom management and collaborative learning strategies maximize teacher and student use of digital tools and resources. In this project, the students work collaboratively creating the two surveys; one for adults and one for students. They also collaborate when graphing the results of the surveys on excel. Writing the persuasive essay to the School Board was their last chance to collaborate on this project. During these collaborative times, the classroom needed to remain in complete control. The students needed to share ideas, brainstorm, and discuss their options but the classroom remained in complete control. The students learn how to focus on the work in their group even though other groups are conversing at different locations in the room. I keep them spread out so that each group can share ideas as needed but not disturb other groups. These students have access to their laptops, using the laptop cart or the desktop computers when they are ready to type up the survey, input data, or type the persuasive paper. They are all familiar enough with the Microsoft Word and Excel programs
I learned that putting even young students in groups to work collaboratively can prove to be very beneficial. These students had a problem to solve and they could not wait to get started. They all loved being in a certain group and knew the others were dependent on them. They wanted to do a thorough job so they could be proud of their end result. I learned that giving groups of students parts of a project, each group will assume ownership in that one area. Once they took ownership, they were completing their work authentically. I learned that having the digital tools available for them as needed did not cause a problem at all. Instead, they went to the digital tools as needed, never fooling around.
Timber Ridge was impacted by this project because this was almost a model example for the teachers and principals to see. Project-based learning is not a common thing at Timber Ridge, at this time. This is more of a Constructivist’s way of thinking. Our new principal would like to see more project-based learning at Timber Ridge. In these situations, the teacher becomes a facilitator as each group works collaboratively to complete their tasks. Teachers are there to help facilitate and answer questions but not teach.
This artifact represents mastery of Standard 3.1 by showing that effective classroom management and collaborative learning strategies maximize teacher and student use of digital tools and resources. In this project, the students work collaboratively creating the two surveys; one for adults and one for students. They also collaborate when graphing the results of the surveys on excel. Writing the persuasive essay to the School Board was their last chance to collaborate on this project. During these collaborative times, the classroom needed to remain in complete control. The students needed to share ideas, brainstorm, and discuss their options but the classroom remained in complete control. The students learn how to focus on the work in their group even though other groups are conversing at different locations in the room. I keep them spread out so that each group can share ideas as needed but not disturb other groups. These students have access to their laptops, using the laptop cart or the desktop computers when they are ready to type up the survey, input data, or type the persuasive paper. They are all familiar enough with the Microsoft Word and Excel programs
I learned that putting even young students in groups to work collaboratively can prove to be very beneficial. These students had a problem to solve and they could not wait to get started. They all loved being in a certain group and knew the others were dependent on them. They wanted to do a thorough job so they could be proud of their end result. I learned that giving groups of students parts of a project, each group will assume ownership in that one area. Once they took ownership, they were completing their work authentically. I learned that having the digital tools available for them as needed did not cause a problem at all. Instead, they went to the digital tools as needed, never fooling around.
Timber Ridge was impacted by this project because this was almost a model example for the teachers and principals to see. Project-based learning is not a common thing at Timber Ridge, at this time. This is more of a Constructivist’s way of thinking. Our new principal would like to see more project-based learning at Timber Ridge. In these situations, the teacher becomes a facilitator as each group works collaboratively to complete their tasks. Teachers are there to help facilitate and answer questions but not teach.