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:
An engaged learning project was created in ITEC 7400 and designed through collaboration, exploration and research. To show mastery of element 3.1 the artifact “Engaged Learning Project” is being used. The artifact details the use of digital tools and resources to engage students at Brumby Elementary in authentic learning experiences. As a co-author of the engaged learning project I played a leading role in gathering math standards, communicating, developing, and writing the math portion of the lesson. Collaboratively, our team discussed digital tools and resources as we chose an authentic learning experience.
Standard 3.1 Classroom Management & Collaborative Learning sets the expectation for candidates to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. Evidence of mastery of standard 3.1 is seen in the model and facilitation of effective classroom management. I gave students directions and then facilitated the management of the classroom as students worked in groups to collaborate on the design of their water filter. Students had to use technology to research, plan and design a water filter. In a group, students researched water filters and then compared information with each other. They then sketched on paper or on tablet, a design of a water filter with labeled parts and purpose of each component. To make this lesson run smoothly I gave students explicit instructions and let them ask questions to get clarification. I also modeled and facilitated the use of digital tools and resources and demonstrate how to use each of these tools ahead of time. To reinforce the effective use of collaborative learning strategies I modeled with a group of students what it looks like to work collaboratively on a project. We discussed our problem and worked together to plan. We looked at several scenarios including, what it looks like when group members have different ideas, how to let everyone express their ideas, how to discuss the pros and cons of each idea and finally deciding which idea to go with.
Through this lesson I learned the value in authentic, real-world learning experiences for students and how to work. The students took responsibility for their learning, held each other accountable, and they were more engaged. Students were more likely to have a deep understanding of the presented standards because of the length of the project and seeing it in all thirteen core expansion classes. If I were to do this project again, I would incorporate Office 365 OneNote for students to document, journal and share their work. I would also bring in community representatives to talk to students about their water filter designs.
After completing this artifact, I feel more confident in planning, designing and implementing an engaged learning project. Our school improvement was impacted as members of the core expansion team were dedicated to communicating, collaborating and implementing a lesson that would impact our students beyond fourth grade. Thus, encouraging us to continue to provide our students with authentic, real-world learning experiences. This lesson impacted Brumby students immediately as they became stronger digital citizen capable of using digital tools and resources to engage in authentic learning experiences. The students were also impacted by learning the importance of being a global citizen. To assess the impact of this lesson a summative assessment could be given.