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 is a series of technology lessons that is aimed at teaching first graders about the different weather types. This artifact allowed students to learn essential content information, to skillfully act like a meteorologist. Students worked collaboratively to create a portfolio that includes the different weather patterns observed in their area. As students completed this project, I effectively managed the classroom learning environment by monitoring the digital tools students used and by providing support and feedback as needed.
Standard 3.1 states, “Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.” I modeled effective classroom management strategies through the gradual release model; I made sure that students knew how to use authentic tools such as thermometers and rain gauges effectively. I also modeled how to use Seesaw and Graph Club, digital tools to collect and display data collected. Next, I stepped into the role of the facilitator and allowed students to obtain, evaluate, and communicate weather data to identify weather patterns. I made sure to monitor students’ data collection continuously, and reflections using teacher-created checklists. I maximized teacher and student use of digital tools by putting students into groups of five and making sure that each group was equipped with a variety of materials and digital tools to use during this unit. Materials included a thermometer, rain gauge, wind gauge, AR/CR device Seesaw, Graph Club, Blendspace, Skype for the classroom, and weather.com.
Completing this artifact helped me to explore the world of Virtual Reality (VR). In doing so, I learned that VR is a great tool to use to increase students’ interest, increase students’ engagement, and to bring learning to life. To improve the quality of the artifact, I would not include Seesaw or Graph Club. I feel that as teachers, we can get so wrapped up with using so much technology when the traditional approach to learning will also work.
The work that went into creating this artifact impacted teachers as well as students. This artifact helped me research other digital tools to immerse students into the curriculum. This artifact allowed students to use digital tools in ways that will increase their learning experience. Teachers could be assessed through lesson plans and walkthroughs, while students are assessed through ongoing assessments, such as observational/anecdotal notes, quizzes, and checklists.
The Engaged Learning Project is a series of technology lessons that is aimed at teaching first graders about the different weather types. This artifact allowed students to learn essential content information, to skillfully act like a meteorologist. Students worked collaboratively to create a portfolio that includes the different weather patterns observed in their area. As students completed this project, I effectively managed the classroom learning environment by monitoring the digital tools students used and by providing support and feedback as needed.
Standard 3.1 states, “Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.” I modeled effective classroom management strategies through the gradual release model; I made sure that students knew how to use authentic tools such as thermometers and rain gauges effectively. I also modeled how to use Seesaw and Graph Club, digital tools to collect and display data collected. Next, I stepped into the role of the facilitator and allowed students to obtain, evaluate, and communicate weather data to identify weather patterns. I made sure to monitor students’ data collection continuously, and reflections using teacher-created checklists. I maximized teacher and student use of digital tools by putting students into groups of five and making sure that each group was equipped with a variety of materials and digital tools to use during this unit. Materials included a thermometer, rain gauge, wind gauge, AR/CR device Seesaw, Graph Club, Blendspace, Skype for the classroom, and weather.com.
Completing this artifact helped me to explore the world of Virtual Reality (VR). In doing so, I learned that VR is a great tool to use to increase students’ interest, increase students’ engagement, and to bring learning to life. To improve the quality of the artifact, I would not include Seesaw or Graph Club. I feel that as teachers, we can get so wrapped up with using so much technology when the traditional approach to learning will also work.
The work that went into creating this artifact impacted teachers as well as students. This artifact helped me research other digital tools to immerse students into the curriculum. This artifact allowed students to use digital tools in ways that will increase their learning experience. Teachers could be assessed through lesson plans and walkthroughs, while students are assessed through ongoing assessments, such as observational/anecdotal notes, quizzes, and checklists.