Standard 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: iste lesson plan
Reflection:
Managing technology at school was difficult. We only have two computer labs with thirty computers, and five laptops in each classroom. Collaborating with other grade levels helped us to complete the activity. We often borrowed laptops from other grade levels who were willing to assist was helpful. At the time, we were also using BYOT so we lowered our numbers the best we could to try to make it 1:2 ratio during this project. However, we could only get it to 1:3 during the activity. I work with such amazing peers and they were understanding worked with our fifth-grade team.
The artifact is a lesson plan created to meet the WWII GSE in fifth-grade. During the lesson, students utilized a Webquest to learn about the events of WWII. My individual contribution was to use collaborative learning to create the lesson with my team, introducing it to my teammates, secure computer labs and laptops for the activity, and troubleshoot with my team if issues arose.
Prior to teaching the lesson, I modeled and facilitated how the students can accomplish this task. How the students needed to move through the Webquest and how to understand the rubric. The classroom management strategies were put in place when the expectations for the project were shared. Three students to a computer and students must remain on task and work. If there were any computer issues, teachers were prepared to troubleshoot if needed.
The artifact went well for the most part. More time was needed in order to have a few groups complete the Bloxels activity. Next time, I may shorten up the Webquest so students can get to the Bloxels part, but students look forward to that part the most. What I want to change is something that I cannot change. We are only given thirty minutes to teach science or social studies. We used forty-five minutes to complete this task each day, which was shortening other subjects. Some days when computers took five minutes to log on were tough because we lost time.
This artifact improved faculty development because our team collaborated when this lesson was created to improve our instruction on WWII. This artifact also impacted student learning because the task was authentic to what some of the students hope to explore when they are older, video game design. The impact was assessed based on their final product, the video game. Students have the opportunity to play other group games and evaluate how their peers did. It also impacted students to work as a team to complete a task over a long period of time.
Managing technology at school was difficult. We only have two computer labs with thirty computers, and five laptops in each classroom. Collaborating with other grade levels helped us to complete the activity. We often borrowed laptops from other grade levels who were willing to assist was helpful. At the time, we were also using BYOT so we lowered our numbers the best we could to try to make it 1:2 ratio during this project. However, we could only get it to 1:3 during the activity. I work with such amazing peers and they were understanding worked with our fifth-grade team.
The artifact is a lesson plan created to meet the WWII GSE in fifth-grade. During the lesson, students utilized a Webquest to learn about the events of WWII. My individual contribution was to use collaborative learning to create the lesson with my team, introducing it to my teammates, secure computer labs and laptops for the activity, and troubleshoot with my team if issues arose.
Prior to teaching the lesson, I modeled and facilitated how the students can accomplish this task. How the students needed to move through the Webquest and how to understand the rubric. The classroom management strategies were put in place when the expectations for the project were shared. Three students to a computer and students must remain on task and work. If there were any computer issues, teachers were prepared to troubleshoot if needed.
The artifact went well for the most part. More time was needed in order to have a few groups complete the Bloxels activity. Next time, I may shorten up the Webquest so students can get to the Bloxels part, but students look forward to that part the most. What I want to change is something that I cannot change. We are only given thirty minutes to teach science or social studies. We used forty-five minutes to complete this task each day, which was shortening other subjects. Some days when computers took five minutes to log on were tough because we lost time.
This artifact improved faculty development because our team collaborated when this lesson was created to improve our instruction on WWII. This artifact also impacted student learning because the task was authentic to what some of the students hope to explore when they are older, video game design. The impact was assessed based on their final product, the video game. Students have the opportunity to play other group games and evaluate how their peers did. It also impacted students to work as a team to complete a task over a long period of time.