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 was created for ITEC 7400 21st Century Teaching and Learning and partially implemented in my 9th grade Literature and Composition class during fall 2013. The project is centered on ‘The Laws of Life” essay contest sponsored by the Rotary Club. The entire project comprises a year-long online writing portfolio focused on a single topic—honesty, courage, trustworthiness, etc.—and involves students creating various writing compositions (literary nonfiction/personal narrative, informative essay, argumentative essay, poem, etc.) to demonstrate mastery of various writing standards. The student also uses various technologies, including EdCanvas, PhotoStory 3, email, VoiceThread, Wordle, and digital recorders to participate in authentic, collaborative, and meaningful learning. Though students will complete an extensive online writing portfolio, the Engaged Learning project focuses specifically on a piece of literary nonfiction/personal narrative in which students compose a personal narrative explaining a specific “Law of Life” they have learned during their lifetime.
The lesson plan provided demonstrates my ability to facilitate effective classroom management strategies. Students worked both individually, in small peer groups, and with outside adults to complete the personal narrative. A BYOD policy allowed for students to work either on their personal devices or on school owned laptops or desktop computers. When students worked in small groups, they were provided with daily expectation and always expected that their work would be assessed at the end of the class period. The teacher monitored student progress by walking from group to group, asking leading questions when necessary to refocus the group on the essential tasks for the day. Students also used the chat feature in Google Drive/Google Docs while editing/revising each others’ papers. This allowed students to communicate while still maintaining a quiet classroom for students to read.
The Engaged Learning Project also demonstrated my ability to facilitate effective collaborative learning strategies. Students engaged in several types of collaboration with both their peers and outside experts. Students often worked in small groups with specific expectations and specific roles to complete tasks by the end of the class period. Students also had to interview their parents or other respected adults outside of class; before conducting these interviews, students learned about interview strategies and conducted mock interviews in order to perfect the technique. Students worked in pairs to edit and revise their papers, and then engaged in an email conversation with a local journalist who provided suggestions for improving their personal narratives. Collaboration is an important 21st century skill and an essential component of constructivist learning since working with others leads to increased knowledge.
The Engaged Learning Project contains several types of collaboration including collaboration with professionals outside the classroom. While creating this project, I learned much about how collaboration with experts in the field increases the LoTi level of a lesson. Since many experts cannot physically visit a classroom, technology facilitates the collaboration by mediating conversation. After reflecting on the project, I would reorder the various writing assignments students must complete. I originally had students completing the personal narrative as the first writing component, but since the essay contest deadline is not until later in the year, I think it would be better to have students grapple with the chosen topic through other writings, such as an art analysis or argumentative essay, before trying to share their personal experience with the topic. This additional writing would deepen students’ personal reflection, thus leading to a more interesting personal narrative.
The Engaged Learning Project should influence student learning by increasing the relevance of student writing. Often times, students write in unauthentic contexts and for non-real audiences. However, this writing project increases student interest by allowing students to choose their own writing topics, and asking them to write for various audiences besides simply the teacher. Observation of classroom lessons or interviewing students should reflect this specific impact on student learning.
The Engaged Learning Project was created for ITEC 7400 21st Century Teaching and Learning and partially implemented in my 9th grade Literature and Composition class during fall 2013. The project is centered on ‘The Laws of Life” essay contest sponsored by the Rotary Club. The entire project comprises a year-long online writing portfolio focused on a single topic—honesty, courage, trustworthiness, etc.—and involves students creating various writing compositions (literary nonfiction/personal narrative, informative essay, argumentative essay, poem, etc.) to demonstrate mastery of various writing standards. The student also uses various technologies, including EdCanvas, PhotoStory 3, email, VoiceThread, Wordle, and digital recorders to participate in authentic, collaborative, and meaningful learning. Though students will complete an extensive online writing portfolio, the Engaged Learning project focuses specifically on a piece of literary nonfiction/personal narrative in which students compose a personal narrative explaining a specific “Law of Life” they have learned during their lifetime.
The lesson plan provided demonstrates my ability to facilitate effective classroom management strategies. Students worked both individually, in small peer groups, and with outside adults to complete the personal narrative. A BYOD policy allowed for students to work either on their personal devices or on school owned laptops or desktop computers. When students worked in small groups, they were provided with daily expectation and always expected that their work would be assessed at the end of the class period. The teacher monitored student progress by walking from group to group, asking leading questions when necessary to refocus the group on the essential tasks for the day. Students also used the chat feature in Google Drive/Google Docs while editing/revising each others’ papers. This allowed students to communicate while still maintaining a quiet classroom for students to read.
The Engaged Learning Project also demonstrated my ability to facilitate effective collaborative learning strategies. Students engaged in several types of collaboration with both their peers and outside experts. Students often worked in small groups with specific expectations and specific roles to complete tasks by the end of the class period. Students also had to interview their parents or other respected adults outside of class; before conducting these interviews, students learned about interview strategies and conducted mock interviews in order to perfect the technique. Students worked in pairs to edit and revise their papers, and then engaged in an email conversation with a local journalist who provided suggestions for improving their personal narratives. Collaboration is an important 21st century skill and an essential component of constructivist learning since working with others leads to increased knowledge.
The Engaged Learning Project contains several types of collaboration including collaboration with professionals outside the classroom. While creating this project, I learned much about how collaboration with experts in the field increases the LoTi level of a lesson. Since many experts cannot physically visit a classroom, technology facilitates the collaboration by mediating conversation. After reflecting on the project, I would reorder the various writing assignments students must complete. I originally had students completing the personal narrative as the first writing component, but since the essay contest deadline is not until later in the year, I think it would be better to have students grapple with the chosen topic through other writings, such as an art analysis or argumentative essay, before trying to share their personal experience with the topic. This additional writing would deepen students’ personal reflection, thus leading to a more interesting personal narrative.
The Engaged Learning Project should influence student learning by increasing the relevance of student writing. Often times, students write in unauthentic contexts and for non-real audiences. However, this writing project increases student interest by allowing students to choose their own writing topics, and asking them to write for various audiences besides simply the teacher. Observation of classroom lessons or interviewing students should reflect this specific impact on student learning.