3.1 Classroom Management & Collaborative Learning
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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)
The Engaged Learning Project (ITEC 7400) that I created directly aligns with this standard which makes it a perfect artifact for me to demonstrate how I was able to model and facilitate both the classroom environment and collaborative learning opportunities for each student. I was the sole creator and the only teacher to implement this project with students.
As my students already knew, I created a school app for all stakeholders to be engaged in the student learning process. I used my knowledge of the web based app creation platform and invited my students to create a similar app for the Georgia Studies standards for 8th grade social studies. It was important for the students to understand that this project is an eight month long process that would end up covering all twelve history standards. I was able to model and facilitate effective classroom management strategies throughout the year, all within this project, as the student groups would all be checking in with the teacher throughout the year. From assigning student groups based on technology ability rather than content knowledge, I was able to help ensure that each group had at least one strong tech leader. The groups would meet periodically, complete an online form, and be required to add new content to their standards app each month. It was very important, at the beginning, that all students had success so that the project started off on the right foot. As the students progressed through the standards, each group was able to find new information to include making their app richer with media.
In terms of how I was able to model and facilitate effective collaborative learning strategies, it again comes back to the student groups that were assigned at the beginning of the year. The students were assigned, probably for the first time in their educational school years, a student project group that would last almost the entire school year. To be successful, the groups were required to work collaboratively asynchronously and synchronously. Although there was time set aside, periodically, during school hours, most of the project was completed online through a Google doc collaboration. I found that students love working in groups when technology is involved. They were able to use their phones, school Google accounts, and other devices at home, including the web based app creation platform to work and communicate in a respectful, collaborative manner. This project taught everyone more about working together in an online environment that I had planned for, and because of this, all the other projects (writing through the standards, Utopian presentations…) were more natural and fluid in all aspects of the projects themselves.
I learned that yearlong projects can work and be successful, however; the work that goes into the project is extremely time consuming. From the end of project survey, students expressed positive feelings towards the project but also mentioned the length. If I were to change the project, I would start each group as we reached the new standard during the Georgia Studies curriculum and only give a specific amount of days to complete the project once it started for each group. This may also create excitement throughout the year as students are called upon to enter the app creation process.
Students were able to impact their learning and the learning of their peers through the sharing of the app content. By sharing the content that each group gathered for the app, learning occurred, and then again, when it was shared with their peers. The impact was assessed visually, and through a Google form for students to provide feedback on. The students were also tested throughout the year, and according to the summative assessment data, only one student of mine did not pass. It was a highly successful, and engaging, learning project.
As my students already knew, I created a school app for all stakeholders to be engaged in the student learning process. I used my knowledge of the web based app creation platform and invited my students to create a similar app for the Georgia Studies standards for 8th grade social studies. It was important for the students to understand that this project is an eight month long process that would end up covering all twelve history standards. I was able to model and facilitate effective classroom management strategies throughout the year, all within this project, as the student groups would all be checking in with the teacher throughout the year. From assigning student groups based on technology ability rather than content knowledge, I was able to help ensure that each group had at least one strong tech leader. The groups would meet periodically, complete an online form, and be required to add new content to their standards app each month. It was very important, at the beginning, that all students had success so that the project started off on the right foot. As the students progressed through the standards, each group was able to find new information to include making their app richer with media.
In terms of how I was able to model and facilitate effective collaborative learning strategies, it again comes back to the student groups that were assigned at the beginning of the year. The students were assigned, probably for the first time in their educational school years, a student project group that would last almost the entire school year. To be successful, the groups were required to work collaboratively asynchronously and synchronously. Although there was time set aside, periodically, during school hours, most of the project was completed online through a Google doc collaboration. I found that students love working in groups when technology is involved. They were able to use their phones, school Google accounts, and other devices at home, including the web based app creation platform to work and communicate in a respectful, collaborative manner. This project taught everyone more about working together in an online environment that I had planned for, and because of this, all the other projects (writing through the standards, Utopian presentations…) were more natural and fluid in all aspects of the projects themselves.
I learned that yearlong projects can work and be successful, however; the work that goes into the project is extremely time consuming. From the end of project survey, students expressed positive feelings towards the project but also mentioned the length. If I were to change the project, I would start each group as we reached the new standard during the Georgia Studies curriculum and only give a specific amount of days to complete the project once it started for each group. This may also create excitement throughout the year as students are called upon to enter the app creation process.
Students were able to impact their learning and the learning of their peers through the sharing of the app content. By sharing the content that each group gathered for the app, learning occurred, and then again, when it was shared with their peers. The impact was assessed visually, and through a Google form for students to provide feedback on. The students were also tested throughout the year, and according to the summative assessment data, only one student of mine did not pass. It was a highly successful, and engaging, learning project.