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: MULTIMEDIA DESIGN PROJECT
Reflection:
This artifact was completed in ITEC 7445 in the Instructional Technology program at Kennesaw State University. This project was created for fifth grade students to complete during a social studies unit. These students would have a chosen topic based on fifth grade social studies standards that they use to complete this project. They will research this topic, use technology applications to present information, and then the information will be used for a community-based project. This project is a great way to integrate collaborative learning into a fifth grade lesson.
Standard 3.1, Classroom Management & Collaborative Learning, provides an opportunity for candidates to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. I was able to model and facilitate how to use these productivity tools such as: Google Docs, Glogster, and Seesaw. I was able to put classroom management in place by teaching them how to and allowing them to work in groups around the room. I was able to encourage the students to collaboratively work with their groups, and assign roles and expectations to their roles.
Throughout this project, I learned a lot about my students and their motivation levels. I was able to see a great outcome of these projects because it is something that the students enjoyed creating. They loved being able to work in groups, and they also enjoyed sitting around the room anywhere they wanted. If I could change anything, I would have kept the EBD (Emotional Behavior Disorder) students together in a group with their paraprofessional. I tried to include these students with random groups, but it was a lot on their paraprofessional to go back and forth to help the students in each group. It also took a toll on the EBD students when they would get frustrated with group work.
This project opened up many questions from staff members about the programs that were used. Some of them had never used these programs, and other may not have used these programs in the context that we used them in. They were able to ask questions from the students and teachers, and it was interesting to hear the responses from the students. The impact of this assignment can be measured by the level of understanding of the standard by the student, the rubric created for the project, and a survey that could have been given upon completion of this project.
This artifact was completed in ITEC 7445 in the Instructional Technology program at Kennesaw State University. This project was created for fifth grade students to complete during a social studies unit. These students would have a chosen topic based on fifth grade social studies standards that they use to complete this project. They will research this topic, use technology applications to present information, and then the information will be used for a community-based project. This project is a great way to integrate collaborative learning into a fifth grade lesson.
Standard 3.1, Classroom Management & Collaborative Learning, provides an opportunity for candidates to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. I was able to model and facilitate how to use these productivity tools such as: Google Docs, Glogster, and Seesaw. I was able to put classroom management in place by teaching them how to and allowing them to work in groups around the room. I was able to encourage the students to collaboratively work with their groups, and assign roles and expectations to their roles.
Throughout this project, I learned a lot about my students and their motivation levels. I was able to see a great outcome of these projects because it is something that the students enjoyed creating. They loved being able to work in groups, and they also enjoyed sitting around the room anywhere they wanted. If I could change anything, I would have kept the EBD (Emotional Behavior Disorder) students together in a group with their paraprofessional. I tried to include these students with random groups, but it was a lot on their paraprofessional to go back and forth to help the students in each group. It also took a toll on the EBD students when they would get frustrated with group work.
This project opened up many questions from staff members about the programs that were used. Some of them had never used these programs, and other may not have used these programs in the context that we used them in. They were able to ask questions from the students and teachers, and it was interesting to hear the responses from the students. The impact of this assignment can be measured by the level of understanding of the standard by the student, the rubric created for the project, and a survey that could have been given upon completion of this project.