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: ITEC 7445 Multimedia Design Project
Reflection:
The Multimedia Design Project I created demonstrates effective classroom management strategies and collaborative learning strategies to maximize teacher and student use of digital tools and resources. While creating and designing this project, I spent much time deciding the platform to use for my students and myself to maximize the use of digital tools and resources. My goal was to select resources and activities to facilitate student learning and maximize my role as facilitator, rather than “teacher”. I selected programs, websites and processes that the students were familiar with (Schoology, MS Word, etc.) and added websites for them to utilize to facilitate the learning process (WikiSpaces, content-based websites).
I began by modeling the role as a student to demonstrate the process and desired learning outcomes of the project. I also modeled the process and had students do a walk-through of Netiquette and basic computer use at Dawson County High School. This review reiterated technology use expectations and allowed me to maximize classroom management in relation to the physical process of using computers. These procedures greatly impacted my classroom management because students were informed of the expectations of technology use and stayed on task to complete the project in a timely manner.
Through the process and completion of this project, I learned valuable tools and techniques to improve the learning process using digital tools. I learned the importance f setting expectations for daily goals and checkpoints. I learned to have a multitude of back-up sites and information available in case the Internet is down (I already knew this; I simply had to prepare more resources to replace and/or supplement individual student learning needs. Although the project went smoothly; teenagers will be teenagers and they enjoyed the freedom of commenting on WikiSpaces when they realized they (thought) they could use it as unfiltered chat/commentary in the feedback portions of the project. I did have to turn the “moderator” feature back on for a day to reinforce Netiquette and consequences of inappropriate comments. Students redirected once this occurred. Going forward, I will use Schoology (our LMS) as the digital tool for commentary and feedback to prevent off-topic behavior and discourse.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson and create amazing presentations about information they acquired from student-centered learning. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. Classroom management was maximized as students stayed on task than when this unit was delivered in a traditional setting.
The Multimedia Design Project I created demonstrates effective classroom management strategies and collaborative learning strategies to maximize teacher and student use of digital tools and resources. While creating and designing this project, I spent much time deciding the platform to use for my students and myself to maximize the use of digital tools and resources. My goal was to select resources and activities to facilitate student learning and maximize my role as facilitator, rather than “teacher”. I selected programs, websites and processes that the students were familiar with (Schoology, MS Word, etc.) and added websites for them to utilize to facilitate the learning process (WikiSpaces, content-based websites).
I began by modeling the role as a student to demonstrate the process and desired learning outcomes of the project. I also modeled the process and had students do a walk-through of Netiquette and basic computer use at Dawson County High School. This review reiterated technology use expectations and allowed me to maximize classroom management in relation to the physical process of using computers. These procedures greatly impacted my classroom management because students were informed of the expectations of technology use and stayed on task to complete the project in a timely manner.
Through the process and completion of this project, I learned valuable tools and techniques to improve the learning process using digital tools. I learned the importance f setting expectations for daily goals and checkpoints. I learned to have a multitude of back-up sites and information available in case the Internet is down (I already knew this; I simply had to prepare more resources to replace and/or supplement individual student learning needs. Although the project went smoothly; teenagers will be teenagers and they enjoyed the freedom of commenting on WikiSpaces when they realized they (thought) they could use it as unfiltered chat/commentary in the feedback portions of the project. I did have to turn the “moderator” feature back on for a day to reinforce Netiquette and consequences of inappropriate comments. Students redirected once this occurred. Going forward, I will use Schoology (our LMS) as the digital tool for commentary and feedback to prevent off-topic behavior and discourse.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson and create amazing presentations about information they acquired from student-centered learning. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. Classroom management was maximized as students stayed on task than when this unit was delivered in a traditional setting.