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: Internet Lesson Plan
The Internet Lesson Plan was completed to show mastery in the application of a variety of research-based best practices including differentiation techniques, higher order thinking skills, and learner-centered strategies. The Internet Lesson Plan project included a lesson plan and a screen-cast presentation. In completing the Internet Lesson Plan, we were tasked with developing a lesson plan using the ISTE Lesson Plan that included a minimum of 3 internet tools. The ITSE lesson plan called for the identification of both content standards and ISTE standards, an overview of lesson assignments and expected products, essential questions, resources, an instructional plan that included information about preparation and management, instructional strategies and learning activities, differentiation, reflection, and a closure. We were also tasked with screen-casting a presentation of the components of our lesson plan with a demonstration of the 3 internet tools and their use. This was an individual class project that I completed by creating a standards-based lesson that included a minimum of 3 internet tools using the ISTE lesson plan template with a screen-cast presentation of the lesson plan demonstrating the 3 internet tools and their use.
Standard 3.1 Classroom Management & Collaborative Learning establishes the expectation for modeling and facilitating effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. This artifact demonstrates my ability to plan a lesson using strategies that promote classroom management and student collaboration related to instructional technology. As it relates to modeling and facilitating effective classroom management strategies, students were assigned a technology-enhanced individual project that took in to consideration student readiness, interest, and learning preferences (McCarthy, 2018). The Internet Lesson plan included a readiness component using Quizizz to formatively assess student background knowledge going into the project then remediated and re-assessed accordingly. The lesson plan also provided student choice in the type of WWI technology to complete a project on. Lastly, as it relates to student readiness, interest and learning preferences, the Internet Lesson Plan provided a range of opportunities from writing about their topic to creating models of their chosen WWI technology. As it relates to collaborative learning strategies, students used Google Docs to peer critique research paper drafts. As it relates to the maximization of teacher and student use of digital tools and resources, internet access was provided to conduct research for their research papers, students used technology-carted laptops in class to access Google Suite productivity tools and Microsoft Word to type research papers. Students also used their mobile devices (Kolb, Ensure equity in your BYOD classroom , 2018) to create augmented reality experiences that were shared with an authentic audience on Twitter. As teacher, I designed a technology enhanced lesson that utilized laptop carts, mobile devices, the internet, productivity tools, augmented reality, authentic sharing and publishing of student work, teacher made video tutorials, and opportunities for communication with students via Google Classroom.
Completing the Internet Lesson Plan project was a meaningful and challenging experience. The ITSE lesson plan format pushed me to think more creatively and deliberately about each step of the teaching and learning process as it relates to instructional technology. In completing the Internet Lesson Plan, I learned how to create lessons that utilize digital tools to support higher order thinking skills that make learning more fun and authentic for students. I also learned about the importance of teacher made resources using online tools like Screencastify (Kolb, Research-Based Tech Integration Strategies, 2018). For this project, I created a catalog of screencast tutorials that were available to my students anytime, anywhere using Google Classroom as the platform on which students could access those tutorials whenever they needed. And because they were made by me, a person who is familiar to them, the information and skills delivered in the tutorials was less frightening and better received by my students.To improve the quality of this artifact, I would create a list of online websites that students could navigate to, to find information for their research papers. In this this way students would learn what credible sources look like and where to find them in the future.
This work encouraged critical thinking and creativity on the parts of both the teacher and the students, and exposed both the teacher and the students to new and relevant experiences. Student learning was impacted positively and can be assessed through written reflections on student learning and project processes, as well as, product and performance rubrics. Teacher practice was also impacted positively and can be assessed through observations and review of lesson plans.
References
Kolb, L. (2018, January 25). Ensure equity in your BYOD classroom . Retrieved from ISTE: https://www.iste.org/explore/Toolbox/Ensure-equity-in-your-
BYOD-classroom
Kolb, L. (2018, September 28). Research-Based Tech Integration Strategies. Retrieved from Edutopia: https://www.edutopia.org/article/research-
based-tech-integration-strategies
McCarthy, J. (2018, April 11). Lesson Plans: Student-Centered Learning. Retrieved from Edutopia: https://www.edutopia.org/article/student-centered-
planning
Standard 3.1 Classroom Management & Collaborative Learning establishes the expectation for modeling and facilitating effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. This artifact demonstrates my ability to plan a lesson using strategies that promote classroom management and student collaboration related to instructional technology. As it relates to modeling and facilitating effective classroom management strategies, students were assigned a technology-enhanced individual project that took in to consideration student readiness, interest, and learning preferences (McCarthy, 2018). The Internet Lesson plan included a readiness component using Quizizz to formatively assess student background knowledge going into the project then remediated and re-assessed accordingly. The lesson plan also provided student choice in the type of WWI technology to complete a project on. Lastly, as it relates to student readiness, interest and learning preferences, the Internet Lesson Plan provided a range of opportunities from writing about their topic to creating models of their chosen WWI technology. As it relates to collaborative learning strategies, students used Google Docs to peer critique research paper drafts. As it relates to the maximization of teacher and student use of digital tools and resources, internet access was provided to conduct research for their research papers, students used technology-carted laptops in class to access Google Suite productivity tools and Microsoft Word to type research papers. Students also used their mobile devices (Kolb, Ensure equity in your BYOD classroom , 2018) to create augmented reality experiences that were shared with an authentic audience on Twitter. As teacher, I designed a technology enhanced lesson that utilized laptop carts, mobile devices, the internet, productivity tools, augmented reality, authentic sharing and publishing of student work, teacher made video tutorials, and opportunities for communication with students via Google Classroom.
Completing the Internet Lesson Plan project was a meaningful and challenging experience. The ITSE lesson plan format pushed me to think more creatively and deliberately about each step of the teaching and learning process as it relates to instructional technology. In completing the Internet Lesson Plan, I learned how to create lessons that utilize digital tools to support higher order thinking skills that make learning more fun and authentic for students. I also learned about the importance of teacher made resources using online tools like Screencastify (Kolb, Research-Based Tech Integration Strategies, 2018). For this project, I created a catalog of screencast tutorials that were available to my students anytime, anywhere using Google Classroom as the platform on which students could access those tutorials whenever they needed. And because they were made by me, a person who is familiar to them, the information and skills delivered in the tutorials was less frightening and better received by my students.To improve the quality of this artifact, I would create a list of online websites that students could navigate to, to find information for their research papers. In this this way students would learn what credible sources look like and where to find them in the future.
This work encouraged critical thinking and creativity on the parts of both the teacher and the students, and exposed both the teacher and the students to new and relevant experiences. Student learning was impacted positively and can be assessed through written reflections on student learning and project processes, as well as, product and performance rubrics. Teacher practice was also impacted positively and can be assessed through observations and review of lesson plans.
References
Kolb, L. (2018, January 25). Ensure equity in your BYOD classroom . Retrieved from ISTE: https://www.iste.org/explore/Toolbox/Ensure-equity-in-your-
BYOD-classroom
Kolb, L. (2018, September 28). Research-Based Tech Integration Strategies. Retrieved from Edutopia: https://www.edutopia.org/article/research-
based-tech-integration-strategies
McCarthy, J. (2018, April 11). Lesson Plans: Student-Centered Learning. Retrieved from Edutopia: https://www.edutopia.org/article/student-centered-
planning