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: Olympics Webquest
Reflection:
The artifact "Olympics Webquest" is an example of how to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. This artifact models effective strategies for integrating classroom technology and student collaboration through flexible grouping. . I created this webquest in ITEC 7445 as my multimedia design project and integrated it into my classes in the winter of 2014.
An effective way to maximize student learning is to implement digital learning activities such as webquests as a means to create meaningful learning experiences. My “Olympics Webquest” required students to work in small collaborative groups to acquire and apply knowledge in the creation of an original product - a website. The project facilitated the student use of digital tools to learn and share information to an audience outside the walls of the classroom. It also modeled how teachers can select and manage student learning in ways that incorporate and maximize digital tools.
The assignment required students to work in three person teams to acquire background knowledge and report information on their assigned “sport” during the 2014 Winter Olympics. Each member of three person teams had clearly defined roles and specific contributions to make toward the final product. A wiki was the chosen method for students to develop their product because of its collaborative properties.
In preparation for the assignment, I was required to take some steps to ensure successful classroom management. I had to set up wiki accounts for each of my students. At that time, Wikispaces was offering free accounts for teachers for up to 100 of their students. After securing the accounts, I then spent time training my students on how to use Wikispaces. To do this I used both live classroom time and I created and curated videos for students to use as needed. To further ensure smooth classroom management, I had to modify my social studies content pacing calendar to allow time for students to complete the project. I had to arrange for student use of computers at regular intervals before, during and immediately after the Olympics. This preplanning was essential facilitating classroom management.
The work involved in modeling and facilitating this unit of learning made me aware of Webquests and their effectiveness in delivering engaging, authentic lessons. It has occurred to me that virtually all content standards can be delivered through a webquest. All that’s needed on behalf of the teacher is a solid grasp of the content and a creative, imaginative brainstorming session on how to couch the standards in the webquest template. If I had to do this project over again I would spend more time preparing students on how to use Wikispaces. There were too many occasions I felt that students did not have the skills to incorporate a wiki to its full use. Very often students would forget how to do basic editing and often they would forget to hit “save.”
The work that went into this project has the potential to impact student learning. For almost every one of my students, this was the first time they had ever used a wiki. In my opinion, the scalability and utility is the most desirable features of a wiki. At lower grade levels wikis can be a means to gather and share internet related content and classroom resources. At upper grade levels, beginning in middle school, the collaborative aspects of wikis allow for unique classroom implementation opportunities. Impact can be measured by observing if, how and when students use wikis for their education.
The artifact "Olympics Webquest" is an example of how to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. This artifact models effective strategies for integrating classroom technology and student collaboration through flexible grouping. . I created this webquest in ITEC 7445 as my multimedia design project and integrated it into my classes in the winter of 2014.
An effective way to maximize student learning is to implement digital learning activities such as webquests as a means to create meaningful learning experiences. My “Olympics Webquest” required students to work in small collaborative groups to acquire and apply knowledge in the creation of an original product - a website. The project facilitated the student use of digital tools to learn and share information to an audience outside the walls of the classroom. It also modeled how teachers can select and manage student learning in ways that incorporate and maximize digital tools.
The assignment required students to work in three person teams to acquire background knowledge and report information on their assigned “sport” during the 2014 Winter Olympics. Each member of three person teams had clearly defined roles and specific contributions to make toward the final product. A wiki was the chosen method for students to develop their product because of its collaborative properties.
In preparation for the assignment, I was required to take some steps to ensure successful classroom management. I had to set up wiki accounts for each of my students. At that time, Wikispaces was offering free accounts for teachers for up to 100 of their students. After securing the accounts, I then spent time training my students on how to use Wikispaces. To do this I used both live classroom time and I created and curated videos for students to use as needed. To further ensure smooth classroom management, I had to modify my social studies content pacing calendar to allow time for students to complete the project. I had to arrange for student use of computers at regular intervals before, during and immediately after the Olympics. This preplanning was essential facilitating classroom management.
The work involved in modeling and facilitating this unit of learning made me aware of Webquests and their effectiveness in delivering engaging, authentic lessons. It has occurred to me that virtually all content standards can be delivered through a webquest. All that’s needed on behalf of the teacher is a solid grasp of the content and a creative, imaginative brainstorming session on how to couch the standards in the webquest template. If I had to do this project over again I would spend more time preparing students on how to use Wikispaces. There were too many occasions I felt that students did not have the skills to incorporate a wiki to its full use. Very often students would forget how to do basic editing and often they would forget to hit “save.”
The work that went into this project has the potential to impact student learning. For almost every one of my students, this was the first time they had ever used a wiki. In my opinion, the scalability and utility is the most desirable features of a wiki. At lower grade levels wikis can be a means to gather and share internet related content and classroom resources. At upper grade levels, beginning in middle school, the collaborative aspects of wikis allow for unique classroom implementation opportunities. Impact can be measured by observing if, how and when students use wikis for their education.