3.1 - Classroom Management and 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 Report
Multimedia Design Project Website
Reflection:
The Multimedia Design Project was a webquest designed to teach students more about genetically modified organisms (GMOs) and was created individually as a class assignment. This webquest required students to collaborate to complete each step and every student has a particular role in the project. There are three roles: Geneticist, Lobbyist (Pro), and Lobbyist (Anti). The Process page has group information and provides links to an information page for each group member and provides guiding questions and research sheets. Each step of the webquest, the introduction, task, process, evaluation, conclusion, and teacher page, has information needed to complete the lesson.
Standard 3.1, Classroom Management and Collaborative Learning, asks that candidates demonstrate that they have the ability to “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). In the creation of this webquest, I had to consider many different possible classroom management and collaborative learning strategies. In the development of the learning experience, I demonstrated my ability to model and facilitate the use of research-based collaborative learning strategies by requiring that students be assigned particular roles in their small groups. Research shows that assigning roles when using small groups for collaborative learning increases positive social interactions for group members and group members also display higher cognitive characteristics when assigned roles (Cheng, Wang, & Mercer, 2014). I also demonstrated my ability to model and facilitate classroom management strategies in the design of the website, as it outlines clear learning goals and manages the social needs of students assigning roles, both of which are research-based classroom management strategies (Marzano & Marzano, 2003; Cheng, Wang, & Mercer, 2014).
When designing this learning experience, I learned how to incorporate group roles into a multimedia project appropriately. Previously I had used these types of strategies in my classroom but it was in designing this experience that I had to consider how to incorporate those same strategies into an activity that I normally would assign as an individual project. If I were to go back and redesign the project, I might allow students to choose their final products rather than requiring that specific product, as Marzano and Marzano (2003) recommend flexible learning goals as an effective classroom management strategy.
The impact on student learning can be assessed by examining the artifacts at the completion of the webquest using the rubric provided and with a survey to students to determine their opinions of the learning experience. In this case, overall students showed mastery of the content and had a positive reaction to the project. The impact on faculty development and school improvement can be assessed by examining how teachers are using these strategies in their classrooms based on recommendations I have made, which are based on what I learned through this experience.
Marzano, R. J., & Marzano, J. S. (2003). Building classroom relationships: The key to classroom management. Educational leadership. 61(1). 6-13.
Cheng, B., Wang, M., & Mercer, N. (2014). Effects of role assignment in concept mapping mediated small group learning. The Internet and Higher Education, 2327-38.
The Multimedia Design Project was a webquest designed to teach students more about genetically modified organisms (GMOs) and was created individually as a class assignment. This webquest required students to collaborate to complete each step and every student has a particular role in the project. There are three roles: Geneticist, Lobbyist (Pro), and Lobbyist (Anti). The Process page has group information and provides links to an information page for each group member and provides guiding questions and research sheets. Each step of the webquest, the introduction, task, process, evaluation, conclusion, and teacher page, has information needed to complete the lesson.
Standard 3.1, Classroom Management and Collaborative Learning, asks that candidates demonstrate that they have the ability to “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). In the creation of this webquest, I had to consider many different possible classroom management and collaborative learning strategies. In the development of the learning experience, I demonstrated my ability to model and facilitate the use of research-based collaborative learning strategies by requiring that students be assigned particular roles in their small groups. Research shows that assigning roles when using small groups for collaborative learning increases positive social interactions for group members and group members also display higher cognitive characteristics when assigned roles (Cheng, Wang, & Mercer, 2014). I also demonstrated my ability to model and facilitate classroom management strategies in the design of the website, as it outlines clear learning goals and manages the social needs of students assigning roles, both of which are research-based classroom management strategies (Marzano & Marzano, 2003; Cheng, Wang, & Mercer, 2014).
When designing this learning experience, I learned how to incorporate group roles into a multimedia project appropriately. Previously I had used these types of strategies in my classroom but it was in designing this experience that I had to consider how to incorporate those same strategies into an activity that I normally would assign as an individual project. If I were to go back and redesign the project, I might allow students to choose their final products rather than requiring that specific product, as Marzano and Marzano (2003) recommend flexible learning goals as an effective classroom management strategy.
The impact on student learning can be assessed by examining the artifacts at the completion of the webquest using the rubric provided and with a survey to students to determine their opinions of the learning experience. In this case, overall students showed mastery of the content and had a positive reaction to the project. The impact on faculty development and school improvement can be assessed by examining how teachers are using these strategies in their classrooms based on recommendations I have made, which are based on what I learned through this experience.
Marzano, R. J., & Marzano, J. S. (2003). Building classroom relationships: The key to classroom management. Educational leadership. 61(1). 6-13.
Cheng, B., Wang, M., & Mercer, N. (2014). Effects of role assignment in concept mapping mediated small group learning. The Internet and Higher Education, 2327-38.