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:
summary_online_learning_experience_morgan_green.docx | |
File Size: | 24 kb |
File Type: | docx |
green__course_schedule..docx | |
File Size: | 19 kb |
File Type: | docx |
Reflection:
The components of the Online Teaching Portfolio was completed to use various collaborative learning and effective classroom management strategies. During the implementation of the Online Teaching Portfolio students were assigned individual, group, and partner work. This was delivered to 11th grade AP US History students in a blended setting. The class is discussing the roaring 20s- the beginning of World War II. In class we worked on collaborative and historical thinking skills-based assessments. The students completed two Edpuzzle videos and outside readings as part of the flipped classroom approach. According to Bishop and Verleger, the flipped classroom approach provides for more opportunities for problem-based learning and more hands-on activities (2013). In my class, the students gained a general understanding of the material through the Edpuzzle videos and through their textbook required readings. In class, they participated through group activities that were targeted towards in-depth learning and historical thinking skills. Students created Music CDs based on the time period in small groups of four students. They found songs that they analyzed and justified which lyrics went with the time period. Students worked together to determine their analysis. The students individually created Flipgrid videos to show their content knowledge and analysis of the period and their historical thinking skills based off of their readings and Edpuzzle videos. During class we analyzed primary and secondary sources about the time period. Students in class worked in small groups in station work each one focusing on a specific skill through a certain medium either digital or text-based. I created each of the activities to fit the needs of my students and the time period we are learning.
Standard 3.1, Classroom Management and Collaborative Learning provided me the opportunity to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. In terms of using a blended classroom setting, I needed to find a balance between online and in-class work as well as homework and in-class assignments to have effective classroom management. I modeled and facilitated this by giving students reading and videos through Flipgrid and Edpuzzle to watch as part of their homework. In class, I made sure that the activities facilitated student learning at a higher level and reaching various historical thinking skills. The students participated in station work in small groups where they were given a designated amount of time to work on each part. The students examined ads, poems, open-ended questions, and timelines to focus on their historical thinking skills by looking at different perspectives from the period and working together to justify their responses. In this activity students also responded using Padlet in one of the stations. This activity is one of the ways students worked in a collaborative learning method. During the activity, I walked around to assist and help students reach higher-order thinking skills as part of my classroom management. I also facilitated classroom management strategies by hosting online synchronous sessions to assist students in learning the material. The students worked in small groups in a collaborative learning activity, Music CD Project, where they were asked to choose songs that could represent parts of history and justify with lyrics and detailed explanations as to why this song was chosen. Students used Office 365 as their collaborative learning tool. Students also completed a Long Essay Question (LEQ) individually. After they turned in their LEQ, they were asked to peer grade two classmates’ essays anonymously and grade it on the AP scale using Canvas’ peer review feature. I modeled how students were supposed to use Canvas to review student work and then practiced in class. I walked around and facilitated their practice reviews to ensure that they were giving appropriate feedback while using the AP LEQ rubric. With all of these moving parts in this Online Teaching Portfolio, it was important to utilize the calendar and module features in Canvas to have effective classroom management strategies.
Completing the Online Teaching Portfolio provided students with an opportunity to work with different students and to reflect individually on the material. I also was able to work on my classroom management strategies in a blended setting. I learned how to provide my students with engaging lessons that are more interactive during class to provide a more in-depth learning experience rather than just lecturing in class. The students gained the information via Edpuzzle and textbook readings. I believe that by structuring the class like this, I saw more growth in my students. In general terms, the students greatly improved their test scores in this unit compared to the previous unit. I was extremely pleased and so were my students. I learned that I should continue to use this method to challenge my students and have them work in class on practicing their historical thinking skills. To further improve this lesson, I would like to use more variety in the videos that my students watch to gain content and to have them take notes and/or guided notes on these videos. This would provide the students an even stronger foundation of content knowledge that they can apply to the in-class activities.
This artifact impacts student learning. Through the use of a flipped classroom strategy, the students are able to interact both in-class and online in various formats either through collaborative group work, responding to classmates’ posts, or in-class discussions. This strategy provided my students with an in-depth learning experience and can be shown in each assignment in the Online Teaching Portfolio. The students’ improve test scores also provide evidence of how students learning has been impacted. These are the best scores that students achieved thus far with growth shown in most students. By assisting the students in improving their application of the content knowledge with the in-class and outside of class activity, students are able to score better on the unit exam because they have had the necessary practice in-class. I am able to create a space where they feel ‘ok’ to make a mistake while they are on their way to understanding the correct way to make the connection. With this unit, students worked in a balance of medium to gather and apply content knowledge that has improved their student learning.
Reference
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).
The components of the Online Teaching Portfolio was completed to use various collaborative learning and effective classroom management strategies. During the implementation of the Online Teaching Portfolio students were assigned individual, group, and partner work. This was delivered to 11th grade AP US History students in a blended setting. The class is discussing the roaring 20s- the beginning of World War II. In class we worked on collaborative and historical thinking skills-based assessments. The students completed two Edpuzzle videos and outside readings as part of the flipped classroom approach. According to Bishop and Verleger, the flipped classroom approach provides for more opportunities for problem-based learning and more hands-on activities (2013). In my class, the students gained a general understanding of the material through the Edpuzzle videos and through their textbook required readings. In class, they participated through group activities that were targeted towards in-depth learning and historical thinking skills. Students created Music CDs based on the time period in small groups of four students. They found songs that they analyzed and justified which lyrics went with the time period. Students worked together to determine their analysis. The students individually created Flipgrid videos to show their content knowledge and analysis of the period and their historical thinking skills based off of their readings and Edpuzzle videos. During class we analyzed primary and secondary sources about the time period. Students in class worked in small groups in station work each one focusing on a specific skill through a certain medium either digital or text-based. I created each of the activities to fit the needs of my students and the time period we are learning.
Standard 3.1, Classroom Management and Collaborative Learning provided me the opportunity to model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. In terms of using a blended classroom setting, I needed to find a balance between online and in-class work as well as homework and in-class assignments to have effective classroom management. I modeled and facilitated this by giving students reading and videos through Flipgrid and Edpuzzle to watch as part of their homework. In class, I made sure that the activities facilitated student learning at a higher level and reaching various historical thinking skills. The students participated in station work in small groups where they were given a designated amount of time to work on each part. The students examined ads, poems, open-ended questions, and timelines to focus on their historical thinking skills by looking at different perspectives from the period and working together to justify their responses. In this activity students also responded using Padlet in one of the stations. This activity is one of the ways students worked in a collaborative learning method. During the activity, I walked around to assist and help students reach higher-order thinking skills as part of my classroom management. I also facilitated classroom management strategies by hosting online synchronous sessions to assist students in learning the material. The students worked in small groups in a collaborative learning activity, Music CD Project, where they were asked to choose songs that could represent parts of history and justify with lyrics and detailed explanations as to why this song was chosen. Students used Office 365 as their collaborative learning tool. Students also completed a Long Essay Question (LEQ) individually. After they turned in their LEQ, they were asked to peer grade two classmates’ essays anonymously and grade it on the AP scale using Canvas’ peer review feature. I modeled how students were supposed to use Canvas to review student work and then practiced in class. I walked around and facilitated their practice reviews to ensure that they were giving appropriate feedback while using the AP LEQ rubric. With all of these moving parts in this Online Teaching Portfolio, it was important to utilize the calendar and module features in Canvas to have effective classroom management strategies.
Completing the Online Teaching Portfolio provided students with an opportunity to work with different students and to reflect individually on the material. I also was able to work on my classroom management strategies in a blended setting. I learned how to provide my students with engaging lessons that are more interactive during class to provide a more in-depth learning experience rather than just lecturing in class. The students gained the information via Edpuzzle and textbook readings. I believe that by structuring the class like this, I saw more growth in my students. In general terms, the students greatly improved their test scores in this unit compared to the previous unit. I was extremely pleased and so were my students. I learned that I should continue to use this method to challenge my students and have them work in class on practicing their historical thinking skills. To further improve this lesson, I would like to use more variety in the videos that my students watch to gain content and to have them take notes and/or guided notes on these videos. This would provide the students an even stronger foundation of content knowledge that they can apply to the in-class activities.
This artifact impacts student learning. Through the use of a flipped classroom strategy, the students are able to interact both in-class and online in various formats either through collaborative group work, responding to classmates’ posts, or in-class discussions. This strategy provided my students with an in-depth learning experience and can be shown in each assignment in the Online Teaching Portfolio. The students’ improve test scores also provide evidence of how students learning has been impacted. These are the best scores that students achieved thus far with growth shown in most students. By assisting the students in improving their application of the content knowledge with the in-class and outside of class activity, students are able to score better on the unit exam because they have had the necessary practice in-class. I am able to create a space where they feel ‘ok’ to make a mistake while they are on their way to understanding the correct way to make the connection. With this unit, students worked in a balance of medium to gather and apply content knowledge that has improved their student learning.
Reference
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).