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:
Reflection:
ITEC 7400 Engaged Learning Project
The Engaged Learning project was completed to help me learn how to plan, develop, and implement a technology-enhanced project which will exhibit high indicators of being a student-directed, authentic and meaningful, culturally responsive and collaborative learning experience. Completing this project also helped me create lessons and activities that have high LoTi levels to help me extend my learning experiences outside the classroom. First, I chose the subjects to incorporate into this artifact to make this learning experience multi-disciplinarian. I decided to have my students take a virtual field trip to the Smithsonian National Museum of African American History & Culture in Washington, D.C. Once I chose my virtual field experience, I then decided the academic standards for mathematics, English Language Arts, and Social Studies that will correlate with the virtual field trip that I introduced to the students of the National Museum of African American History and Culture via a video created by ABC news. In addition to the academic standards, I also included several ISTE standards for students.
Through the development of this Engaged Learning Project, I had the opportunity to incorporate a virtual field trip to a Museum to integrate real-world applications in this learning experience. I used the learning standards to set the learning objectives students will accomplish following the completion of the activity. The project was introduced to students after learning about African American History in Social Studies class and systems of linear equations in Mathematics class. I provided with detailed information and instructions on how to complete the project and reviewed the rubric with the class, which describes the exemplary performance of the learning objectives. The students took responsibility to research and cover every skill to ensure that they create a product that demonstrates mastery over the skills. I facilitated during the experience and also guided and helped students as needed. I made a scripted timeline of the learning experience beginning with day one and ending with day eleven to ensure students had in class allotted time to complete the activities.
For the completion of this artifact, students created an end-product. The students produce a presentation using Google Slides, a blog reflection in Weebly, and also creating a video blog persuading others to visit the National Museum of African American History and Culture. Technology is integrated into this product by students using Chromebooks to complete their projects via Google Slides and also to do research. Students use Chromebooks and their cell phones to record their video blogs that were included in their presentation.
The design process of this Engaged Learning artifact helped me grasp what it takes to create an authentic technology-enhanced learning experience for students. Additionally, I learned how to use the indicators of engaged learning to determine the level of student engagement in a lesson. Overall, I was satisfied with this Engaged Learning Project. Initially, I designed the learning project for students to complete individually. To improve the learning experience, I changed the project from an individual student assignment to students working in pairs. Because I wanted the experience to be meaningful and authentic to the students, I added the virtual field trip to the Africa-American museum and a video conference with a local travel agent. I believe the video conference with the travel agent helped the students demonstrate digital citizenship because students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. (ISTE, standard 2b for students)
Throughout this Engaged Learning Project, the time spent creating, developing, and implementing this experience had a positive impact on instruction and student learning. It also had a positive effect on the development of my professional practice. Seeing the reactions to my students when virtually viewing the Smithsonian museum was astounding. The students enjoyed the virtual field experience and the learning experience as much as I enjoyed the experience. This project helped me to recognize that effective use of the indicators of engaged learning will promote student engagement during instruction.
References:
ISTE Standards for Educators. Retrieved from https://www.iste.org/standards/for educators
ITEC 7400 Engaged Learning Project
The Engaged Learning project was completed to help me learn how to plan, develop, and implement a technology-enhanced project which will exhibit high indicators of being a student-directed, authentic and meaningful, culturally responsive and collaborative learning experience. Completing this project also helped me create lessons and activities that have high LoTi levels to help me extend my learning experiences outside the classroom. First, I chose the subjects to incorporate into this artifact to make this learning experience multi-disciplinarian. I decided to have my students take a virtual field trip to the Smithsonian National Museum of African American History & Culture in Washington, D.C. Once I chose my virtual field experience, I then decided the academic standards for mathematics, English Language Arts, and Social Studies that will correlate with the virtual field trip that I introduced to the students of the National Museum of African American History and Culture via a video created by ABC news. In addition to the academic standards, I also included several ISTE standards for students.
Through the development of this Engaged Learning Project, I had the opportunity to incorporate a virtual field trip to a Museum to integrate real-world applications in this learning experience. I used the learning standards to set the learning objectives students will accomplish following the completion of the activity. The project was introduced to students after learning about African American History in Social Studies class and systems of linear equations in Mathematics class. I provided with detailed information and instructions on how to complete the project and reviewed the rubric with the class, which describes the exemplary performance of the learning objectives. The students took responsibility to research and cover every skill to ensure that they create a product that demonstrates mastery over the skills. I facilitated during the experience and also guided and helped students as needed. I made a scripted timeline of the learning experience beginning with day one and ending with day eleven to ensure students had in class allotted time to complete the activities.
For the completion of this artifact, students created an end-product. The students produce a presentation using Google Slides, a blog reflection in Weebly, and also creating a video blog persuading others to visit the National Museum of African American History and Culture. Technology is integrated into this product by students using Chromebooks to complete their projects via Google Slides and also to do research. Students use Chromebooks and their cell phones to record their video blogs that were included in their presentation.
The design process of this Engaged Learning artifact helped me grasp what it takes to create an authentic technology-enhanced learning experience for students. Additionally, I learned how to use the indicators of engaged learning to determine the level of student engagement in a lesson. Overall, I was satisfied with this Engaged Learning Project. Initially, I designed the learning project for students to complete individually. To improve the learning experience, I changed the project from an individual student assignment to students working in pairs. Because I wanted the experience to be meaningful and authentic to the students, I added the virtual field trip to the Africa-American museum and a video conference with a local travel agent. I believe the video conference with the travel agent helped the students demonstrate digital citizenship because students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. (ISTE, standard 2b for students)
Throughout this Engaged Learning Project, the time spent creating, developing, and implementing this experience had a positive impact on instruction and student learning. It also had a positive effect on the development of my professional practice. Seeing the reactions to my students when virtually viewing the Smithsonian museum was astounding. The students enjoyed the virtual field experience and the learning experience as much as I enjoyed the experience. This project helped me to recognize that effective use of the indicators of engaged learning will promote student engagement during instruction.
References:
ISTE Standards for Educators. Retrieved from https://www.iste.org/standards/for educators