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: Internet Lesson Plan
Reflection
The internet Lesson plan was designed to demonstrate how simple digital tools may be used to model collaborative and online learning. The lesson targets student learning in a high school setting, grades 9-12 English class. Students read a novel about a young African-American male on trial. A digital annotation tool on www.lino.com was used by students to take notes as they read. Students also used a collaborative discussion website, www.stinto.com to discuss evidence about the trial. Students will present and publish their argument for or against the case on a Content Management platform.
Standard 3.1 is established in this artifact as I modeled and facilitated the use of digital resources such as www.lino.com and www.stinto.com for increased student engagement as a classroom management strategy. During the lesson I modeled and facilitated collaborative learning by demonstrating the use of www.lino.com to make annotations about important details in the novel, Monster. To facilitate student voice and critical thinking in a collaborative learning environment, I facilitated the use of www.stinto .com for collaboration by creating unique codes that students used to join online discussion boards to discuss how the evidence provided in the novel makes a case for or against the defendant. At the conclusion of the novel, students used evidence both from digital annotations and online discussions to create a digital story and present to the class with a view to convincing them on the position that their group has taken. As a final task, students applied the writing process to produce an argumentative essay for or against the verdict. They will use evidence annotated during their readings and make references to the criminal justice system to support their essay. Essays were peer edited. Students will use OneDrive accounts to save and upload their essays; final versions were published to their individual OneNote account for summative feedback from teacher. At the end of the lesson plan activity, students produced and published original assignments that demonstrated learning.
What I learned from completing this project is that when lessons are designed to promote student voice, students are more likely to be engaged. I also learned that academic activities that have no right or wrong answer but depend on student effort and perspective will likely increase motivation as students are more likely to respond positively to such academic tasks. What I would likely do differently is to have students enact a trial session and reflect their positions for or against the defendant. Both the students and the teacher were learners as we explored the facts that justify each group’s position, while learning about the criminal justice system. Specifically speaking, my role as the teacher was to support students during the writing process, monitor student engagement, remind students of their digital responsibilities, troubleshoot technology, provide ongoing feedback and rubrics. In future lesson, what I may do differently is to add student choice for real world learning by providing an option for students to create a digital play where they will act out the important scenes in the novel and record their play using digital editing resources such as iMovie or Movie Maker.
The Internet Lesson Plan impacts school improvement by using real word scenarios and 21st century digital tools to demonstrate the writing process. This lesson may be assessed by reflecting on the level of engagement that students demonstrate during the activity. Their engagement will reflect on their collaboration using the online collaborative discussion app to stay on task. Hence, classroom management based on student engagement on assigned internet lesson tasks. It may also be assessed by evaluating student digital annotations and how relevant they were to student final essays. In addition, rubric provided will be used to assess students’ ability to adhere to the content related expectation while using digital tools to achieve it.
Artifact: Internet Lesson Plan
Reflection
The internet Lesson plan was designed to demonstrate how simple digital tools may be used to model collaborative and online learning. The lesson targets student learning in a high school setting, grades 9-12 English class. Students read a novel about a young African-American male on trial. A digital annotation tool on www.lino.com was used by students to take notes as they read. Students also used a collaborative discussion website, www.stinto.com to discuss evidence about the trial. Students will present and publish their argument for or against the case on a Content Management platform.
Standard 3.1 is established in this artifact as I modeled and facilitated the use of digital resources such as www.lino.com and www.stinto.com for increased student engagement as a classroom management strategy. During the lesson I modeled and facilitated collaborative learning by demonstrating the use of www.lino.com to make annotations about important details in the novel, Monster. To facilitate student voice and critical thinking in a collaborative learning environment, I facilitated the use of www.stinto .com for collaboration by creating unique codes that students used to join online discussion boards to discuss how the evidence provided in the novel makes a case for or against the defendant. At the conclusion of the novel, students used evidence both from digital annotations and online discussions to create a digital story and present to the class with a view to convincing them on the position that their group has taken. As a final task, students applied the writing process to produce an argumentative essay for or against the verdict. They will use evidence annotated during their readings and make references to the criminal justice system to support their essay. Essays were peer edited. Students will use OneDrive accounts to save and upload their essays; final versions were published to their individual OneNote account for summative feedback from teacher. At the end of the lesson plan activity, students produced and published original assignments that demonstrated learning.
What I learned from completing this project is that when lessons are designed to promote student voice, students are more likely to be engaged. I also learned that academic activities that have no right or wrong answer but depend on student effort and perspective will likely increase motivation as students are more likely to respond positively to such academic tasks. What I would likely do differently is to have students enact a trial session and reflect their positions for or against the defendant. Both the students and the teacher were learners as we explored the facts that justify each group’s position, while learning about the criminal justice system. Specifically speaking, my role as the teacher was to support students during the writing process, monitor student engagement, remind students of their digital responsibilities, troubleshoot technology, provide ongoing feedback and rubrics. In future lesson, what I may do differently is to add student choice for real world learning by providing an option for students to create a digital play where they will act out the important scenes in the novel and record their play using digital editing resources such as iMovie or Movie Maker.
The Internet Lesson Plan impacts school improvement by using real word scenarios and 21st century digital tools to demonstrate the writing process. This lesson may be assessed by reflecting on the level of engagement that students demonstrate during the activity. Their engagement will reflect on their collaboration using the online collaborative discussion app to stay on task. Hence, classroom management based on student engagement on assigned internet lesson tasks. It may also be assessed by evaluating student digital annotations and how relevant they were to student final essays. In addition, rubric provided will be used to assess students’ ability to adhere to the content related expectation while using digital tools to achieve it.