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.
Artifact: Paper Slide Lesson Plan
Below are a few examples of student work based on the lesson plan above.
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Reflection:
The Paper Slides lesson plan was created while I worked on completing my master's in Instructional Technology. The lesson plan was submitted to Fulton County's technology resource page to help other teachers try new technology in their classroom. Students created their own paper slide show by taking the given scenario of energy conversions, drawing out their answers to the scenarios, and filming their explanations/stories with only two chances to film. The students then took their videos and uploaded them to the classroom flash drive so I could then upload them to school tube so everyone could watch the videos as homework before the quiz the next day. Classroom management and collaborative learning is demonstrated with this lesson because the lesson plan addresses how to facilitate the lesson, by creating groups, explaining how to use the technology, and how the lesson incorporates science standards in terms of energy conversions.
I learned a great deal by writing this lesson plan. I learned how to take a technology that was taught to me by an elementary teacher and be able to turn it into something that fit my need as an 8th grade science teacher. Through the implementation of this lesson plan, I also learned how to manage different groups of students using video cameras and how to get all the projects on to one computer saved appropriately. Students do not always listen, but using a classroom flash drive to have all the students save their videos to was successful and soon turned into a routine in the classroom. All the students quickly learned that all projects would be saved to the class flash drive by class period and last names. If I could change something, I would have given more time for the students to complete their first paper slide. All the projects were completed, but it stressed them out instead of being more relaxing. Providing more time since they needed time to see an example and ask questions would have helped to create better quality products, even though every group accurately conveyed the science behind their provided scenario. Student learning was impacted because the lesson provided a different way of explaining energy conversions, which helped to cement the concepts in their brain. It was assessed by watching the paper slide videos, which clearly demonstrated the appropriate science concepts the lesson's essential question aimed to answer.
The Paper Slides lesson plan was created while I worked on completing my master's in Instructional Technology. The lesson plan was submitted to Fulton County's technology resource page to help other teachers try new technology in their classroom. Students created their own paper slide show by taking the given scenario of energy conversions, drawing out their answers to the scenarios, and filming their explanations/stories with only two chances to film. The students then took their videos and uploaded them to the classroom flash drive so I could then upload them to school tube so everyone could watch the videos as homework before the quiz the next day. Classroom management and collaborative learning is demonstrated with this lesson because the lesson plan addresses how to facilitate the lesson, by creating groups, explaining how to use the technology, and how the lesson incorporates science standards in terms of energy conversions.
I learned a great deal by writing this lesson plan. I learned how to take a technology that was taught to me by an elementary teacher and be able to turn it into something that fit my need as an 8th grade science teacher. Through the implementation of this lesson plan, I also learned how to manage different groups of students using video cameras and how to get all the projects on to one computer saved appropriately. Students do not always listen, but using a classroom flash drive to have all the students save their videos to was successful and soon turned into a routine in the classroom. All the students quickly learned that all projects would be saved to the class flash drive by class period and last names. If I could change something, I would have given more time for the students to complete their first paper slide. All the projects were completed, but it stressed them out instead of being more relaxing. Providing more time since they needed time to see an example and ask questions would have helped to create better quality products, even though every group accurately conveyed the science behind their provided scenario. Student learning was impacted because the lesson provided a different way of explaining energy conversions, which helped to cement the concepts in their brain. It was assessed by watching the paper slide videos, which clearly demonstrated the appropriate science concepts the lesson's essential question aimed to answer.