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: Multimedia Design Project
Reflection:
Standard 3.1 Reflection: Multimedia Design Project
The Multimedia Design Project artifact was created for the Multimedia and Web Design course. The purpose of the assignment was to design and develop an instructional WebQuest that utilized effective design elements to engage students in an authentic student-centered learning experience. In addition to incorporating effective design principles, the WebQuest lesson structure affords students a learner-centered experience that keeps them on task and effectively engaged which makes classroom management easier. The focus of the WebQuest was the Georgia Performance Standard that tasks first grade learners with investigating the characteristics, basic needs and parts of plants. The design and creation of the artifact was completed individually.
The artifact demonstrates my mastery of the Classroom Management and Collaborative Learning standard. By implementing the WebQuest, I have effectively demonstrated my ability to facilitate effective classroom management because the WebQuest engages students in completing a series of tasks. Throughout the process page of the WebQuest, students are engaged with a variety of educational interactive websites and streaming media which, in addition to differentiating learning, also ensures that students will remain on task and focused on completing the assigned tasks. Implementation of the WebQuest is most effective in the computer lab setting or some other environment with 1:1 access to technology. While much of the WebQuest structure and content was implemented with my first graders, I did not strictly adhere to all elements. However, I can attest that the computer lab setting for which this project is intended is an environment conducive to collaboration. Further, embedded within the process portion of the WebQuest is a piece specifically tasking students to take the role of a teacher; a component of authentic learning experiences. Students are actively encouraged to take on the role of teacher and teach a partnering student about a topic from one of the streaming media clips. This embedded opportunity for students demonstrates my abilities to model and facilitate effective collaborative learning strategies in an authentic and engaging student-centered learning experience utilizing technology.
In retrospect, there are elements of this project that I would handle differently. Rather, than having students rely on Tux Paint to produce their diagrammed plant picture, I would instead design an interactive element to embed directly into the Weebly page of the WebQuest. Since implementation, I have gotten more adept at programming simple Flash games for my students. When I revisit this WebQuest, I will embed a plant maker and diagram game directly into the WebQuest to foster more successful outcomes with the students. Also, I would expand on the collaborative piece of this project to foster peer support among students when completing tasks. I now have access to an iPad cart and could task students with creating collaborative videos teaching others about specific plant part functions.
Overall, the Multimedia Design Project/WebQuest taught me a great deal about developing and designing an engaging technology enriched learning experience with collaborative learning and classroom management underpinning the framework. For these reasons, I feel that I have demonstrated the knowledge, skills, and dispositions of an educator of 21st century learners and can effectively model and facilitate both collaborative learning and classroom management. When I implemented portions of the WebQuest, I was able to ascertain through teacher observation that the learning experience was successful. Future implementations of the WebQuest would benefit from using the embedded rubric to assess the impact of student learning.
Standard 3.1 Reflection: Multimedia Design Project
The Multimedia Design Project artifact was created for the Multimedia and Web Design course. The purpose of the assignment was to design and develop an instructional WebQuest that utilized effective design elements to engage students in an authentic student-centered learning experience. In addition to incorporating effective design principles, the WebQuest lesson structure affords students a learner-centered experience that keeps them on task and effectively engaged which makes classroom management easier. The focus of the WebQuest was the Georgia Performance Standard that tasks first grade learners with investigating the characteristics, basic needs and parts of plants. The design and creation of the artifact was completed individually.
The artifact demonstrates my mastery of the Classroom Management and Collaborative Learning standard. By implementing the WebQuest, I have effectively demonstrated my ability to facilitate effective classroom management because the WebQuest engages students in completing a series of tasks. Throughout the process page of the WebQuest, students are engaged with a variety of educational interactive websites and streaming media which, in addition to differentiating learning, also ensures that students will remain on task and focused on completing the assigned tasks. Implementation of the WebQuest is most effective in the computer lab setting or some other environment with 1:1 access to technology. While much of the WebQuest structure and content was implemented with my first graders, I did not strictly adhere to all elements. However, I can attest that the computer lab setting for which this project is intended is an environment conducive to collaboration. Further, embedded within the process portion of the WebQuest is a piece specifically tasking students to take the role of a teacher; a component of authentic learning experiences. Students are actively encouraged to take on the role of teacher and teach a partnering student about a topic from one of the streaming media clips. This embedded opportunity for students demonstrates my abilities to model and facilitate effective collaborative learning strategies in an authentic and engaging student-centered learning experience utilizing technology.
In retrospect, there are elements of this project that I would handle differently. Rather, than having students rely on Tux Paint to produce their diagrammed plant picture, I would instead design an interactive element to embed directly into the Weebly page of the WebQuest. Since implementation, I have gotten more adept at programming simple Flash games for my students. When I revisit this WebQuest, I will embed a plant maker and diagram game directly into the WebQuest to foster more successful outcomes with the students. Also, I would expand on the collaborative piece of this project to foster peer support among students when completing tasks. I now have access to an iPad cart and could task students with creating collaborative videos teaching others about specific plant part functions.
Overall, the Multimedia Design Project/WebQuest taught me a great deal about developing and designing an engaging technology enriched learning experience with collaborative learning and classroom management underpinning the framework. For these reasons, I feel that I have demonstrated the knowledge, skills, and dispositions of an educator of 21st century learners and can effectively model and facilitate both collaborative learning and classroom management. When I implemented portions of the WebQuest, I was able to ascertain through teacher observation that the learning experience was successful. Future implementations of the WebQuest would benefit from using the embedded rubric to assess the impact of student learning.