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)
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)
Reflection
This lesson was a technology-infused Math lesson I presented as a model coaching lesson for a third grade mathematics class. Several other teachers observed me teach the lesson, where students used the app Explain Everything on Google Nexus tablets to show what they know about fractions. Students created a video with a partner and were able to share the video with the class during the lesson closure.
During this lesson, I modeled effective classroom management procedures for the classroom teachers by clearly defining lesson segments and managing transitions. The beginning of the lesson was on the carpet for a Math mini-lesson and the Explain Everything tutorial. Students proceeded to a partner work period gathering evidence and creating their video, followed by a sharing and wrap-up session back on the carpet. I facilitated effective collaborative learning strategies by partnering students up when learning a new application, both to help them with their Math strategies and in the effective use of a new technology tool. Several groups needed remediation in the early stages of the work period. I facilitated effective management by asking any groups who had early questions to meet me in a designated area of the room for a quick review.
During the execution of this lesson, I learned that I should have put more forethought into grouping strategies. A good balance of mathematical and technical skills in each pair of students would have produced groups that ran more smoothly. In the future, I will collaborate with the classroom teacher in advance to select groups more carefully to maximize student engagement and productivity.
Presenting this lesson with a group of teachers observing gave me the chance to have some conversations with them about lesson steps and explaining my teaching moves. This dialogue was very valuable to the observers. It gave them a chance to see themselves in my shoes and served to make the lesson more transparent. This model lesson’s impact spread throughout each one of their classrooms as they applied the same technology integration strategies they observed into their own lessons. The impact of this lesson could be measured by giving teachers a survey and by analyzing student results on state and district mathematics assessments.
During this lesson, I modeled effective classroom management procedures for the classroom teachers by clearly defining lesson segments and managing transitions. The beginning of the lesson was on the carpet for a Math mini-lesson and the Explain Everything tutorial. Students proceeded to a partner work period gathering evidence and creating their video, followed by a sharing and wrap-up session back on the carpet. I facilitated effective collaborative learning strategies by partnering students up when learning a new application, both to help them with their Math strategies and in the effective use of a new technology tool. Several groups needed remediation in the early stages of the work period. I facilitated effective management by asking any groups who had early questions to meet me in a designated area of the room for a quick review.
During the execution of this lesson, I learned that I should have put more forethought into grouping strategies. A good balance of mathematical and technical skills in each pair of students would have produced groups that ran more smoothly. In the future, I will collaborate with the classroom teacher in advance to select groups more carefully to maximize student engagement and productivity.
Presenting this lesson with a group of teachers observing gave me the chance to have some conversations with them about lesson steps and explaining my teaching moves. This dialogue was very valuable to the observers. It gave them a chance to see themselves in my shoes and served to make the lesson more transparent. This model lesson’s impact spread throughout each one of their classrooms as they applied the same technology integration strategies they observed into their own lessons. The impact of this lesson could be measured by giving teachers a survey and by analyzing student results on state and district mathematics assessments.