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3.1 Classroom Management & Collaborative Learning - Model and Facilitate Effective

The author facilitated a classroom project where students worked collaboratively to create original poetry slam videos. Students explored audio and video platforms, interviewed local poets, provided feedback to peers, and tracked their progress. The project demonstrated the author's ability to effectively manage the classroom and incorporate collaborative learning strategies. Students worked in flexible groups based on interests and provided feedback to each other using a rubric. Next time, the author would include a group reflection for students to further discuss their collaboration experiences. The project increased student independence, ownership of learning, and engagement with technology.

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49 views2 pages

3.1 Classroom Management & Collaborative Learning - Model and Facilitate Effective

The author facilitated a classroom project where students worked collaboratively to create original poetry slam videos. Students explored audio and video platforms, interviewed local poets, provided feedback to peers, and tracked their progress. The project demonstrated the author's ability to effectively manage the classroom and incorporate collaborative learning strategies. Students worked in flexible groups based on interests and provided feedback to each other using a rubric. Next time, the author would include a group reflection for students to further discuss their collaboration experiences. The project increased student independence, ownership of learning, and engagement with technology.

Uploaded by

api-533548625
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Ericka Fluellen

3.1 Reflection

3.1 Classroom Management & Collaborative Learning - model and facilitate effective
classroom management and collaborative learning strategies to maximize teacher and student
use of digital tools and resources.
______________________________________________________________________________
The ITEC 7400 Engaged Learning Project required learners to use knowledge of figurative
language, poetry, listening speaking, and viewing skills to produce a poetry slam. Students
assumed the role of poet and content creators while also engaging with technology standards
of empowerment, innovation, and creative communication. Students reflected on criteria
present in a poetry slam video exemplar and worked in partnerships to select a platform and
create a poetry slam audition tape and premiere performance. Students analyzed poetry,
created original pieces, created rubrics, applied feedback, and communicated their original
content with an authentic audience.
The ITEC 7400 Engaged Learning Project demonstrates my ability to model and facilitate
effective classroom management strategies. To plan for the project, I collaborated with grade-
level teachers and technology specialist to identify content and technology standards to be
addressed. After determining learning objectives, I planned for the project by evaluating online
platforms to be used by students and shared with students in Google Classroom. I reserved the
MacBook cart to ensure that all digital tools would be accessible to students. Throughout this
experience, students collaborated in flexible groups based upon learning styles and interest.
Once students explored the audio and visual mediums for content creation, they observed and
interviewed a local poet. We used Flipgrid to record our Partnership Confessionals, video
journal of learning impact, as documentation of progress towards goals. Partnerships who
finished early engaged in extension activities like providing support to peer groups, creating a
blooper reel to accompany their audition tape, creating a video advertisement for our school
community and beyond.
The ITEC 7400 Engaged Learning Project also demonstrates my ability to model and
facilitate effective collaborative learning strategies. Students worked in interest-based,
strategically formed groups. They planned their projects together face-to-face and in online
collaboration space within Google Classroom. They worked together to submit video
reflections that tracked their process and progress, as well as identified problems and possible
solutions. I provided a rubric to guide learners that improved productivity and cooperation for
the duration of the project. Students used this rubric to guide their feedback to peers as well as
their own self reflections.
While facilitating this lesson, I learned that collaboration and communication are skills that
must be practiced and assessed. Providing the collaboration rubric was a great way to
identifying expectations and exemplar outcomes. As a result, most of my time was spent
providing feedback on final products and troubleshooting technology. To improve this project, I
Ericka Fluellen
3.1 Reflection

would include a group reflection so that students could elaborate on their feedback and
identify strategies that would make future group work more productive.
This experience impacted learning by demonstrating how students transfer learning from a
previously implemented technology enhanced lesson to a new one. Students worked together
to develop and execute a plan and resolve problems along the way. The impact can be
assessed by the growth of student independence with technology infused projects and increase
in student ownership of learning. The high level of engagement demonstrated by positive
student comments and growing interest in audio and video production, was evident in the
increased number of students who participated in similar categories at the school technology
fair.

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