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: WebQuest Lesson
Reflection
For this WebQuest, I created a series of activities, collected links, and created instructional videos for my students to review and explore how to most effectively use their graphing calculator on the IB Math exam and in mathematics, in general. The student were to create an instructional video on their own as an assessment piece.
Students were completely self-managed using the WebQuest. A prerequisite test allowed the students to observe the gaps they had in their graphing calculator proficiency. Students were then able to work on the WebQuest at the own pace at home and at school. Rubrics were used to grade the final assessment. Students and the teacher used numerous digital tools throughout the process of the WebQuest.
Through the creation of this WebQuest, beyond the use of technology tools such as webpage creation (Wikispace was used) and video editing software, I really had to think differently while planning this lesson. Since I wanted this process to be completely student-centered and student-managed, I needed to make sure I answered as many questions as possible, provide clear and succinct instructions, and provide additional resources as well. This allowed me to create my own content when I could not locate useable content elsewhere that met my standards. The students were to upload their final project to the wikispaces for others to review. I wish I had assigned the project at the beginning of the year to keep a running list of graphing calculator instructional videos and handouts created by the students.
My students were able to use this activity to review. Additionally, another IB Math teacher at another school in Georgia was able to use my WebQuest with her own students. The impact can be assessed using the Paper 2 scores (calculator section) of the IB Math SL exam.
For this WebQuest, I created a series of activities, collected links, and created instructional videos for my students to review and explore how to most effectively use their graphing calculator on the IB Math exam and in mathematics, in general. The student were to create an instructional video on their own as an assessment piece.
Students were completely self-managed using the WebQuest. A prerequisite test allowed the students to observe the gaps they had in their graphing calculator proficiency. Students were then able to work on the WebQuest at the own pace at home and at school. Rubrics were used to grade the final assessment. Students and the teacher used numerous digital tools throughout the process of the WebQuest.
Through the creation of this WebQuest, beyond the use of technology tools such as webpage creation (Wikispace was used) and video editing software, I really had to think differently while planning this lesson. Since I wanted this process to be completely student-centered and student-managed, I needed to make sure I answered as many questions as possible, provide clear and succinct instructions, and provide additional resources as well. This allowed me to create my own content when I could not locate useable content elsewhere that met my standards. The students were to upload their final project to the wikispaces for others to review. I wish I had assigned the project at the beginning of the year to keep a running list of graphing calculator instructional videos and handouts created by the students.
My students were able to use this activity to review. Additionally, another IB Math teacher at another school in Georgia was able to use my WebQuest with her own students. The impact can be assessed using the Paper 2 scores (calculator section) of the IB Math SL exam.