Standard 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 : Engaged Learning Project
The Engaged Learning Project is a personal finance lesson plan that I developed to be used after state testing with my 7th grade social studies students. Students do not have enough exposure to personal finance in school, it is a real world skill, and I wanted to design a lesson based off of high student interest.
This project was designed to have a provide an engaging lesson for students that allows them to role play real life scenarios and use technology to complete the lesson. Students collaboratively learn about personal finance in “family” groups. My role during the lesson would be to model digital citizenship for my students and choices that demonstrate my ability to manage my personal finances. After delivery of the initial information and setting the stage for the lesson, I would become the facilitator of the lesson to allow students to make their own decisions on personal finance. It is also my role to practice classroom management during the lesson by circulating in the classroom, assisting students, and ensuring students are on task. Modeling expectations and use of technology, facilitating students, and practicing classroom management allows the teacher and students to maximize the use of digital tools and resources.
When creating this artifact, I learned that the instructional design for this lesson could potentially become increasing complex. To combat this outcome, I designed specific artifacts for students to create that are milestones during the lesson. The digital tools and resources were also selected because they are grade appropriate. This allowed for a much smoother implementation with students. If I had to do this lesson again, I would show students case studies regarding personal finance, for example: rags to riches, lottery winners, and celebrities that lost everything. Students are already familiar with many of these stories, and this activity would provide a frame of reference for them.
The implementation of this artifact had a profound impact on student learning. Students were interested in each other’s careers, compared salaries, married for money, and learned several online resources for managing money. They began to independently research personal areas of interest that were related to finance.
This project was designed to have a provide an engaging lesson for students that allows them to role play real life scenarios and use technology to complete the lesson. Students collaboratively learn about personal finance in “family” groups. My role during the lesson would be to model digital citizenship for my students and choices that demonstrate my ability to manage my personal finances. After delivery of the initial information and setting the stage for the lesson, I would become the facilitator of the lesson to allow students to make their own decisions on personal finance. It is also my role to practice classroom management during the lesson by circulating in the classroom, assisting students, and ensuring students are on task. Modeling expectations and use of technology, facilitating students, and practicing classroom management allows the teacher and students to maximize the use of digital tools and resources.
When creating this artifact, I learned that the instructional design for this lesson could potentially become increasing complex. To combat this outcome, I designed specific artifacts for students to create that are milestones during the lesson. The digital tools and resources were also selected because they are grade appropriate. This allowed for a much smoother implementation with students. If I had to do this lesson again, I would show students case studies regarding personal finance, for example: rags to riches, lottery winners, and celebrities that lost everything. Students are already familiar with many of these stories, and this activity would provide a frame of reference for them.
The implementation of this artifact had a profound impact on student learning. Students were interested in each other’s careers, compared salaries, married for money, and learned several online resources for managing money. They began to independently research personal areas of interest that were related to finance.