Category Archives: 4.1 Collaborative Practice

Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

Peer Review of Social Media Unit on Sharks

I created a screencast for a peer review of a social media unit on sharks. Until I had made two 5-minute videos in Jing, and tried uploading them to YouTube, I forgot that my last screencast was made using SnagIt. I wish I had remembered earlier. My peer review is on ScreenCast because that is the only was I could find to share my Jing videos. I created a playlist, which you can find by clicking here, and I am listing the videos in order as well.

Part 1

Part 2

Part 3

In the video, I state that I would give a numerical grade of 140 or 145 out of 150 points. The unit meets almost all of the requirements, but the ones it misses are important. I have settled on 142 points.

In the future, I will probably not use Jing and ScreenCast because they are limited. I may use them for student feedback, but only if my school paid for a subscription that allowed more bandwidth. For instructional screencasts, I would prefer to use SnagIt, or another platform that uploads to YouTube.


Managing the PBL process

As I include more project-based learning in my classroom, I will have to change the way I teach. I have always enjoyed having my students complete projects to learn, and I have required them to work in groups, but I haven’t always adequately prepared materials in advance of projects. One thing I will have to change about my teaching is that I will need to prepare far in advance. Rather than creating a rubric days before a project is due (or just grading without one), I will need to create, or include my students in creating, a rubric that spells out the requirements of the project, and I will need to create the rubric before introducing my students to the project through the entry event.

Another change that I will need to make for effective PBL to occur in my classroom, is that I need to be a better facilitator. In the past, I have over-helped student groups while moving around the room to check on them. Or, I have gone to the other extreme and completely ignored the students and graded papers while they worked. I will need to move around the room with purpose and be prepared to steer students in the right direction without over-directing or making decisions for them.

I believe that the project I am currently designing will be a good project for students to learn the skills they will need to complete other assignments. The purpose of the project is for students to practice research and writing skills, which are basic skills they would need to complete any future projects. I am hoping that this project will prepare my students for the rest of the school year. I plan to begin this project about 3 weeks into the school year, so my students will be well-prepared for future writing assignments. This project will also introduce my students to the themes of Need and Choice which we will use to examine literature throughout the year.

The main change I will need to make as a teacher, is to prepare ahead of time for projects. I often have an idea, usually of epic proportions, and I jump right into it the next day (or later the same day) without taking the time to prepare materials, decide upon final products, or determine its requirements. To be successful in using PBL as an instructional strategy, I will need to slow down, organize, and prepare in advance. Once a project is up and running I am usually adept at mentoring students in completing it, if it has been properly designed. So, the real change will be taking time to completely design projects in advance.

Here is the website for my current PBL, (currently titled) What do You Need?