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**Standard 5 Teachers know how to manage a classroom** The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Evidence:  Project Based Learning (PBL) created in EDT 674

 Wikispace used to present the PBL: https://wisconsin220.wikispaces.com/  Rationale:  In my EDT 674 //Learning With Technology: Effective Strategies// class we developed an integrated curriculum project in which computer technology supported and extended opportunities for learning. I created a project where my 4th grade students worked in teams to research different topics and places in Wisconsin history. The teams had to work together to create a final project to present to the class. I was able to engage the students and launch inquiry by having them try to convince someone that has never been to Wisconsin to move here. The students were self-motivated and had team leaders that made sure the team was completing assigned tasks.

 Creating this project and using project-based learning helped me develop a technology-inclusive curriculum, which will help support knowledge and skill acquisition through individual, cooperative and collaborative work in my classroom. Using this project with my students helped impact student learning be meeting the needs of different learning styles and increasing student engagement. When doing this project with my thirty-six 4th graders my teammate and I learned that not all students were able to stay on task, with so many students around, and complete the activities that were provided. A few teams needed a few team leader changes, but overall the students were engaged, motivated, and the interaction among the groups was very positive.

KSD: <span style="font-family: Georgia,serif;"> **Knowledge: 5.K.4** The teacher understands the principles of effective classroom management and can use a range of strategies to promote routines and positive relationships, cooperation, and purposeful learning in the classroom.

<span style="font-family: Georgia,serif;">Even though a few teams needed to be redirected and have team leader changes, I was able to see that the majority of students were engaged, following routines, and working cooperatively with their group. The next time I use this project I will make sure we split our class and work with 18-20 students and not 36 in the same room!

<span style="color: #0000ff; font-family: Georgia,serif;">**Skills: 5.S.1** <span style="font-family: Georgia,serif;">The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.

<span style="font-family: Georgia,serif;">At the end of the project, all students were able to write a proficient informative/explanatory writing piece, answer questions from other groups, and also complete an assessment rubric on their group and themself. After redirecting the off task students we were able to see all students being responsible for their tasks.

<span style="color: #0000ff; font-family: Georgia,serif;">**Dispositions: 5.D.4** <span style="font-family: Georgia,serif;">The teacher recognizes the value of intrinsic motivation to students’ life-long growth and learning.

<span style="font-family: Georgia,serif;">When students learned about the project that they were going to be working on they were excited to get started. We challenged them to see who could be the most persuasive when it came to convincing someone that has never been to Wisconsin to move here. The teammates motivated each other and used technology skills that we have learned throughout the year.