Education Administration Artifact Reflection

Artifact Title: Peer Collaboration

Date: Beginning winter 2013
Artifact Description
In my mathematics classrooms I have been gradually expanding the use of peer groups to reflect
and build on past knowledge regarding previous and new topics in the class. In December of 2013 I
took this idea to a new level in which the student had time set aside nearly every class period to
reflect on assignments, bell work, challenge problems, quiz corrections and many other things.

Wisconsin Administrator Standard Alignment

This peer collaboration best aligns with the
Administrative Standard 1-5 learning environment
which states:
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.

Peer collaboration best aligns with standard 1.5 because it shows my ability to create a
smoothly functioning learning community in which students assume responsibility for
themselves and one another. I have used this peer collaboration process in geometry and
algebra classes. In these classes there is a significant mix of ability levels. I was able to
create groups of three to four students at varying levels of ability. This allowed higher
achieving students to assist lower level students with their learning as well as strengthening
the skills of struggling students by giving them an opportunity to work in small groups with
peers.
This group structure demonstrates my competency in standard 1.5 by establishing an active
learning environment in which students take ownership not only for their own learning, but
also build positive peer interactions to help motivate other students in the classroom. Students
build a sense of community in these groups and feel responsibility to one another for their
success.

What I learned about teaching from this experience:

When using these peer groups I learned the importance of structuring groups in a way that allows
the students to learn and grow together. There are many factors to consider when creating the
groups like student ability levels, leadership skills and social interactions that will allow the students
to work together productively. Once a quality group was established the students were willing to
reflect on the group work and processes in a very honest and open manner. They simply wanted to
be in a situation that would allow them to be the most successful as possible. I was also shocked at

the amount of effort many of these students put into assisting other members of their groups both in
and out of class.

What I learned about myself as a prospective administrator as a result of this experience/artifact:

This group process has helped to show me how productive small group can be. I have found that
people accomplish much more, and take much more ownership in a small group that they feel they
can be better heard. Feedback is better and more instant from and for members of the group in
small group settings. Using these groups in class we often come back together as an entire class
for a full group discussion of the topics they were to focus on in their groups. I think this same
process can be applied when planning school development and staff development as an
administrator. By structuring staff into either PLCs or other small groups they can discuss and
work through topics in a small setting in which they get more complete and immediate feedback to
ideas. This creates a more productive environment than a large group setting. Once these groups
have collaborated their ideas the staff would then get back together in order to combine and
streamline ideas as a full group.