Submit evidence of reflection on your individual teaching abilities.
Really it seems like the entire blog project and process of getting certified suggests reflection on my teaching abilities as an online teacher with Georgia Virtual.
I have taught online for the last 8 years with various age groups and ability levels, and have designed curriculum as well. I would estimate that in the last 8 years I have taught a number somewhere in the thousands (wow that is shocking and humbling to me).
When doing so I have learned, sometimes through a lot of trial and error, the following about myself as an online educator. These are ideals, and although life does sometimes interfere with them, they are the standards by which I run my online courses.
1. The most focused and self-contained the learning modules, the better for both myself and students.
2. The best way to ensure online success for students is frequent feedback. Any online course should be checked at least 5 times a week, but this is a minimum. Generally twice a day, 6 days a week for 12 checks. Students need to see the instructor in the course room. Likewise, assignments need to be returned with specific and substantial feedback within the shortest amount of time possible.
3. Like feedback, stay consistent with an approach and don't deviate too much with specific due dates and assignments. Students need to see consistency; instead of modifying assignments, keep them the same and help students get there, even if the assignment might have flaws.
4. Remember that it is still education, and that even though it's an online environment, that there are real people with real concerns, hopes, fears, etc behind the screen. This is sometimes easy to forget when the work just becomes something to check-off a to do list.
5. Finally, the same skills that help students excel in a regular classroom are usually the same ones in the online classroom. Build relationships, help when needed, show interest, be interesting, etc work in both places. It's just a matter of adjusting the presentation sometimes with a computer.
Saturday, March 14, 2015
Evaluate 3.1.1 – Differentiation Quest
|
Student
|
AP Multiple-Choice Score (55 total points)
|
AP Poetry Essay Score (9 total points)
|
AP Prose Essay Score (9 total points)
|
AP Open-ended Essay Score (9 total points)
|
|
1
|
30
|
5
|
4
|
6
|
|
2
|
25
|
6
|
6
|
7
|
|
3
|
43
|
7
|
8
|
7
|
|
4
|
49
|
6
|
6
|
8
|
|
5
|
14
|
3
|
2
|
4
|
|
6
|
20
|
5
|
5
|
5
|
|
7
|
22
|
5
|
4
|
6
|
|
8
|
35
|
6
|
6
|
6
|
|
9
|
50
|
8
|
9
|
7
|
|
10
|
19
|
0
|
4
|
4
|
Based on the above data from ten students in an AP English
class, I can make the following recommendations for each student. We will assume that the AP Exam is in two
months. The 1-5 refer to scores on the
AP English Literature Exam, with 3-5 being passage.
Students 1, 6, and 7: right in the middle. With about 5 more points on the
multiple-choice and 2 on the prose essay, he/she can earn a solid three. More work on writing theses for the prose
essay, and more independent multiple-choice work using old SAT prompts.
Student 2: above average on the essays, but needs help on
multiple-choice. The student might
already earn at least a 3, but with focused multiple-choice work on old SAT
prompts and AP questions, might be able to earn a 4. Maintain essays, but don’t get burned out by
too much practice on them.
Students 3 and 8: already at a 3, if not 4. Consider more higher level multiple-choice
prompts on harder questions, and independent reading.
Student 4: multiple-choice better than essays, and already
at a 3 if not 4. Consider weekly essay
practice, especially on getting longer essays and including larger picture
issues in the thesis and concluding paragraphs.
Student 5: struggles with test taking, so perhaps work on
test taking strategies. Also evaluate
how many multiple-choice questions needed to earn a 3, and perhaps only focus
upon 3 of the 4 exam multiple-choice passages.
For essays, work on including textual support, and at least writing two
pages per essay.
Student 9: probably already at a 5. Allow to read challenging independent novel
to improve the open-ended score. Cater novel
to his/her interest and strive for an original text that is not frequent on the
AP exam.
Student 10: work on time management skills for the writing
section, and explain the scoring system and that something is always better
than nothing. Also consider working on
frequent multiple-choice questions.
Consider that the 3 should be the end goal, but that a solid 2 might be
the reality on the AP Exam for this student.
Evaluate 2.1.2 Rubrics and Competencies Quest
For this section, set up a competency structure for one unit of your sample course. Associate the assignments in that unit with the competency. Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.
English 10th Pacing Guide for Block
Schedule 2015-16
Notes:
- Throughout the course, students
will be preparing for the Georgia Milestones Exam. Students should
be writing in-class in ways that reflect the tasks they will be expected
to complete on the Milestones Exam
- Students
should complete an extended response writing for each unit, and the
writing should be scored using the 7 point rubric
- Weekly,
students should complete a timed (20 minutes) constructed response
writing, using both analysis and narrative prose (2 point and 4 point)
questions and scoring rubric.
- Students
should complete at least 3 computer-based, timed, Milestones-style
writings in a semester in preparation for the Milestones testing
environment
- Teachers should periodically
give students graded assessments that are constructed response only (i.e.,
no multiple choice)
- Each unit should contain paired
passages which pair current-unit texts with contemporary writings
- While unit lengths listed below
are suggested and not firm deadlines, for the purposes of common assessment,
standards should be addressed by the time the common assessments are
administered. Spending the recommended times for each unit is
encouraged.
- Texts and readings listed below
are suggestions and recommendations, but they are not an exhaustive list of
readings for the course. There are other texts that are appropriate
that may not be listed; because something is listed does not mean that it
must be taught.
|
Dates
|
Suggested Texts
|
Standards
|
Learning Targets
|
Essential Questions
|
|
Weeks 1-5
|
Unit 1:
Individual vs. Society
Unit Focus:
Plot, Setting, Mood, Characterization, Inferences
Suggested Texts:
“Everyday Use”
“Harrison Bergeron”
“Searching for Summer”
“Those Winter Sundays”
(poem)
“The Piano” (poem)
A Marriage Proposal (play)
“Like the Sun”
Le Morte D’Arthur (excerpt)
Modern paired text
related to the unit
Other texts as
appropriate from Units 1 and 2 in textbook
Extended Text: Antigone
How is cultural
identity preserved in a new land?
• How can a person’s
national identity conflict with his or her cultural identity?
• Is the “old way” of
our (grand)parents a gift to be recovered and valued or a curse to be cast
off?
|
RL 1, RL3, RL5, RI1, RI5,RI6, W5, L5b, L6
|
Cite textual evidence
to support analysis of what the text says explicitly as well as inferences
from the text
Analyze how complex
characters develop over the course of a text, interact with other characters,
and advance the plot or theme of a text
Analyze how an
author’s choices concerning how to structure a text create tension
Strengthen writing by
revising and editing
Analyze nuances in the
meaning of words with similar denotations.
Determine an author’s
point of view or purpose in a text
Acquire and use accurately general academic words sufficient for
reading: demonstrate independence in gathering vocabulary knowledge
|
How do plot setting, mood and characterization develop a text?
How does textual evidence support the use of these literary elements?
What choices does an author make in creating each of these literary
elements?
?
|
Evaluate 2.1.1 Data Driven Instruction, Analytics, Reporting Tools Forum
Review the artifacts above on student enrollments and student progress in the course. Then, provide a detailed description of all that this information tells you about the hypothetical course. Include how the teacher might adjust the course in the future based on the previous activity of these students. Document in a reflection on your blog.
Artifact 1 suggests that the instructor is going to have a large workload this semester with over 100 students; better review the time management module.
Artifact 2 suggests that some of the students are waiting a while to get orientated. Perhaps a friendly reminder via class email or remind.com would help students to get orientated with the course within the first two weeks, if not the first week. Students will tend to procrastinate, so this expectation needs to be made explicit from the very start of the session.
Artifact 3 suggests that some more preemptive intervention might be necessary. I would suggest a lot of early monitoring, so that the teacher will have to do less later. Maybe try to contact parents of failing students at least within a week of the failure grade posting.
Artifact 4 suggests that the teacher is concerned about using positive feedback to reinforce good behaviors. As teachers we sometimes forget that this can be more effective than the negative calls.
Artifact 5 clearly shows that the students who are accessing all of the resources for longer periods of time are doing better. This serves as evidence and specific tangible data that can not only help improve, but also can justify why a student is not doing well. Essentially, this chart puts the onus of proof onto the student.
Artifact 6 has some feedback, but it isn't as specific as possible. Perhaps use examples from the students own work. Also saying Great job with an 83% might not be considered the most sincere comment.
Artifact 7 allows pinpointed access and reflection.
Artifact 8 has specific scores and the student clearly is doing well.
Artifact 9 has what seem to be generalized comments.Perhaps personalize them by addressing the student by name, or mentioning specifics from his/her work.
Artifact 1 suggests that the instructor is going to have a large workload this semester with over 100 students; better review the time management module.
Artifact 2 suggests that some of the students are waiting a while to get orientated. Perhaps a friendly reminder via class email or remind.com would help students to get orientated with the course within the first two weeks, if not the first week. Students will tend to procrastinate, so this expectation needs to be made explicit from the very start of the session.
Artifact 3 suggests that some more preemptive intervention might be necessary. I would suggest a lot of early monitoring, so that the teacher will have to do less later. Maybe try to contact parents of failing students at least within a week of the failure grade posting.
Artifact 4 suggests that the teacher is concerned about using positive feedback to reinforce good behaviors. As teachers we sometimes forget that this can be more effective than the negative calls.
Artifact 5 clearly shows that the students who are accessing all of the resources for longer periods of time are doing better. This serves as evidence and specific tangible data that can not only help improve, but also can justify why a student is not doing well. Essentially, this chart puts the onus of proof onto the student.
Artifact 6 has some feedback, but it isn't as specific as possible. Perhaps use examples from the students own work. Also saying Great job with an 83% might not be considered the most sincere comment.
Artifact 7 allows pinpointed access and reflection.
Artifact 8 has specific scores and the student clearly is doing well.
Artifact 9 has what seem to be generalized comments.Perhaps personalize them by addressing the student by name, or mentioning specifics from his/her work.
Evaluate 1.1.3 The Summative Assessment Forum
I just worked on a design team to revise the Griffin-Spalding County SLO for 10th Grade English.
In order to revise this assessment, I first went to a training on the new GA Milestones assessments and learned about the need for student constructed response sections. The following is my reflection on this process.
Validity: In order to make a valid assessment, I attended a workshop on GA Milestones and looked at the specific types of questions that will be asked. For ELA there will be some multiple-choice of critical reading passages, followed by constructed student responses. Therefore, I worked to include both with the SLO pre/post test. The multiple-choice were already in existence from a previous draft of the SLO, but the constructed response were not valid with the GA Milestones Assessment. Therefore, I used the GA Milestones rubric and exemplars to craft a more valid assessment. For classroom practice, this means that teachers in my building will now need to work in alignment with the CCGPS and be sure to include short-constructed responses on a daily basis.
Reliability: In order to improve reliability of the SLO, I started with the GA Milestones rubric and simplified the grading expectations. Instead of a 1-100 scale, I reduced the scoring to a 1-5 point system and then provided a conversion chart to a 100 scale. This takes the subjectivity of having 100 possible categories and reduces the number of categories to 5, two of which are outliers: the not attempted, and exemplar category. In this manner most scorers are generally left with three levels of scoring: not evident, emerging, and meets, with the not attempted and exemplar categories only being used for exceptional cases.
Test Security: Because this was a county-level SLO, there were already strict security measures in place such as my not being able to discuss the assessment with any one else, and I cannot share it with students before the assessment is given. Likewise, the use of constructed responses does help to limit the possibility of students merely copying answers from each other that are simply A, B, C, etc. The eventual ideal would be to have this assessment online, and then have answers verified with a plagiarism checker such as turnitin.com.
In order to revise this assessment, I first went to a training on the new GA Milestones assessments and learned about the need for student constructed response sections. The following is my reflection on this process.
Validity: In order to make a valid assessment, I attended a workshop on GA Milestones and looked at the specific types of questions that will be asked. For ELA there will be some multiple-choice of critical reading passages, followed by constructed student responses. Therefore, I worked to include both with the SLO pre/post test. The multiple-choice were already in existence from a previous draft of the SLO, but the constructed response were not valid with the GA Milestones Assessment. Therefore, I used the GA Milestones rubric and exemplars to craft a more valid assessment. For classroom practice, this means that teachers in my building will now need to work in alignment with the CCGPS and be sure to include short-constructed responses on a daily basis.
Reliability: In order to improve reliability of the SLO, I started with the GA Milestones rubric and simplified the grading expectations. Instead of a 1-100 scale, I reduced the scoring to a 1-5 point system and then provided a conversion chart to a 100 scale. This takes the subjectivity of having 100 possible categories and reduces the number of categories to 5, two of which are outliers: the not attempted, and exemplar category. In this manner most scorers are generally left with three levels of scoring: not evident, emerging, and meets, with the not attempted and exemplar categories only being used for exceptional cases.
Test Security: Because this was a county-level SLO, there were already strict security measures in place such as my not being able to discuss the assessment with any one else, and I cannot share it with students before the assessment is given. Likewise, the use of constructed responses does help to limit the possibility of students merely copying answers from each other that are simply A, B, C, etc. The eventual ideal would be to have this assessment online, and then have answers verified with a plagiarism checker such as turnitin.com.
Evaluate 1.1.2 Quality Feedback Forum
Here is an example of a student draft of a reaction to an article, and my 18 comments upon it.
Student Name
English 1101
Rhetoric Analysis of
“Anime Addiction: Its causes and effects”
The Japanese
culture has had its history of impacting America in many ways in the past.
However, when it came to the works of animation, or “Anime” it caught on very
quickly. In the articale[CG3]
“Anime Addiction”, the author believes that the “Anime craze” of the young
population has become somewhat of an obsession; that being the case, it is
argued that the behavior of students is linked to this epidemic. So why do kids
so easily get into this form of entertainment? This[CG4]
author believes it is due to the inspirations that come from Anime, an expert claims[CG5] ;
“It is just a lack of imagination or creative thinking, so students tend to watch anime more often
and surf the internet to read online manga”. Many teenagers, and fellow “Geeks”
may also presue[CG6]
an interest in drawing, and animation, therefore this article might have some
oppositions that might see a brighter side to the so-called “Addiction problem[CG7] ”.
This[CG8]
author uses Logos to explain how,
some people with the Anime obsession will likely bring about behavioral issues
in students, For example[CG9] ;
too much exsposure[CG10] to Anime can lead kids to act out
childishly to life, and lose sense of reality, therefore kids should develop
better self-control[CG11] . The sense[CG12] of Pathos
comes from using “Let’s tackle the negetive[CG13] effect” when the transitioned from the
positive out look on Anime, and then had to talk about the bad influences that
could come form it, indicating that the author is not totally against Anime.
This also serves as a form of Ethos. This
person might have even had a person connection to the situation of this
article.
Personally[CG14] , I have been a “Victim”, of the addiction.
I too have experienced both the positive and negetive influence; in fact I am
still experiencing it. I started getting into “Inuyasha” when I was in
elementary school, the moving forward it was “Naruto” then “Black Butler”. Now,
I’m in the “withdrawl” stage and I don’t watch it as much I did before, [CG15] however I still like to watch it from time
to time. I draw manga based charaters too.
The[CG16] craze of Anime is both good and bad for
young people. The big picture of it all; is that it al depends on how kids
choose to deal with it. Once a student hits high school, they’re practically
old enough to make their own decisions. They must find a way to balance the negetivity[CG17] of the “Obsession” and with reality and
figure out how to fit it into their lives without letting it take control of
it. If the parents have to get involved, then they should as long as there are satisfying
results; no excuses that it’s too hard, or that it’s just a phase, if your
child’s grades and life are being determined by a craze, do something as soon
as possible[CG18] .
Work
Cited
[CG1]Make
sure that all of the necessary elements are in the header.
[CG2]Double
space.
[CG3]Spelling
mistake.
[CG4]Try
to take out rhetorical questions.
[CG5]Good
use of textual support here.
[CG6]Misspelled.
[CG7]Try
to include a thesis that follows the template more clearly.
[CG8]What
is the focus of this paragraph? Remember
to include a specific topic sentence that will guide the reader.
[CG9]Comma
after example.
[CG10]Spelling
mistake.
[CG11]Do
you have any textual support or evidence to show that this is logos?
[CG12]Try
to do one paragraph for each of these terms.
[CG13]There
are a lot of simple spelling errors throughout this essay.
[CG14]Indent.
[CG15]This
would fit in the conclusion rather than body of the paper.
[CG16]Indent.
[CG17]Remember
to check your spelling.
[CG18]This
last paragraph should focus upon the application to your upcoming research
paper. Also there are a lot of
misspelled words.
[CG19]Remember
that for a citation it should go a separate page and include the full citation.
Evaluate 1.1.1 Formative Assessment Forum
Consider the best means of developing and delivering assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of learning goals. How might a teacher employ ways to assess student readiness for course content and method of delivery?
By using a formative assessment the instructor can sample what the students know before giving the assignment and then modify as necessary. These formative assessments can also influence he pacing of assignments and when they should be given.
To demonstrate this, create a formative assessment in a demo course you are creating. Post a link to the assessment in your blog.
For example, before writing a final research paper, I would have the students complete a Works Cited page, and outline of the assignment.
On the link to a course that I currently teach, one can see the sequence of curriculum that culminates in the final research paper.
http://sctech.angellearning.com/section/default.asp?id=831_ENGL1101_201514_K2_40283&goto=
By using a formative assessment the instructor can sample what the students know before giving the assignment and then modify as necessary. These formative assessments can also influence he pacing of assignments and when they should be given.
To demonstrate this, create a formative assessment in a demo course you are creating. Post a link to the assessment in your blog.
For example, before writing a final research paper, I would have the students complete a Works Cited page, and outline of the assignment.
On the link to a course that I currently teach, one can see the sequence of curriculum that culminates in the final research paper.
http://sctech.angellearning.com/section/default.asp?id=831_ENGL1101_201514_K2_40283&goto=
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