Evaluate Reflection

During the Evaluate module, I have had the opportunity to explore the opportunities, responsibilities, and data associated with online learning.  Many of the articles and resources provided in the module will be beneficial for me to reflect on when I am teaching in the virtual classroom.  I have read and saved many of the resources so that I have them on hand to review when needed.  During this module, I have created online formative assessments, as well as creating a rubric to give clear guidelines for students to be successful on the assignment.  The articles over assessment validity, reliability and security was especially helpful for me to evaluate my own assessments.  I used the measures from the articles to determine if one of my own assessment was valid and reliable.  I also thought the data and analysis section was helpful.  While I already use many methods of data to drive my instruction, I was able to see the other forms of data that will be available in an online setting.  I think this module emphasized the importance of using the data and resources to create valid assignments, as well as giving students the guidelines they need to be successful.

Standard I: Data and Analysis

Standard G: Testing Validity and Reliability

Standard H: Data and Analysis

Evaluate 3 - Self Reflection

I think that teaching requires us to self-reflect on our practices each day.  We need to evaluate what we did well in the lesson, and what could be improved for the next day.  If there were areas of disconnect between our lesson and our students, then we need to make sure we revisit the topic the following days.  I have been evaluated by administration and fellow teachers each year, and take their feedback seriously when they give me insightful ways that I can improve my instruction.  As a way to reflect over specific areas of my lesson, I have videotaped my classroom a few times.  I then sit down to view the video and check off certain things that I notice throughout the lesson.  Below is a checklist that I did last year after watching a video of my lesson.  I wanted to improve my questioning throughout my lessons to ensure that students understand the material at a deeper level.

I have also reviewed videos of my classroom for my gifted courses.  During this video reflection, I had specific topics and standards that I needed to cover.  I had a fellow gifted instructor film this video, and discussed our observations together to see how I can improve areas of my lesson.

As a way to set goals for myself, I have displayed an Individual Professional Development Plan (IPDP).  After the first month of school, I evaluate my students' progress, and determine a goal for myself and a specific group of students for the end of the year.  This year, I set the goal of raising my bottom quartile students' test scores and benchmark scores for the year.  At the end of the year, I will reflect over their scores to see if I have met my goal.  I have been evaluating these specific students throughout the school year to see if I can modify my teaching to meet their individual needs.  

Self-reflection is essential to improving our teaching methods and strategies.  It is critical in order to improve our students' understanding and classroom experiences.  

Evaluate 3 - Personalized Teaching and Learning

The chart above displays the results from two assignments in a chapter.  The assignments increase in difficulty and understanding, but are over the same content.  Overall, most of the students are increasing their scores which illustrate that they are understanding the material at a deeper level now, and previous remediation benefited those students.  Student 4 and Student 6 had lower scores on the second assignment.  This informs the teacher that there is some disconnect in those students' understanding of the material.  As the teacher, I can provide individual remediation for these students that they must complete and pass with an 80% before moving on to the next assignment.  There is one student who is staying consistent at a 90.  I would provide this student with a more challenging exploratory assignment to see if they are able to successfully complete it on their own.  This might allow them to even progress further if they are exploring the content on their own.  I think data is beneficial to the teachers and the students.  It allows the teacher to customize students' learning paths so that they can have a deeper understanding of the topics.

Evaluate 2 - Data Driven Instruction and Analysis

Data is a crucial element in creating meaningful lessons for students.  Lessons driven by data allow students to reach their full potential, and correct previous errors.  Data is even more essential in an online classroom.  It determines everything the teacher decides, such as parent contact, when to post a discussion, and when to review lessons.  The chart that displayed the dates students were working on their assignments shows that students seem to be progressing through the assignments at a normal pace.  During the days where students are not actively participating in their learning, the instructor could use that data to provide a discussion or face-to-face time during these days to check in with students.  I would also provide checkpoints for students as they are working earlier in the assignment to make sure they are understanding the material, and completing the necessary steps to be proficient in the content area.
Teachers who utilize data in their classes are able to provide more individualized instruction for their students.  They have the advantage to see who needs more one-on-one instruction, encouragement, or additional parent contact.  I also think by using data, teachers are able to more effectively provide beneficial lessons by gauging what students are struggling with in their lessons.  Data allows teachers to better prepare for individual students and whole-class instruction.

Evaluate 1 - Summative Assessments

This is an assessment I created to evaluate my students' understanding of trigonometric ratios, and how to evaluate for missing sides and angles of right triangles.  I determined the validity and reliability of this test by asking 2 other math teachers to work through this test to determine if it truly evaluated the standards.  I also had a Spanish teacher read through the test to see if an ESOL student would be able to understand the word problems without a translator.  I included applicable word problems that tested if the students are able to solve the problems, and understand what they mean.  I made different versions of the test so that the tests were consistent to the standards and with each other.  Students had 45 minutes to complete this test, and were not allow to take it in an additional time period.  This prevented students from being able to look up answers or find notes over the material in between attempts.  

Evaluate 1 - Quality Feedback

Teacher feedback is essential for students' to know where they messed up, and understand how they correct their mistakes.  Beyond giving a marking for right or wrong, teachers need to take the necessary time to give constructive comments to the student.  By knowing their students, teachers are able to give more detailed feedback.  For instance, if they know the student has been struggling with solving equations, but notices that they solved all of the equations right on the quiz, then they are able to praise them for that accomplishment.  This requires teachers to keep record of student data.  By using data, teachers are able to determine growth throughout the course.  

Feedback can be both observational and instructional.  Most teachers use observational feedback to correct student behavior.  We will pull students aside to ask them why they are upset, or if they realized they were being disrespectful to their partners when working in a group.  However, we can also use observational feedback as a quick means to assess student understanding.  By saying, "I noticed you were really close to the correct answer.  Can you show me what you did so we can fix it on future problems?"  These quick observations can often correct the problem before it negatively affects the students' grades. 

 

Evaluate 1 - Formative Assessment

Formative assessments provide an opportunity for teachers to gauge students' understanding of the concepts they are studying.  This allows the teacher to properly plan for remediation and enrichment activities for the students who need them.  I think the formative assessments that give students feedback on their progress, also give the students a chance to review the areas they are weak in, prior to a formal assessment.  These formative assessments can be given in a number of ways.  I think online activities that provide students with the correct answers are a great way to gauge student knowledge.  I enjoy using Kahoot! to help my students review and to check their understanding on a certain topic.  I have attached a basic definitions "quiz" using Kahoot! that I would do with my whole class prior to the actual quiz.  This gives students a chance to review the definitions that they are not answering correctly during Kahoot!

Kahoot! Vocab

Aggregating Lesson 4.1.3

When looking for an aggregate tool that meets the needs of the user, it is important to examine different aspects of the software such as:
1.  Accessibility
2.  Ease of Use
3.  Learning Curve
4.  Cost
5.  Export and Import
6.  Visual Appeal of Delivery

These are the three tools that I feel meet these qualifications.  I am most familiar with the following:

Blackboard - This is a great tool for online learning.  It allows access to assignments, gradebook, assessments, and discussion boards.  I have used this particular aggregate software for many of my classes in college.

Moodle - I have also used Moodle before to upload assignments and work through various modules in a gifted certification class.  This software allows you to build courses, outlines, assignments and discussion boards as well.

Edmodo - Edmodo has become more popular in the last few years.  It is free for all users, which appeals to many people.  Students and teachers can have access to the program, and post questions or comments in their class.  This is a great resource for students to be able to use in order to effectively collaborate with their peers.  Teachers can also post reminders, assignments and give feedback to the students.

Building Portable Learning Objects 4.1.2

I built a socrative quiz that students can navigate through at their own pace.  I can also use this as a space race or exit ticket.

Socrative Quiz

I also created a vocabulary quiz for quadrilaterals using Kahoot!  I would use this a way to review the day before the quiz.  Students can send responses using their phone.

Quadrilaterals Vocabulary Quiz

Learning Object Authoring Tools 4.1.1

Free Tools to use:

1. Smore - This website allows users to create a newsletter for others.  As a teacher this could be very beneficial to update weekly with new announcements and upcoming events.  Students could also make an interesting presentation on a concept using Smore.

2. Kahoot! - This free software allows teachers to create games, quizzes, and surveys online to informally assess their students' understanding of concepts.  There are many resources already made that make it easy for teachers to adapt the created activities.

3. Socrative - I have used this software in my classroom as a type of formative assessment.  Students enjoy the interactive activities when we play games using this software.  It sends the teacher the results, while the students receive instant feedback on their progress.

Tools that cost money:

4. IXL - Teachers can use this as a resource for students who are struggling with certain concepts, or just as a tool for extra practice.  The teacher creates the roster, and students can login to practice any concept they need to practice.  The website sends the teacher emails with student updates and progress.  This software currently costs $9.95 a month or $75 a year per classroom.  

5. Glogster - Teachers and students can currently pay a one-time fee of $29.99 to have access to this software.  This software allows users to combine videos, images and text to create a multi-media poster.  This would be a great change from the mundane poster activities that students usually have to do.

Locating Resources 3.1.3

OER Image: http://slideplayer.com/slide/7451332/

OER Applicable Text: Trigonometry is the study of the ratios of sides and angles in a right triangle. The trigonometry ratios are sine, cosine, and tangent. Sine is the ratio of the side opposite an acute angle to the hypotenuse of a right triangle. Cosine is the ratio of the side adjacent to an acute angle to the hypotenuse of a right triangle. Since these are ratios, similar triangles will have the same ratios. If you know two measurements of a right triangle, you can use these ratios to find the missing measurements. Using trig ratios and what we know about right triangles, it is possible to take just two measurements and find each of the other four for a total of three angles and three sides.

http://cms.gavirtualschool.org/Shared/Math/GSEAnalyticGeometry/RightTriangleTrigonometry/index.html

OER Video: 

https://www.youtube.com/watch?v=Ujyl_zQw2zE#action=share

Fair Use 3.1.2

• How does an understanding of Fair Use affect one’s role as an online instructor? It is extremely important that educators are aware and understand the restrictions of Fair Use.  However, it is vital that an online instructor understand Fair Use.  Since they do not have normal face-to-face instruction time, many of the students' resources will be delivered and found on the internet.  By understanding Fair Use, online instructors can better determine what resources they can distribute to their students.  By looking at the 4 factors mentioned (purpose of the use, nature of the work, amount and substantiality of the portion to the whole, and the effect of the use on the market), teachers can know what resources they can provide to their students. 
• How do Fair Use and the TEACH Act correlate to the delivery of reliable content?  I think these things have high correlation.  If a resource contains reliable content, it will most likely have some sort of copyright license associated with it.  As a result, teachers want to use this material linked with the Fair Use and TEACH Act in their classrooms.  We would be limited to resources we could incorporate to meet the learning needs of our students.  

Open Educational Resources 3.1.1

Open Educational Resources, or OER, are free educational resources that can be used for the purpose of teaching, learning, research or any other purposes.  To sum it up, they are educational resources that are free to anyone who wants to use them.  Creative Commons makes it possible for us to have these free resources.  Creative Commons license allow the distribution, copy, and display of OER.  Below is a list of several Creative Commons licenses that exist.

1.  Attribution - This license allows you to modify, share and build upon the original work, as long as you give credit to the original creator.
2. Attribution Sharealike - This license includes the same characteristics at number 1, but also details that all edited work must carry the same license and and allow commercial use.
3.  Attribution Noderivs - This license allows for users to share the work for commercial and non-commercial work but the original work must be kept in tact and given credit to the original creator.
4.  Attribution Noncommercial - You can modify and build upon the original work but only non-commercially.  The user must also credit the original creator.
5.  Attribution Noncommercial Sharealike - This is a combination of the noncommercial and sharealike licenses.  The user can modify the original work but only for non-commercial use.  They must also credit the original work and have the same license.
6.  Attribution Noncommercial Noderivs - This license does not allow you to make any changes to the work.  It only permits that you download the original work for use, but credit the creator.

Differentiate Student Assessment 2.1.3

When assessing students, it is important that we provide different types of assessments in order to meet the needs of all students.  Over the last three years, I have continued to learn about differentiation of instruction and assessment.  An easy and effective form of differentiation is to allow the students to create something on their own.  This provides an opportunity for them to create something that fits their learning style, while still allowing the teacher to assess their knowledge of the topic.  Students can use many of the same resources we have already discussed to create a presentation, video or game as their assessment.  I think this meets all the needs and learning styles of students. 

Differentiate Using Web 2.0 Tools 2.1.2

Web 2.0 tools are vital to classroom teaching, and even more so during online learning.  I could not imagine teaching without using these tools to enhance students' learning experience.  These tools can be used for a variety of learning needs such as announcements, communication/feedback and evaluation.  During the last quest, I mentioned Kahoot! as a great resource to evaluate students and measure their level of understanding.  You can create specific Kahoot! quiizes, discussions or surveys for your class.  To make it even easier, there are thousands of public Kahoot! resources already made.  As a teacher, you can make your free account and search for excellent tools already completed.  I have included a quiz made in Kahoot! that my students take during the circles unit in Geometry.  This gives me a snapshot of their progress throughout this unit. 

Circles Kahoot! 

Web Tools 2.1.1

There are several Web 2.0  tools that can be used by students and teachers.  These tools can be categorized in several different topics but I chose to categorize them by collaboration/sharing, presentation/explanation, and evaluation/survey tools.  These are all important areas and aspects of online learning environments.

Collaboration/Sharing Tools
1. Padlet - This is a virtual, interactive board or "wall" where students can discuss anything with each other and post their questions and comments.  Teachers can also use this to create classes where the students in that class can collaborate with each other and the teacher.
2. Blendspace - This is a place where teachers can collect resources and have them all in one place for students to view.  Teachers, as well as students, can create short digital lessons.
3. Yugma - This is a software that allows anyone to share their ideas with others.  You can set up a web conference with students where everyone can interact and share their thoughts, comments and questions about the topic being covered in class.

Presentation/Explanation Tools
1. Prezi - You can use this software for free if you do not mind your presentations being public.  This presentation software contains many different features that make it appealing to the user and viewer.  It is user friendly, which is an extremely important feature for all students to be able to use it.
2.  Educational Technology Network - This is a website that allows you to record audio explanations or lessons for students to listen to prior to an assignment.  You convert the lessons into an mp3 file and students can listen to them at their convenience.
3.  emaze - This is a free software that can be used my anyone for any presentation need that they may have.  There are many templates that are already set up that you can use, or you can create your own template.  Because it is a cloud-based software, you can pick up right where you left off on any device.

Evaluation
1.  Kahoot! - This is a great resource for students to review topics.  It allows teachers to see who answered correctly before moving on to the next question.  I have used this several time and it keeps the students engaged throughout the lesson.  Teachers can also create discussions and surveys for students to use. 
2. Quizlet - Students or teachers can create a stack of study and review cards for an upcoming test or quiz.  I think this is great because it puts the responsibility of learning on the students.  The teacher can provide a class set of flash cards as well.
3. Socrative - This is a free software that teachers can use to create reviews for students.  Students can answer the questions on their phone once they have the code for the activity.  It allows the teachers to see who needs extra help with the material.

Appearance 1.1.3

During this quest, I examined several online instructional sites and picked the ten that I thought were most visually appealing, or needed structural improvement.  Appearance and organizational structure are important, especially for students.  They should want to be on the website, and understand how to navigate through the material.  Because most people are visual learners, it is important to create websites that provide visual appeal.  Everyone is different in how they decide what is visually appealing.  Listed below are 5 websites that I thought met my personal preference.

1. CK12 - I thought the layout and structure of this website was exceptional.  It is easy to find exactly what you are looking for, and is categorized so that you can search by subject and topic. 
2.  Georgia Virtual Learning - This website is great for teachers to find excellent resources.  It is also easy to navigate so students could easily use this site to practice or view videos and explanations on their own.
3. Math IXL - I love this website.  If my students are struggling with a topic or need extra practice on a skill, they have used this website.  They can easily pick any grade level, topic, and specific skill that they need to practice.  My students also enjoy it because it gives them challenge problems when they reach a certain level and medals for answering a certain number of questions correctly.
4.  Khan Academy - The lessons on this website are organized by subject and standard so any topic is easy to find.  Users can also search whatever topic they are looking for and they have multiple videos to select from or practice the skill.
5.  Learn Zillion - This website was easy to navigate.  Once I selected math, I could select a subject and topic.  The high school students could easily do this on their own and view multiple videos on specific content.

There are also 5 websites that I think need to be re-structured to make it more appealing to the user.

1. Mountain Heights Academy  - This website was not horrible, but it was not as visually appealing as the other websites.  I also felt like it was not as user friendly.  The courses were very small at the bottom right hand corner where many users could miss it if they did not look closely.
2. Cool Math Games - While this website does offer many resources and practice for math topics, there is no order in how the concepts are found.  This is website that would need to be re-structured so that teachers and students could easily find the topic they need to practice.
3.  Cosmo Learning - This website was extremely busy and overwhelming.  I would recommend simplifying the items so that it is easier to navigate to the topic you are wanting to find. 
4. Enchanted Learning - I also felt like this website had too much going on when you open it.  Most users do not want to feel overwhelmed when they are searching on an educational website.  If the content is too difficult to find, many students will move on to the next website.
5.  FRIV4School - I am not sure what is going on with this website, but I think this is the worst one I explored.  There is no order or structure to the website, and I don't know what topics I am trying to learn. 

Content Map 1.1.2

I chose to include a content map on quadrilaterals.  This is a unit that students have a difficult time understanding and keeping the information separate.  A content map would be a great tool for them to use for this topic.  They could also extend this map even further by adding the characteristics under each type of quadrilateral.  Content maps make topics easier to remember by helping students organize their thoughts.  Since so many students are visual learners, this is a tool that could be used for any topic.  It also gives them something to reference if they need it later in the school year.

Time Management 1.1.1

1. To-do Lists: Every night I make my to-do list for the next day.  The list begins with the most important things I need to get done that day, while the end of the list are hopeful items I can get to.  I write everything down on the list including professional items, school assignments when I was completing my master's degree, and personal things to get accomplished that day.  I find that this list really helps me stay focused and be productive throughout my day.
2. Calendar: While this closely relates to my to-do list, it also includes events and meetings I have coming up.  I use the calendar on my email that is also linked to my phone.  This means that whether I am at my computer working, or out and about with my phone, I will be reminded of what I have coming up.  This helps me prioritize my time to get the most accomplished during the day.
3.  Fill down time: While I think down time is important and essential to a healthy life, I try to use my time as efficiently as possible.  This means that if I notice I have something on my to-do list that takes about 5 minutes, I am not going to waste the extra 5 minutes during my planning doing nothing.  Instead, I use that extra little time to get another task crossed off my list.
4.  Filing: Since I began my teaching career, filing has saved me so much time.  While it technically takes some time in the beginning, it can be a life saver throughout the year.  I have a filing system at school that contains all of my students tests and quizzes in alphabetical order.  I have them for reference during parent-teacher conferences, and I can also give them to students to help review concepts before the End of Course exam.  I keep all of my units in separate binders that include keys to the assignments and extra copies in case a students loses their sheet.  This has saved me from having to make so many copies during a school day when students are working on make up assignments.
5.  Collaboration and Flexibility:  I think a great way to have time management is to work together with your peers.  I have helped other teachers during my "down" time, and they have helped me when I have needed some extra hands.  It is important to realize that working with others can make our job as teachers so much better and more enjoyable.  Also, be flexible with yourself.  If you can't get to EVERY item on your to-do list everyday, don't beat yourself up.  Look at what all you accomplished that day and prepare for the next!

Synchronous Session 4.3.1

By incorporating synchronous sessions into the virtual learning environment, students are able to have live feedback and interaction with their teacher, similar to a face to face classroom.  I think this most closely resembles an actual classroom for the teacher as well since they can teach lessons, answer students' questions and interact with their students as a whole class.  This also provides an opportunity for teachers to receive immediate feedback on students' progress by observing questions or comments that they might have in the session.  I think one of the best things about the synchronous sessions is the interaction that can take place between teachers and students.  This allows a chance for teachers to grow that relationship with the students and encourage them throughout their coursework.  While it gives the teacher a chance to teach a lesson or cover topics, there should also be a time for the students to discuss the topic.  I think student-led discussions are a great learning tool for synchronous learning sessions.  The teacher can also see which students would be work well together in group work throughout the semester.