Evaluate Reflection

iNacol, the International Association for Online Learning, publishes Standards for Quality Online Teaching.

Consider the following standards:

 

Standard D: The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.

Standard G: The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.

Standard H: The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.

Standard I: The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.

 

Answer in a complete paragraph response: How has the Evaluate module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Evaluate. What strategies will you take away from the Evaluate module and apply to your teaching?  What lessons were most beneficial for you?

Standard D: The Evaluate module helped me prepare to meet this standard specifically because of Section 1: Evaluation and Feedback. The specific lesson that I will apply to my online teaching is the Evaluate – Quality Feedback. This lesson was useful because it helped me to understand that feedback is VERY important in an online course . I have always used the “positive -negative-positive” sandwich in providing feedback as this allows the student to know what they did wrong while also knowing what they did right.

Standard G: The Evaluate module helped me prepare to meet this standard specifically because of Section 1: Evaluation and Feedback. The specific lesson that I will apply to my online teaching is the Evaluate 1 – Summative Assessment.   This lesson taught me to be more aware of of the validity, reliability and security  of the assessments I choose to give in my courses. Although I was already doing these things innately, I always enjoy learning the reasons why thing should be done. Understanding the security of assessments will help the academic integrity of my digital (and traditional) classroom

Standard H: The Evaluate module helped me prepare to meet this standard specifically because of Section 2:Data Sources. The specific lesson that I will apply to my online teaching is the Evaluate 2: Competencies. This lesson taught me a bit about the GaVS system and how to plan and grade based on competencies and learning objectives.  I have only ever graded assessment for the whole standard, I enjoyed seeing and learning about competency grading using the sub-standards. I find this to be very useful and a great way to grade.

Standard I: The Evaluate module helped me prepare to meet this standard specifically because of Section 3:Data and Teaching Practices. The specific lesson that I will apply to my online teaching is the Evaluate 3 Personalized Teaching and Learning. This lesson was great because it taught it me that an online course can be personalized for students in much the same way as it is in my classroom. I also enjoyed learning that some LMS systems allow for IF THEN statements, for students to continue down their path. I do believe between the IF THEN statement and differentiated instruction students in an online course can learn so much.

Teaching Philosophy:

As a History teacher I want to create a learning environment that enables students freely explore and learn about history. My role as a learning facilitator, or “guide on the side”, is to help students obtain understanding of historical context and critically evaluate them in today’s world. I want all of my students to consider “How has this event, shaped and impacted out lives? My life?” Students will be asked to empathetic and become characters within history, in other words see history through the lens of Native Americans, African Americans, Women and Immigrants.

My goal is to not only guide students through their learning of history but also make them Global Digital Citizens, where they can contribute their newly found knowledge with others around the world.  As part of this, I aspire to have safe learning environment where students are unafraid to take risks and fail, because they can learn from their failures and TRY AGAIN.  I am a proponent of active learning; collaborating with others, discussing material in small group, whole class and even cross classes.  I believe in writing and in art. If a student is able to draw or explain what has been taught, then they have learned.  I also believe a student should be exposed to the same material repeatedly or using multi-modality techniques; watch a video, write about, discuss it draw it and share out your knowledge with others.

I pride myself in treating my students with respect, and creating a n environment in which they feel safe to openly ask questions and even fail. I get to know my students, not just their names, but what they do after school, their hobbies and clubs.

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Evaluate 3 – Self Reflection

Artifact: Submit evidence of reflection on your individual teaching abilities. Include artifacts, evaluation feedback, your own reflections, e-portfolio links, professional growth plans and anything else that showcases introspection into strengths and weaknesses as an online educator and document all in your individual blog..

I am not yet an online educator, but below you will see Feedback from 2016-2017 School Year which demonstrates Positive learning Environment, Academically challenging, Use of Instructional Strategies and Assessment Strategies.

TKES plan 2tkes plan 3

For the 2017-2018 School Year my PGP is as follows:

 

This step is dedicated to writing a Professional Learning GOAL. If one of the six indicators applies, you will need to exit this step and select Professional Learning PLAN.

  • Induction level teacher or administrator
  • Educator returning to the profession after an absence of one or more years
  • Educator who is new to Georgia
  • Educator who is working in a field that requires a non-renewable certificate
  • Educator who is working in a certification field in which the educator has not worked before or has not worked in for a long period of time even though the educator is certified in this field
  • Educator whose summative TKES/LKES rating is Level I or II
*Date of Acknowledgement
08/30/2017
*Goal Statement

I will contribute to the development of AHS as a Professional Learning Community with an emphasis on building relationships, increasing rigor and increasing student engagement.

1)    I will develop and implement processes and procedures to build community and positive relationships with students, parents and colleagues

2)    I will utilize effective collaboration skills by presenting authentic work (lesson plan, assessment, or student work) and receiving critical peer feedback in my CFG Growth Group

3)    I will improve as a reflective practitioner by observing and being observed once each semester by a Growth Group peer using a CFG observation protocol

4)    I will learn the characteristics of a fixed mindset vs. a growth mindset

 

*Performance Standard(s) to which the goal relates: (Check one or more, as applicable)
Standard 2: Instructional Planning
Standard 3: Instructional Strategies
Standard 4: Differentiated Instruction
Standard 5: Assessment Strategies
Standard 6: Assessment Uses
Standard 7: Positive Learning Environment
Standard 8: Academically Challenging Environment
Standard 9: Professionalism
Identify Data Source(s) used in creating the goal (Examples include but are not limited to: Self-Assessment results, System Priorities, School Improvement Plan, student achievement data, survey data, etc.)

School Professional Learning Plan –

School Stragic Plan

Gallup Engangemrn Survey

TKES Survey Instructional Practices

Strategies

I will accomplish this goal by taking part in 7 session Critical Friends Growth Groups as a Presenter, Group Particpant and/or Facilitator.

Documentation/Resources

1)    Three relationship reflections in any order: One with students, one with parents, and one with peers; one by September 30, one by November 30, and one March 31  (TKES Standard 7)

2)    Authentic work (lesson plan, assessment, or student work) presented to Growth Group with protocol used: by November 30th and by March 31 (TKES Standards 2,3,4,5,6,8)

3)    Observation protocol, data collected on me, my reflection from observation and data collected each semester – by November 30th and March 31 (TKES Standard 9; plus other related TKES standard based on data collection and how you used it to inform your practice)

4)    A differentiated lesson each semester incorporating researched-based strategies that encourage students to move from a fixed mindset to a growth mindset. – by November 30 and March 31   (TKES Standard 2,3,4,5,6,7,8

Below is a lesson plan that shows differentiated learning using Data to drive instruction as well research based strategies to help transform students and classroom into a Growth Mindset classroom.

Differentiated Growth Mindset Lesson_ Practice FRQ

 

Below is a reflection I did on a teaching strategy named “Right is Right” which is being introduced in the school that I currently teach at.

Right is Right and Growth Mindset

As part of my PD at my school I am part of a Growth Group, which we are to present Authentic student work or a problem currently facing us in the classroom. In our Growth Group we use the Critical Friends Protocols. In this particular Growth Group, I presented a project that I was re-doing for my AP Psychology PLC. Below is the feedback from the group along with some of the changes that were suggested during the feedback.

Growth Group feedback

Below is an example of feedback I ask from my students. After introducing a new tool to the class and after every Unit I liked to get feedback from students to see what they liked and what they didn’t like. I like to use Mentimeter with this type of feedback because it allows me to gauge my students preferences and what tools are useful (either digital or not) and which ones are not. Shortly after this Mentimeter I switched from using One Notes (which according to feedback students did not like) to using Google Classroom. Which despite learning a new platform, the students preferred it over One Note. There was also an increase in using the other materials I provided as it was easier for them to access.

 

2-screenshot1-screenshot

Below you will see a document I created to help all the PLC’s in the current school I teach at. It is a template to be used to analyze student data – formative and summative . The template that I have created has helped our PLC create better common summatives and have allowed us to reflect on our instructional strategies without feeling threatened and make changes accordingly. This has also helped to drive instruction for each unit as we set up expectations for the Unit.

Data Snap

 

Evaluate 3 – Personalized Teaching and Learning

Artifact: Provide sample data from student results for a course within your field. The data can be entirely theoretical and written out in text form.

Create: Examine your sample student performance data. Create an action plan that you would implement in your classroom to personalize teaching and learning.  Provide both a class and individual approach in your plan.

Answer:  How could the data be referenced to identify the needs of each student? How could the settings of the LMS be used to create personalized learning paths? How would this data change your teaching plan? How could it help with remediation or enrichment, etc.?

Student data Evaluate

In order to personalize learning, I would have ALL (whole class) students write down the questions they got wrong with the correct answer choice. I would then have students who received less than a 75% on the assessment (which is given at the end of lesson) complete a short reteaching lesson based on the standards they missed. Those that scored above a 75 would submit their notes on which questions they got wrong and why and what the correct answer is and then allow them to move on.

Data can be referenced to Id needs of students by analyzing the results and creating a threshold for competency for each assessment/assignment given in the course. With data you can see if a student is progressively getting better or worse in the class, or if there is a specific learning area the student is deficient in.  You can set an LMS to help with personalized learning by creating something like an IF THEN statement based on data: If you reached this percentage on this assignment you may proceed here, if you attained this you may go here.  Understanding where my students are, as far as attainment of knowledge through data,  will allow me to ID those who need remediation (to be retaught) or to give enrichment opportunity.  Data would/ could and has changed my teaching plan because sometimes you may think your lesson is great, but it didn’t translate well with students.

Evaluate 2 – Competencies

Create: For this section, set up a competency structure using standards for one unit of your sample course. Associate the assignments in that unit with the competency.

Artifact: 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.

The competency that I chose was SSUSH21 The Student will explain economic growth and its impact on the United States 1945-1970. In order for students to show that they are competent int his standard I crated a learning objective that is a”student choice” They will be able to choose from a few choices: Create a powtoon/video, create prezi, google slide or ppt, create a magazine, write an essay. 

What ever the student chooses they will be graded by each of the the three sub-standards in SSUSH 21. The students will create “proposal” which allows them to stay on track through all the lessons. For each sub-standard students will complete differentiated lessons, that will guide them towards attaining skills/ knowledge needed for the competency and give them time to work on the final product. (Essentially this would be like giving students checkpoints, and help those students who are procrastinators.)

Evaluate 2 – Data Driven Instruction & Analysis

Reflect: Review the artifacts above on student enrollments and student progress in the course.

Answer: How might the teacher adjust the course in the future based on the previous activity of these students? What uses does data have for online instruction? What advantages do teachers who utilize data have over those that do not?

A teacher can adjust the course based on data by omitting/changing the lesson or tool that had the least amount of completion. Assessments that were scored low can be looked at as well, perhaps rephrasing of sentences, or lessons need to be better laid out in order for students to retain information. Online data gives the teacher concrete  evidence of student and class performance; the teacher can see how a student does over time or even look at how students use a particular tool. Teachers who utilize data have more advantages than those who do not; these data driven teachers are able to offer better feedback to students, give students a more personalized learning experience and overall become a better teacher because they can identify weakness in lessons.

Image 1: Student enrollment and teaching assignments

How might the teacher adjust the course in the future based on the previous activity of these students? – According to the data table both 9th and 10th grade AB Fall classes have low enrollment, while those only in A Fall have a high enrollment. The teacher will have to take into consideration the number of students alone. Those with a high volume of students may end up taking more time i.e. grading assessment and assignments and may prove to be difficult to have collaboration among the students and provide a classroom setting in a digital world.  The teacher could try to make more and smaller sections of the A Fall courses to help facilitate that online collaboration. What uses does data have for online instruction?   In this case, the data provides the teacher with the knowledge to provide feedback to administrators who make the sections and provide feedback to create smaller sections. What advantages do teachers who utilize data have over those that do not?  In this case, if the teacher uses this chart along with other data showing student completion of assessments, classwork etc it may persuade administrators to create more and smaller courses. Data never lies and helps a teacher provide a better education to students. In this case, smaller course will create a more collaborative classroom environment.

Image 2  Student enrollment

How might the teacher adjust the course in the future based on the previous activity of these students?  With this data the teacher is able to see what kind of accommodations students have, as well as how long they are enrolled in the  course. The teacher can pull the data of all 12 week, 14 week, 16 week and 18 week long enrolled students and see how assignments are completed among these groups of students. There may be a difference in how an assignment is completed and the teacher can then make adjustments to any assignments to better differentiate. The teacher should also then separate the data of students who have any accommodations and see how they completed assignments. If those students were not able to complete the assignment to expectations perhaps the teacher needs to look at delivery and other methods to help those students achieve the expectations of assignments.   What uses does data have for online instruction?  In this case, the data can further help the teacher understand how students complete assignments and if there needs to be any adjustments in future classes. What advantages do teachers who utilize data have over those that do not?  Teachers that use data, like this chart have an advantage over others that don’t because they will be able to better accommodate all students and make their learning experience better.

Image 3 – Student/Teacher Communication

How might the teacher adjust the course in the future based on the previous activity of these students?  With this data a teacher can adjust a course by looking back and through communication and seeing if the student passed the course. If the teacher sees a correlation between not passing/barely passing and the first communication, the teacher can adjust the timing of the first communication of grade below 70%. According to the table the class began on 9/5 and communication of course failure was 20 days afterwards. (3 weeks in). If the teacher finds a correlation between this communication and failure rates of those same students the teacher should adjust first communication as soon as the student falls before 70% or is showing a trend/pattern of failure. What uses does data have for online instruction?  In this case, this data can help the teacher with communication with parents/students and increase pass rate of the course. What advantages do teachers who utilize data have over those that do not? When teachers use data like the above chart to guide instruction, they have distinct advantage over teachers who do not because they are able to make their teaching and communication better, which can then lead to higher pass rate (more learning) in the course(s).

Image 4 – Communication with students

How might the teacher adjust the course in the future based on the previous activity of these students?  According, to this image this is a motivational email to a student that perhaps was failing in the course but is now doing a good job.  With this type of data the teacher can take a look which students she communicated with i.e. did the teacher only send motivational emails to students who showed improvement? and a correlation between passing the course. For example, did the teacher also send out motivational email to students who were not showing an improvement in the course? if there is a correlation between this and not passing the teacher should adjust their teaching by also sending motivational emails to those students who are not showing improvement; a little encouragement can go a long way.  On the opposite side, the teacher should also look at the “high achievers” in the course, did their grades stay the same throughout the course or was there a steady decline. If the teacher did not sent a motivational email to these students it could keep students less engaged in the course.  A motivational email can go a long way with all students, not just those who are showing improvement. What uses does data have for online instruction?  In this case, the teacher will be able to see a direct correlation between motivational email communication and passing the course.  What advantages do teachers who utilize data have over those that do not? Teachers who utilize data to drive instruction have a distinct advantage over those who do not because they can make changes to their course and communication in order to increase student achievement.

Image 5 –  Course Progress

SIS report example

How might the teacher adjust the course in the future based on the previous activity of these students?  This chart gives information on how many assignments students have completed and how many tools they have used for a particular assignment. The teacher can use this data for future course by seeing how many tools were used and which ones were not. For example, For the first assignment, the tool(s) provided were not used at all. This data would tell the teacher to re-evaluate the assignment and the tool(s); are the tools useful to the assignment? Do the students need to use the tool? The teacher can also see the correlation between the grade on an assignment and tool usage; if a student can do well with out using a tool, then the tool is not useful and teacher needs to reevaluate both the assignment and tools. What uses does data have for online instruction? This data is very useful in online instruction because the teacher can have an up to date understanding why a student is doing well or not doing well in the course; the teacher would be able to provide proper feedback to each student based on this data.    What advantages do teachers who utilize data have over those that do not?  A teacher who uses this data has a distinct advantage over teachers who do not because they will be able to communicate better with parents and students, as well as make changes to assignment and tools to make the course better.

Image 6 –  Student Monitoring their own progress

SIS report example

How might the teacher adjust the course in the future based on the previous activity of these students? Based on this data, the teacher would need to look at all the feedback given to students. For example, for U3 Newsletter Final Draft, the teacher comments on what was missing for the newsletter ( Center captions and left align pictures). It would be necessary for the teacher to look at all feedback because if there are many students who did the same thing than the teacher missed a lesson on showing that skill or needs to improve the delivery of the lesson that teaches students that skill, perhaps even give them a small formative to show they are able to do it correctly.  What uses does data have for online instruction?  This data is useful in online instruction for several reasons, the first is that it provides students a way to see feedback from the teacher and how to improve on future assignments. The second this allows the teacher to collect all feedback given to students and see if there are any correlations, or skills that all/ most students missed. If so, then the teacher can make improvements on the lesson. What advantages do teachers who utilize data have over those that do not?  A teacher who uses this data has a distinct advantage over teachers who do not because they will be able to see where students have gotten the skill and where they have not, this will allow the teacher to adjust lessons for future students.

Image 7- Student Monitoring their own progress

SIS quiz results

How might the teacher adjust the course in the future based on the previous activity of these students?  The data above shows the questions missed by a particular student. However, it does not show any links or tools to help students know which one is the correct answer. The teacher can make improvements based on this data by looking at all students and seeing which questions were commonly missed withing a certain threshold. If there are common questions missed then the teacher needs to look back at the lessons in which the standard is covered and redesign the lesson so that students can obtain the knowledge necessary.  Also, I wonder if students are able to retake quizzes as a way to faciliate Growth Mindset and the concept of Try Again. What uses does data have for online instruction?  This data is useful for online instruction because it allows the teacher to see which students are passing quizzes and which are not, what concepts are being learned and which ones are not. This data will allow the teacher to come up with a reteaching moment (Review) for those students who did not get the concepts the first time around. What advantages do teachers who utilize data have over those that do not? A teacher who uses this data has a distinct advantage over teachers who do not because they will be able to help students reach their learning goals better. Using the data above will also allow students to know which learning goals they have reached and which ones they have missed.

Image 8 and 9- Student Monitoring their own progress

dropbox example

Image 9- Student Monitoring their own progress

feedback example

How might the teacher adjust the course in the future based on the previous activity of these students?  Images and 8 and 9 must be combined in order to get a true picture of the data. This student was able to get full credit for the cover letter but missed a few points on the resume portion because of aesthetics and missing portions (skills and references) The teacher can see how many students made the same mistake; if there were many students with the same mistakes the teacher should re-evaluate the lessons leading up this and even the rubric so that students know what the expectations are.  Also, I am wondering if the teacher allows the student to fix what they missed and receive a portion of the points back as, learning  how to create a good resume is the goal here. What uses does data have for online instruction? This data is useful in driving instruction because the teacher may see that students missed the same requirements and this would prove to be a re-teachable moment for the students. What advantages do teachers who utilize data have over those that do not? Teachers who use this data have a distinct advantage over those who don’t because this data gives great student feedback which allows them to take control of their learning. With the feedback given students understand where they went right and where they went wrong. Teachers can also use the feedback of all the students to see if there is any correlation between tasks missed between all of them and re-evaluate the lesson/rubric and other tools that go with the assignment.

Evaluate 1 – Summative Assessments

Artifact: Showcase an assessment created and include what method was used to assess the validity, reliability, and security.

Answer: What process was used to determine the validity, reliability, and security of the assessment? What was the result?

Unit 4 Spring US History

This assessment can be considered valid, because the questions follow the good rule of “Two throw aways and two think it through’s” – essentially students will have to REALLY know the material to know the correct answer; each question, then, has a distractor. These questions were pulled from different banks as well as created by our PLC team, who have been teaching the content for a minimum of 5 years.  This assessment is reliable because each question is tied to the standard. Which as a PLC, we were mandated to have common assessments based on standards.  The overall results of the assessment is then attached to Major Assessment Grade (Test Grade). The security of this test is high as we use Examview (I had to convert the file for this purpose and not I do not think this test is secure for further use) and students are unable to access our bank of questions as they are on a secured server only accessible to teachers.

Evaluate 1 – Quality Feedback

Create: In your blog, provide or create a student work sample and accompanying feedback that showcases some of the expectations listed below and offers a sound example of quality, authentic feedback. In particular, your feedback should demonstrate the bulleted items below. Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Encouraging, customized feedback which propels the student to strive for better performance or for deeper thought and application.

Student data drives the feedback provided as individual feedback, as well as the class as a whole.

Teacher is not only assessing current progress on individual items, but is also analyzing each student’s continuous progress from grade item to grade item.

Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Artifact: Provide a student work sample and accompanying feedback.

Answer: Why is it important for an instructor to consider student performance data when providing feedback?  How can feedback be both observational and instructional?

Link to student work sample with feedback

It is important to include student performance data when providing feedback because it adds support to your feedback. For example, in my student feedback I mentioned to the student that she had done a great job with being detailed in 2 of 3 tasks. The one task that the student lacked in depth information directly correlated with a ticket out the door question which this student did not get right. If the student can see a correlation between their work and assessments they will be more apt to change.  Feedback can be both observational and instructional by including what you have noticed during class time. For example, I congratulated this student on being a part of a great discussion during the  collaboration portion of the lesson.

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