Here is the Storyboard to illustrate how the lesson flows:Notice how the tags made it easy to identify the assets when setting up the session: Practice Running...
Here is the view of the end of the lesson: Reflect: InternshipJigsaw 104 inspired me to present the material I've been working with. The storyboard I planned fit the actual lesson staging well. I wouldn't make changes overall-- as I gave the students content, outside media and an review board to follow along with. The three pane method gave me a lot of space to keep them engaged in what they were learning. I felt that the students received the lesson well. One thing I could change to make it more interactive would be to use breakout rooms and assign groups of students to work on different problem sets. Differentiating instruction will provide students with more individualized support. Getting the students to work together to foster teamwork would be an additional benefit to the overall virtual environment.
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In this video, I demonstrate the use of Pane 3 for instructional purposes and explain my approach.
Here you can see the actual results from the instant survey demonstrated in pane 3. In pane 4, the students used the whiteboard, with permission, to show their work. The white board gave students the chance to demonstrate their work in front of their peers, it presented a way to participate with the student overall. The color coding strategy held students accountable and gave them a sense of ownership over their work. Reflect: Making the GradeAfter attending Jigsaw 103, I realized how to use both pane 3 and pane 4 to prompt student interaction and collect data on what students may have misconceptions over. Jigsaw 103 introduced notes and surveys (on pane 3) that allowed for me to bring specific issues to the forefront and gather insight on each student's progress with the material. Utilizing pane 4, I could release weblinks and presentations for student interaction and note keeping that can be saved for future review. Jigsaw 103 helped me structure lesson plans to target student challenges. By providing the released items and permission based features, students got to take control of their own learning experiences.
Demonstration of Pane 1 and Pane 2 Usage
Using pane 1 as a looping video for test preparation allows me to give students wait time. Students enter the chat session at different times and looping allows students to join the activity if they are tardy. It also allows for me to talk as the video is playing in the background. With pane 2, I can show the worked out solutions and provide a mini review lesson for the concepts covered on the test. Students can work the solution out alone, discuss the solution with the class and clear up any misconceptions. Reflect: Going to ClassI believe it is imperative that we have multifaceted ways to present information. One of the greatest benefits of participating in Jigsaw 102 is leaning to use looped videos as timed assessments. This feature allows students wait times to solve and process problems, similar to if we were in a physical classroom. I really enjoyed the flexibility of using pane 1 and pane 2 side by side to present the original problem and the worked out solution. It has structured my sessions for efficiency and helped with time management.
Playing the video in pane 1 allowed me to highlight USA Test Prep as a tool and prompt students to utilize the resource. Here you will find a Diverse Set of 5+ Assets with tags organized by content topic: I used the GA Milestone tag to compile assets over time to help students review concepts. I gather videos, documents, and links to use in multiple panes at different times. I may use the asset for a whole class presentation in one session, as well as release it as an attachment in a follow up session. In the example above, asset number 3 is a video. It is active in pane 1 which is controlled by me, while in pane 4 it is under the full control of the students. Demonstration of One Asset in a Session
Reflect: Setting up for SuccessI believe it is critical to learn and grow from all of my professional development experiences. Jigsaw 101 showed me how to organize my sessions based on file types. Prior to my sessions, I had to analyze what type of file should go where in my lesson and associate it to the proper pane. Jigsaw 101 got me into the habit of diversifying my media type as well as categorizing my assets in an efficient manner. The relevancy of using meaningful tags to locate my assets promptly for future use, is a direct result of me attending Jigsaw 101.
Evaluate incorporates a variety of tools, best practices, and resources to support and encourage authentic feedback and objective evaluation practices in the online classroom.
iNacol, the International Association for Online Learning, publishes Standards for Quality Online Teaching. Consider the following standards: Standard D Working as a GAVS educator, I am grateful to have a platform which is designed to set clear expectation for students and teachers. Consistency is key! The course setup tools used by all GAVS teachers allows us to standardize the expectations of the online learner. The platform also provides us with easy ways to prompt responses and provide regular feedback for students. The discussion board sends the teacher a notice that a new post is available. The notice is used to reply to post in a timely matter. Another one of my favorite features is the indicator that a student has read the feedback. Evaluate 1 - Quality Feedback assignment help me to address Standard D by demonstrating how I used feedback to promote student success. Standard G Rubrics are useful tool to help develop student agency. It is critical that students manage their own learning. Students need to know what specific skills are needed to meet and exceed expectations. Rubrics are helpful for me as an educator to be consistent with my grading processes. Evaluate 2 - Competencies addressed Standard G. Creating rubrics in the beginning set a smooth grading procedure for the term. Standard H Evaluate 3 - Personalized Teaching and Learning addressed Standard H. The assignment was a video reflection on assesses learning progress by measuring student achievement of the learning goals. I am a fan of standard based grading. While creating short assessments to provide instant standard based feedback can be a huge task, it is rewarding to see students manage their growth. I find that students learn more when they feel like they are in control of the learning progress. Standard I Evaluate 2 - Data Driven Instruction & Analysis was centered around understanding data to modify content and to guide student learning. The assignment addressed Standard I. By analysis several different types of data, I feel more comfortable discussing how to use the data to improve student success. Based on my experiences working on the Evaluate module, I plan to research how to use competency to support math standards. Overall, Evaluate 3 - Self Reflection was the most beneficial to me. The process gave me time to think and reflect to improve student success. My philosophy on online education includes promoting self regulated learners and making learning culturally relevant to all students. My beliefs leans more towards the progressive approach than any other theory. As a teacher, I also play a huge role in the living community. It is my job to inform people around our community about what is going on inside our school as well as outside. The more educated a community is, the more likely they will become active in certain activities. In many cases, the community and school can both benefit from getting involved. I believe that the students gain more hands on experience and real world application opportunities though these relationships. I believe that all students in my classroom must be challenged to meet high academic standards, but supported, encouraged, and guided in their efforts to do so. I think that student’s motivation to learn comes from within them. It is my job to promote or enhance their motivation by use of technology, real world problems, and culturally relevant experiences in the classroom. Evidence of Reflection on My Individual Teaching Abilities
Competencies reminds me of standard based grading where you have assignments that address the standard and possibly other standards addressed in the same assignment. It was challenging to grade because you were not grading assignments but standards. Read this related article for more:http://www.competencyworks.org/reflections/competency-based-grading-and-common-core-math-a-perfect-match/
As an GAVS educator, I have noticed the Competencies tab under assessment. I always wondered how to use the feature. For a math course, the mathematical practice standards could be considered as competencies. Students could complete projects and other assessments that are directly link to the standard to show mastery. |
AuthorEbony Anderson-Johnson is a math educator that analyze data and infuses technology in ways to drive instruction. Archives
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