GAVS courses are standard based; designed to assessment the standards addressed in the course. Standard based courses are intended for teachers to created the assessments first and plan the lesson around what concepts you expect the student to show mastery on. TOOL states, "Assessments need to measure what it is the students have learned. If students complete the assessment before learning the material and they still score high, this either means they have already learned the material or they are being assessed on general intelligence than specific content." As a SME designing the Advanced Mathematics Decision Making course, I created assessment using the guidelines presented in the state workshops for the course. The course is a collaborative project based course. The students are expected to gain communication skills and how to work well with other. Creating an assessment to show evidence of those skills can be a challenge in a face to face class and almost impossible in the online environment. Group assessments are ideal. However, online students have less time around their class peers to foster teamwork.
GAVS has a process for educators to review the assessments created and provide feedback for improvement. The reviewers check for errors and poorly defined questions. The following assessment is group project intended to assess collaboration, presentation skills and perseverance. The rubric was used to ensure students were informed on the expectation for each criteria and to ensure mastery. The rubric also ensure the assessment was reliable by grading the students using the same set of guidelines. The nice thing about a collaborative project is that it is harder for students to mask their lack of knowledge. Projects requires students to discuss, reflection and produce quality work or answer to their classmates.
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It is important for teachers to provide feedback that considers specific performance data to promote student growth. Feedback should encourage students to strive for better performance or deeper thought and application. Some feedback is given to share what was observed and some feedback is used as critical feedback to provide critique for improvement. One way to formatively assess student readiness for course content is to give students diagnostic assessments. Using Socrative allows students and teachers to get instant feedback. The tool provide data that can be analyzed to determine areas of strength and weakness. The item analysis can provide the teacher with feedback about the question item. If several students miss the same question, it can be a indication that the question is not addressing the standard being taught or that it is a poorly written question. In the last example, the questions are targeting two different skills. Notice how each question is labeled with a standard. The feedback allowed me to determine how to group students as we began our test preparation lessons. N.Q.3. addresses how well students choose a level of accuracy appropriate to limitations on measurement when reporting quantities. While A.SSE.1 address how well students Interpret expressions that represent a quantity in terms of its context. Each standard has multiple questions to address if the students have mastered the standard. Overall, the assessment addresses following competencies which are a part of the Mathematical Practices: (1)Make sense of problems and persevere in solving them. (5) Use appropriate tools strategically. As students complete the assessment over time, they should become better at making sense of problems and using the appropriate tools to solve them. The goal would be to use the tools to build confidence and skill mastery for the End of Course Assessment. Here is a link for educators to copy the assessment: https://b.socrative.com/teacher/#import-quiz/1619109 Create explores knowledge and tools necessary for developing authentic educational experiences for students. The skill examines methods of organizing content resources and understanding formatting to ensure a more consistent and efficient process.
iNacol, the International Association for Online Learning, publishes Standards for Quality Online Teaching. Consider the following standards:
The Create module has prepared me to meet Standard B, and K exposed me to the authoring tools in Create 4 - Learning Object Authoring Tools. The tools support student learning and engagement in the online environment by arranging media and content to help teachers transfer knowledge. Create 4 - Learning Object Authoring Tools addressed Standard C and allowed me to plan, design, and incorporate strategies to encourage active learning, application, interaction, participation and collaboration in the online environment. I really enjoyed the creativity involved with creating a reusable learning tool. Create 2 - Web Tools for Differentiation of Student Assessment addressed Standard B, C, and K. Creating lesson plans with a technology component is a way to support student learning and engagement. I love the web tools presented and hope to use them in the future. Standard E was addressed in a few of the Create assignments. Learning about creative commons makes me feel safe when creating lesson activities. In one of the initial assignments, Create 1 - Appearance , allowed me to meet Standard E by providing clear and concise sound design ideals. Create 3 - Open Educational Resources also address Standard E by showing a guide on Open Educational Resources. The materials taught me about finding appropriate media and utilizing correct attributions. Create 3 - Fair Use and TEACH Act encourages legal, ethical, and safe behavior technology use. Overall, the Create module was the most intense TOOL course. The focused lesson used for each activity created several challenges when coming up when new and innovative ideas. I feel the assignments wanted you to CREATE and continuously reflect. However, I did enjoy learning about the authoring tool and believe the lesson was extremely beneficial. In the future, I plan to explore more authoring tools in my teaching to increase engagement.
When choosing an aggregate tool, consider the following:
The following tools can be used to aggregate and present learning material:
The intended use of the following learning objects is to engage the learner with hopes of retaining concepts. The objects can be used during a live chat session allowing discussion amongst the entire class.
The graphic could be tweeted as a lesson opener.
The game could be used for a review activity.
It is important in e-learning that instructors carefully consider the purpose of a learning object before construction.
Here are three learning object authoring tools that will enhance the math class:
Open educational resources are available in a variety of mediums. More about Systems of Equations. Image from: https://commons.wikimedia.org/wiki/File:3_equations_-1.JPG Text from https://courses.lumenlearning.com/collegealgebra1/chapter/solving-systems-of-equations-by-substitution/ Solving a linear system in two variables by graphing works well when the solution consists of integer values, but if our solution contains decimals or fractions, it is not the most precise method. We will consider two more methods of solving a system of linear equations that are more precise than graphing. One such method is solving a system of equations by the substitution method, in which we solve one of the equations for one variable and then substitute the result into the second equation to solve for the second variable. Recall that we can solve for only one variable at a time, which is the reason the substitution method is both valuable and practical. CC licensed content, Specific attribution
Also, check out this video from Khan Academy: https://www.khanacademy.org/video/trolls-tolls-and-systems-of-equations
Answer: How might an online or blended classroom teacher use Fair Use when gathering resources for educational purposes? What observations have you made about Fair Use and the TEACH Act and how has it changed your approach to finding reliable content for your students?
Open Educational Resources can be found across nearly all subject areas; however, understanding methods of integrating these resources into instructional activities remains a best practice. The first step to understanding methods of integrating the resources is understanding the definition. Open Educational Resources can be defined as Educational resources that are available in open/public domains and have a license that is open or free use. The purpose of these open source materials is to allow anyone to re-share , use adapt materials freely and legally. Here is an example...
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AuthorEbony Anderson-Johnson is a math educator that analyze data and infuses technology in ways to drive instruction. Archives
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