Saturday, November 30, 2019
Saturday, September 14, 2019
Sunday, December 30, 2018
Special Education Series 2
Post 1: Special Needs - 2- Best Practices for Online Communication
I chose student b. She is being served by a 504 due to ADHD. She begins the course very eager and actively engaging in the content and the assignments, but takes a dip in course work a few weeks in. She begins skipping around in the course and turning in assignments at odd times. Open communication with the student and her parents will be vital to being successful in the course. We need to be on the same page concerning the course schedule. Using a color coded course schedule and encouraging her to print it out to follow along as a check list will be just the beginning for the student. Organization in an online course along with time management are skills that an ADHD student will struggle with, but vital for success in the online environment. There are several ways to help overcome these obstacles.
The first best practice I would attempt is class directions in video. Often our assignments in our virtual classrooms have very tedious steps. Recording and simplifying the expectations of the assignments would help a student with ADHD. I would implement it in several ways. I would record a video in my JIGSAW platform. I would then post on the news feed because it could help all students. I would then follow up with individualized communication by email letting the student have direct access to the video to refer back to as they complete the assignment. This approach would help the student because they would have both auditory and visual instructions of the expectations. They are also receiving one on one communication concerning the assignment as they tackle it.
The second best practice I would attempt would be proactive rather than reactive. This student will get off task. It has already been documented that organization is a problem. We do not need to wait until they are sinking in the course. Starting off with expectations will be important. I would implement it by creating a detailed course schedule. Often assignments on our course schedules only show when they should be turned in, but they need to be worked on for several days before. Creating a course template that breaks down when they should be working on the assignments along with when they should turn them in would create a very detailed daily work schedule for the student. Color coding it will also help bring their attention to specific details. The outcome would be to help solve issues before they arise. Helping create organization and prioritize the course workload.
The third best practice I would attempt would be to be clear and concise. Often if an ADHD student receives extremely long emails or directions they are going to skim or lose focus. With creating clear and short instructions the student will be more engaged. If an assignment is very tedious it would help be creating a news announcement and individualized email breaking the assignment down in simple steps, even possibly over several days so that the student can stay focused. Simplifying these longer steps would allow the student to remain engaged, but keep the integrity of the assignment. We are only simplifying the instructions, not reducing the workload. Overall this approach is used quite commonly to help students clarify confusion and remain engaged in the class.
Post 2: Special Needs - 2- Specific Strategies for Online Differentiation and Personalization. Option B
In my traditional classroom of AP World History we have to discuss the hard topic of genocide. The first way I introduce this topic to students is through a video lesson. We watch clips of no more than 8 minutes of each genocide we need to cover. Each clip is informational as well as sensational. We look at the clips of Rwanda, Bosnia, Holocaust, and Cambodia. These clips allow us to launch into a class discussion. As we watch the videos I have the students fully watch and not complete any questions. The goal is for them just to receive the information.
After the videos they are then given discussion questions. They are to discuss with a partner then write up a response for themselves. This can be modeled in the virtual setting. Allowing the videos to be watched, discussed on the discussion board, then submit a formal writing assessment over it. The discussion questions guide them to the focus of the genocides that College Board wants the students to understand. We look at the problem, what caused it, and what did the United Nations or other organizations do about the issue. Our written response is in the style of an SAQ, short answer question. This practices the writing style they will see on the AP test along with understanding one of the key topics that will occur as well.
The second approach with this topic is a jigsaw activity with a graphic organizer. After completing phase one of videos and reflection, we then move into a jigsaw. Each group has primary and secondary articles about the genocide. The students are guided through the readings utilizing a graphic organizer. Each table has 2-3 sources to read. Upon reading the student works with their partner to complete the graphic organizer and pull out key details and facts about the genocide at that table. This can easily be adapted to a virtual setting. Having student read primary sources, then discuss their findings on a discussion board.
Upon completing the jigsaw activity we then write a formal essay according to the AP writing components. This allows group discussions while filling out the organizers to dig deeper into the material, then a formal assessment using the AP writing rubric based on a larger scaled question. This LEQ or DBQ style of writing allows the student to take the information they have received from the videos, the Jigsaw, the graphic organizer, the discussion questions, and their short SAQ writing and compile all the information into a formal essay. This formal essay continues the practice for the AP exam, but also helps a student analyze all the information they have received from the multiple components of the genocide lesson.
Post 3: Special Needs - 2- Creating Products to Assess Mastery in the Online Environment
In AP World History, a final project consists of taking a country that has been discussed, China for example, and creating a PowerPoint presentation showing the changes and continuities that have faced its history from the beginning of time to current years. This project overlaps multiple themes required in the AP environment and serves its purpose as a review. The requirements is that there must be 2 slides per the 6 time periods. This would be 12 slides total. Each time period should have 1 slide for items that have changed and 1 slide for items that have stayed the same.
This is a designed based assignment. This can be done collaboratively or individually. The strengths of this assignment is that it allows students to take ownership of their review for the AP exam. It helps them analyze large trends we have studied throughout the course. Shortcomings would be for students who have trouble public speaking, students who have accommodations due to speech, or other issues that would hinder a public speaking forum.
There are a couple ways to change this project to make it more acceptable. The first would be to change its tech format. We could go from a high tech presentation to a low tech timeline. Students could use web based timelines that help make the project flow with media sources. Also instead of a live presentation, it could be recorded and presented as a timeline recording. Students also have the choice of which country they would like to present. The choice of working with a partner or alone on the project could be implemented as well.
Another change could be away from the PowerPoint format and into a high tech element of interactive photos. This could be narrated through a recording as well to present the information as a recorded dialogue rather than a live presentation. These interactive photos can relay the story of change and continuities through a visual representation and auditory dialogue. Submission changes could be that the project may be presented live in a setting like JIGSAW or they could be in a format of a discussion board. All students could post their previously recorded assignments. As the classmates watch the recordings they could leave feedback and commentary to show class interaction.
I chose student b. She is being served by a 504 due to ADHD. She begins the course very eager and actively engaging in the content and the assignments, but takes a dip in course work a few weeks in. She begins skipping around in the course and turning in assignments at odd times. Open communication with the student and her parents will be vital to being successful in the course. We need to be on the same page concerning the course schedule. Using a color coded course schedule and encouraging her to print it out to follow along as a check list will be just the beginning for the student. Organization in an online course along with time management are skills that an ADHD student will struggle with, but vital for success in the online environment. There are several ways to help overcome these obstacles.
The first best practice I would attempt is class directions in video. Often our assignments in our virtual classrooms have very tedious steps. Recording and simplifying the expectations of the assignments would help a student with ADHD. I would implement it in several ways. I would record a video in my JIGSAW platform. I would then post on the news feed because it could help all students. I would then follow up with individualized communication by email letting the student have direct access to the video to refer back to as they complete the assignment. This approach would help the student because they would have both auditory and visual instructions of the expectations. They are also receiving one on one communication concerning the assignment as they tackle it.
The second best practice I would attempt would be proactive rather than reactive. This student will get off task. It has already been documented that organization is a problem. We do not need to wait until they are sinking in the course. Starting off with expectations will be important. I would implement it by creating a detailed course schedule. Often assignments on our course schedules only show when they should be turned in, but they need to be worked on for several days before. Creating a course template that breaks down when they should be working on the assignments along with when they should turn them in would create a very detailed daily work schedule for the student. Color coding it will also help bring their attention to specific details. The outcome would be to help solve issues before they arise. Helping create organization and prioritize the course workload.
The third best practice I would attempt would be to be clear and concise. Often if an ADHD student receives extremely long emails or directions they are going to skim or lose focus. With creating clear and short instructions the student will be more engaged. If an assignment is very tedious it would help be creating a news announcement and individualized email breaking the assignment down in simple steps, even possibly over several days so that the student can stay focused. Simplifying these longer steps would allow the student to remain engaged, but keep the integrity of the assignment. We are only simplifying the instructions, not reducing the workload. Overall this approach is used quite commonly to help students clarify confusion and remain engaged in the class.
Post 2: Special Needs - 2- Specific Strategies for Online Differentiation and Personalization. Option B
In my traditional classroom of AP World History we have to discuss the hard topic of genocide. The first way I introduce this topic to students is through a video lesson. We watch clips of no more than 8 minutes of each genocide we need to cover. Each clip is informational as well as sensational. We look at the clips of Rwanda, Bosnia, Holocaust, and Cambodia. These clips allow us to launch into a class discussion. As we watch the videos I have the students fully watch and not complete any questions. The goal is for them just to receive the information.
After the videos they are then given discussion questions. They are to discuss with a partner then write up a response for themselves. This can be modeled in the virtual setting. Allowing the videos to be watched, discussed on the discussion board, then submit a formal writing assessment over it. The discussion questions guide them to the focus of the genocides that College Board wants the students to understand. We look at the problem, what caused it, and what did the United Nations or other organizations do about the issue. Our written response is in the style of an SAQ, short answer question. This practices the writing style they will see on the AP test along with understanding one of the key topics that will occur as well.
The second approach with this topic is a jigsaw activity with a graphic organizer. After completing phase one of videos and reflection, we then move into a jigsaw. Each group has primary and secondary articles about the genocide. The students are guided through the readings utilizing a graphic organizer. Each table has 2-3 sources to read. Upon reading the student works with their partner to complete the graphic organizer and pull out key details and facts about the genocide at that table. This can easily be adapted to a virtual setting. Having student read primary sources, then discuss their findings on a discussion board.
Upon completing the jigsaw activity we then write a formal essay according to the AP writing components. This allows group discussions while filling out the organizers to dig deeper into the material, then a formal assessment using the AP writing rubric based on a larger scaled question. This LEQ or DBQ style of writing allows the student to take the information they have received from the videos, the Jigsaw, the graphic organizer, the discussion questions, and their short SAQ writing and compile all the information into a formal essay. This formal essay continues the practice for the AP exam, but also helps a student analyze all the information they have received from the multiple components of the genocide lesson.
Post 3: Special Needs - 2- Creating Products to Assess Mastery in the Online Environment
In AP World History, a final project consists of taking a country that has been discussed, China for example, and creating a PowerPoint presentation showing the changes and continuities that have faced its history from the beginning of time to current years. This project overlaps multiple themes required in the AP environment and serves its purpose as a review. The requirements is that there must be 2 slides per the 6 time periods. This would be 12 slides total. Each time period should have 1 slide for items that have changed and 1 slide for items that have stayed the same.
This is a designed based assignment. This can be done collaboratively or individually. The strengths of this assignment is that it allows students to take ownership of their review for the AP exam. It helps them analyze large trends we have studied throughout the course. Shortcomings would be for students who have trouble public speaking, students who have accommodations due to speech, or other issues that would hinder a public speaking forum.
There are a couple ways to change this project to make it more acceptable. The first would be to change its tech format. We could go from a high tech presentation to a low tech timeline. Students could use web based timelines that help make the project flow with media sources. Also instead of a live presentation, it could be recorded and presented as a timeline recording. Students also have the choice of which country they would like to present. The choice of working with a partner or alone on the project could be implemented as well.
Another change could be away from the PowerPoint format and into a high tech element of interactive photos. This could be narrated through a recording as well to present the information as a recorded dialogue rather than a live presentation. These interactive photos can relay the story of change and continuities through a visual representation and auditory dialogue. Submission changes could be that the project may be presented live in a setting like JIGSAW or they could be in a format of a discussion board. All students could post their previously recorded assignments. As the classmates watch the recordings they could leave feedback and commentary to show class interaction.
Thursday, September 13, 2018
Special Education Series 1
Blog Post 1 Special Needs - 1- Applying Strategies and Best Practices:
I have chosen the Kali and Joyce scenarios to discuss their difficulties.
Online teachers have a responsibility to help them overcome the challenges
facing them in the online classroom. Kali recently received the diagnosis of
Lupus. This medical condition is causing her to have trouble staying on pace
with the course. Her two issues would be medical, due to the disease, and
internalization of stress. The medical diagnosis, of Lupus, could causes health
issues that are typical to the illness itself or complications from the
medication for treatment. Often students with health impairments are not able
to work long stretches and require more breaks due to tiredness. The second
issue with Kali could be internalization. Students on medical home bound often
feel despair and do not vocalize their concerns. Kali already has to work at a
slower pace due to the illness and on top of current workload; she has past
assignments as well. This double workload along with the medical illness can
cause her to feel that she has no chance of catching up and could possible shut
down and not complete the work.
To help Kali overcome these issues I would suggest two types
of intervention. The first would be communication. Communication is key because
Kali will feel overwhelmed. She will need the reassurance from her teacher that
they are in this together and overcome the issues facing her within the course.
Having open communication will help when medical issues arise and she is unable
to work sufficiently on the course. The second suggestion would be crop
dusting. The workload needs to be reduced along with the missed assignments
before the medical diagnoses. Looking over the course and picking out the key
items for her to work on and still meet the standards would allow her to reduce
the feeling of despair of not being able to stay on track with the workload.
Having a plan of action for her will help utilize flexibility of an online environment.
Joyce suffers from Anxiety and Depression and does not do
well with correction. With her plagiarism infraction, special approach should
be considered. Issues that she is dealing with would be Emotional/Behavioral
disorders and internalization of frustrations. The Anxiety and Depression would
be a medical diagnosis with emotional/behavioral aspects that could be seen in
the online classroom. During episodic incidents, work could become sporadic or
incomplete. Changes in medicine can also affect the student in a positive or
negative manner. Due to the fact that Joyce does not receive correction well
could be a connection to the anxiety. The negative of online environments is
that most feedback is digital and tone and facial expressions cannot be
interpreted during this type of interaction.
To handle the plagiarized essay I would begin by contacting
the parent. Having the parent on board with the infraction. Letting them know
of the issue before speaking with the student would help ease anxiety by having
an at home support. I would use the call for back up and ditch the cookie
cutter approach. I would call for back up because plagiarism is a large
offense. If it were a first infraction, I would let the special education
department know in case any anxiety would arise from the discussion of the
grade. I would then ditch the cookie cutter approach. Sending an email is not
sufficient because tone cannot be heard. I would call the parent and try to
conference with the student at the same time. Over the phone would allow tone
to be heard and hopefully ease the stress of the situation. Overall I think
being aware of the student’s anxiety we can come to an understanding about
plagiarism and expectations moving forward. Ditching the cookie cutter approach
should help ease communication stress in the future.
Blog Post 2: Special Needs - 1-
Accommodations in an Online Environment
I have encountered numerous students on the Autism
Spectrum during my 7 years in online education. One student stands out during
my tenure as an educator. The student suffered from anxiety and was on the
spectrum. He typically needed clarification in assignment directions, extended
time on assignments and tests, as well as reduction of workload. The student
was very diligent and worked hard on the assignments, but since he did work at
a slower pace processing the information and completing the workload the
reduction of assignments was a necessity to stay on a productive path in the
course.
The
online environment was a success for the student. The parents saw a change in
his attitude and it reduced tension at home to complete the assignments. There
were several factors for this:
1. Freedom of work space. The student was able to take breaks, walk away, leave the computer and come back to the work when he felt agitated. He was not required to sit in a desk around 30 peers for a set amount of time. He had flexibility of any place any time. Often he completed his assignments later in the afternoon and evening. This flexibility allowed freedom from distractions and allowing to work at his own pace to accomplish the goals of the class.
2. Amount of courses taken at a time. Often for students in a traditional high school they take either four block classes a semester or 6-7 traditional classes a year. The student I am discussing was with me at Florida Virtual School. Their policy of courses is different from GAVS. They allowed students to work at their own pace. Many students would take one class and knock it out in 4-6 weeks, then another class, then another. This allowed them to only be focused on one course at a time. Others took the traditional approach that we offer at GAVS, but can choose from 4 pacing options. This student at FLVS took two classes at a time. He would knock them out in about 10 weeks. He then continued with another two and went year round through the summer so that he did not feel overwhelmed while completing the assignments for multiple classes.
3. Individualized attention from teacher without distraction. In a traditional classroom, you have 30 students. In an online environment I was able to interact with the child on a daily basis. He did not feel singled out from his peers. He was provided with an individualized lesson plan focusing on the vital assignments and eliminating those that could be dropped for a reduced course work. He was able to reach out in his preferred method of communication, email, to not feel the anxiety from being in a large class setting asking for clarification orally. Overall, he was able to feel safe in his environment of choice and receive the individualized attention for his needs.
1. Freedom of work space. The student was able to take breaks, walk away, leave the computer and come back to the work when he felt agitated. He was not required to sit in a desk around 30 peers for a set amount of time. He had flexibility of any place any time. Often he completed his assignments later in the afternoon and evening. This flexibility allowed freedom from distractions and allowing to work at his own pace to accomplish the goals of the class.
2. Amount of courses taken at a time. Often for students in a traditional high school they take either four block classes a semester or 6-7 traditional classes a year. The student I am discussing was with me at Florida Virtual School. Their policy of courses is different from GAVS. They allowed students to work at their own pace. Many students would take one class and knock it out in 4-6 weeks, then another class, then another. This allowed them to only be focused on one course at a time. Others took the traditional approach that we offer at GAVS, but can choose from 4 pacing options. This student at FLVS took two classes at a time. He would knock them out in about 10 weeks. He then continued with another two and went year round through the summer so that he did not feel overwhelmed while completing the assignments for multiple classes.
3. Individualized attention from teacher without distraction. In a traditional classroom, you have 30 students. In an online environment I was able to interact with the child on a daily basis. He did not feel singled out from his peers. He was provided with an individualized lesson plan focusing on the vital assignments and eliminating those that could be dropped for a reduced course work. He was able to reach out in his preferred method of communication, email, to not feel the anxiety from being in a large class setting asking for clarification orally. Overall, he was able to feel safe in his environment of choice and receive the individualized attention for his needs.
This
child like many children in virtual school suffered from managing his time.
Online school is great for flexibility, but the student must still choose to log
in and actively work on the assignments. This student needed some prompting
initially, but once we set up a daily goal for him he was able to have a
checklist to follow. Eliminating certain assignments, we were able to restructure
his daily pacing guide, based on his how long he wanted to work on the class.
We were able to have him completing one task per day for the course. This
allowed him to be able to focus on a set assignment each day for his two
classes and be successful. Other challenged in the online environment he had
was staying organized. Due to most of the content being online, we discussed
about taking notes and staying organized in his assignments like you would a
traditional course. He did well on the assignments, but struggled with
assessments because he was not utilizing traditional classroom approaches of
studying. Overall with the help of active parents and teacher intervention
early on he was able to be successful within the course.
Blog Post 3: Special Needs - 1 -
Developing an Individualized Plan
1. Plan B is the better option for a plan, in not only the online environment, but also any educational setting. It gives very specific guidelines to follow with due dates and expectations. Details are vital to creating well written 504 and IEPs for teachers to follow and implement in a successful manner.
2. The strengths of the plan are in the accommodations. It goes into detail beyond the option A. It states exact time limit for extended time on assignments and timed assessments. It specifically states how to reduce assignments or length of assignments. It is very good at letting the teacher know what the expectations are so they can be implemented successfully. Other key aspects are the expectations of Polly and her parents. Polly needs to have communication on a regular basis and create alternative arrangements with her teacher. She is also expected to attend the synchronous sessions to optimize her learning. The parents also have expectations in the role of the online environment supporter. They need to monitor her grades and initiate communication with teachers as needed.
3. I think the document is well written, but I would state that Polly needs to attend the orientation synchronous sessions. That way she can be accumulated to the website before the course begins. I feel that her needs are being met with extended time, reduced coursework, and copy of presentations, text to speech software, zoom function, and check in once a week with student. These are hitting all the key areas that students with accommodations tend to struggle.
4. There are several issues with option A. The time limit extension is not specific for assignments or assessments. It is unclear how much leniency should be allowed with the generic statement. Also with reduced coursework, it does not specify expectations about reducing assignment length or entire components of the course. The preferential seating needs to be replaced with teacher contact weekly about maintaining communication in the course.
1. Plan B is the better option for a plan, in not only the online environment, but also any educational setting. It gives very specific guidelines to follow with due dates and expectations. Details are vital to creating well written 504 and IEPs for teachers to follow and implement in a successful manner.
2. The strengths of the plan are in the accommodations. It goes into detail beyond the option A. It states exact time limit for extended time on assignments and timed assessments. It specifically states how to reduce assignments or length of assignments. It is very good at letting the teacher know what the expectations are so they can be implemented successfully. Other key aspects are the expectations of Polly and her parents. Polly needs to have communication on a regular basis and create alternative arrangements with her teacher. She is also expected to attend the synchronous sessions to optimize her learning. The parents also have expectations in the role of the online environment supporter. They need to monitor her grades and initiate communication with teachers as needed.
3. I think the document is well written, but I would state that Polly needs to attend the orientation synchronous sessions. That way she can be accumulated to the website before the course begins. I feel that her needs are being met with extended time, reduced coursework, and copy of presentations, text to speech software, zoom function, and check in once a week with student. These are hitting all the key areas that students with accommodations tend to struggle.
4. There are several issues with option A. The time limit extension is not specific for assignments or assessments. It is unclear how much leniency should be allowed with the generic statement. Also with reduced coursework, it does not specify expectations about reducing assignment length or entire components of the course. The preferential seating needs to be replaced with teacher contact weekly about maintaining communication in the course.
Saturday, August 12, 2017
Jigsaw University Badge Evidence
Revision Requirements:
1. screen shot of tags for assignment 1
2. screen shot of use of panel 1 and 2 for module 2
3. Add more detail to story board for module 4
4. Video link for session in module 4
https://stream.jigsawme.com/u/zLO9DQ
The first assignment was to upload 5 assets to our classroom.
I created a classroom and decided to create a recording so I could practice, rather than taking screenshots. I felt it was relatively easy to learn how to upload the documents. Obviously, preparing for these sessions would mean taking the time ahead of the session to get everything uploaded properly and in the correct location. It takes multiple steps compared to Adobe Connect previously.
My 5 assets are:
1. syllabus
2. review ppt
3. welcome ppt
4. writing tips ppt
5. flag image
The attendance password is green puzzle piece with number 101 inside.
ADDITION FOR REVISION: You stated you need a screen shot of the tags:
The second assignment was to utilize panel 1 and 2.
For Revision you stated the link was not working so here is a screen shot.
https://stream.jigsawme.com/u/BzmlSe
I recorded a quick session showing the use of panel 1 and 2. Due to technical issues of screen sharing, I kept it simple with a webcam and power point. Using the new program of Jigsaw I believe it is important to keep the usage simple until confidence is built up. Using the webcam shows a connection between you and your students. At previous virtual employment in Florida the use of the webcam was mandatory. Students want to see that they are working with a real teacher and not a robot! This helps create a strong traditional classroom connection. I used the power point in panel 2 to show the different topics that I could use with students in the live sessions.
The attendance password was a blue circle with attendance check inside.
Assignment 3:
Attendance Check
For this assignment we were supposed to dig deeper into our Panel 3 and 4 usage. I added on panel 3 an image labeled SAQ rubric. It went over specifically how points are awarded for a writing component on the APUSH exam. On panel 4 I added a writing prompt into the whiteboard. I then used tools to highlight and underline key words in the prompt. I then added the image from panel 3 into panel 4 to further discuss how you would answer these key writing components and how each portion of the question would work towards awarding the point.
Using panel 3 and 4 side by side allows students to have the rubric for the writing assignment in their view for us to reference, but they can also see the prompt as I outline key words and expectations on how to answer the prompt. The use of these panels allow students to have both resources side by side as they are learning the writing process.
https://stream.jigsawme.com/u/YvHHOW
Assignment 4: Internship
Purple Puzzle Piece 104 for attendance verification
Instructional Lesson Plan
Pane 1: Webcam: I would utilize the web can to interact with the students and show a real life connection to the course. Story Board: The webcam will be on during lecture conversation.
Pane 2: Review PPT as we enter final exam/eoc time of the year: Story Board: I have broken down my review power points into time periods and test taking tips. During the time period review I will go over key people, concepts, places, and dates. During time we are looking over test taking requirements we will practice with the rubrics and strong writing techniques.
Pane 3: I will not be using for this plan as we were not required to use all four.
Pane 4: SAQ grading rubric: I will place in pane 4 a specific rubric for the short answer question. I will then post a question that they might see. We will discuss possible answers then grade the discussion based on the rubric.
Video Link to practice run with plan: https://stream.jigsawme.com/u/j4gQjo
Reflection: History courses tend to have low turnout on actual sessions. I feel the lesson allows a good review of key concepts that students may be struggling within while connecting the modules to the digital textbook, but interaction is limited. One way to add interaction is I would add sample questions SAQ, LEQ, DBQ, based on the topic we reviewed this evening. We could walk through appropriate thesis responses and possible essay layouts on one -two samples. I typically do not have more than 1-2 students a semester show up. Games, reviews, etc could help make the program more interactive.
Link Notice: I will replace for re admission with more screen shots and downloaded video for session 4. I believe this is another issue with jigsaw. The links work on 2 out of 4 of my devices, so it seems to be inconsistent for accessing recordings.
Thursday, April 3, 2014
Create 1.1.3
This is a very subjective assignment, but using my opinion below is a list of "good" vs "bad" student usage. We want websites to be innovative and eye catching for students while still maintaining quality content.
Good:
1. http://www.mindpop.org/
2. http://www.usatestprep.com/Home
3. http://www.jrotccollegeprep.com/parents.php
4. https://www.khanacademy.org/
5. http://www.apstudynotes.org/us-government/
Bad
1. http://www.sparknotes.com/
2. http://quizlet.com/subject/ap-government-review/
3. http://www.iknowthat.com/com
4. http://wikipedia.com
5. http://www.kidsgeo.com/
This is a very subjective assignment, but using my opinion below is a list of "good" vs "bad" student usage. We want websites to be innovative and eye catching for students while still maintaining quality content.
Good:
1. http://www.mindpop.org/
2. http://www.usatestprep.com/Home
3. http://www.jrotccollegeprep.com/parents.php
4. https://www.khanacademy.org/
5. http://www.apstudynotes.org/us-government/
Bad
1. http://www.sparknotes.com/
2. http://quizlet.com/subject/ap-government-review/
3. http://www.iknowthat.com/com
4. http://wikipedia.com
5. http://www.kidsgeo.com/
Wednesday, April 2, 2014
Evaluate 3.1.2
I love being an online teacher. I taught in the brick and mortar for 4.5 years in Georgia. Upon relocating to Florida I finished up my 5th year in one of the largest school systems in the United States-Hillsborough County (Tampa). I worked under the pay for performance system and was apart of the Bill and Melinda Gates Foundation program. During that time I received top tier bonus for my AP US History, AP Government & Politics, and AP Comparative Government courses. I then left that position and took an online virtual school position, which I loved, for almost two years. Unfortunately living in the state was a requirement of the position and when my husband relocated us back to Georgia I had to resign.
I previously did the GAVS training (pre-blog format in Spring 2011), but was not able to complete the teaching portion of the training due to excepting the online position in Florida (they considered it a conflict of interest). I am extremely excited to have the opportunity to continue in virtual education, what I consider the forefront of education.
During my two years in Florida I earned over 160 professional development hours. The online setting provides a lot of training and growth for development. I have been through a 30 hour Common Core training, 60 hour ESOL training, along with various virtual related professional development courses. As a virtual educator I was a top performer on our quota system. Each year we had a certain number of students who must successfully finish the course. I met quota early and exceeded it. My classroom management skills were loved by my lead instructors. My non workers were to a minimum. I used skills of email, text, and phone calls to have constant communication between parents, students, and stakeholders. I can produce records of these evaluations if necessary. I love teaching online and with my experience I hope to be able to provide knowledge and insight to help GAVS continue to grow and become a dominant virtual education force in the state.
I love being an online teacher. I taught in the brick and mortar for 4.5 years in Georgia. Upon relocating to Florida I finished up my 5th year in one of the largest school systems in the United States-Hillsborough County (Tampa). I worked under the pay for performance system and was apart of the Bill and Melinda Gates Foundation program. During that time I received top tier bonus for my AP US History, AP Government & Politics, and AP Comparative Government courses. I then left that position and took an online virtual school position, which I loved, for almost two years. Unfortunately living in the state was a requirement of the position and when my husband relocated us back to Georgia I had to resign.
I previously did the GAVS training (pre-blog format in Spring 2011), but was not able to complete the teaching portion of the training due to excepting the online position in Florida (they considered it a conflict of interest). I am extremely excited to have the opportunity to continue in virtual education, what I consider the forefront of education.
During my two years in Florida I earned over 160 professional development hours. The online setting provides a lot of training and growth for development. I have been through a 30 hour Common Core training, 60 hour ESOL training, along with various virtual related professional development courses. As a virtual educator I was a top performer on our quota system. Each year we had a certain number of students who must successfully finish the course. I met quota early and exceeded it. My classroom management skills were loved by my lead instructors. My non workers were to a minimum. I used skills of email, text, and phone calls to have constant communication between parents, students, and stakeholders. I can produce records of these evaluations if necessary. I love teaching online and with my experience I hope to be able to provide knowledge and insight to help GAVS continue to grow and become a dominant virtual education force in the state.
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