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/
Thursday, April 3, 2014
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.
Evaluate 3.1.1
When looking at the class as a whole we can see where students are struggling in common areas. On an exam we can differentiate based on the grades received. (I am not currently in a class so I do not have screen shot to provide) If giving an exam and differentiation was needed afterwards I would break the course up into sections. Students scoring 80 and above would be given a webquest or activity to dig deeper into. Students scoring 70-80 would be given practice questions to review the content to mastery level. Students scoring below 70 would work in a small group with me in a re-teach moment to go back over the material and scaffold back up.
In an online setting we can use differentiation in a variety of settings. The students are receiving one on one education. If a student did not do well on an exam we can discuss the material and build off of the misunderstandings. In my previous virtual job I would build upon the material in each modules discussion based assessments. At the end of each module a student would call me to discuss the material and receive the password for the exam. If we were in module 3 and student greatly struggled in module 2 I would use the phone call as remediation for both modules and help students link the material together. Ultimately they will see all the material on the final exam. Virtual education is the golden brick road of IEPs. Individualization, extended time, and other much needed criteria that is hard to meet in traditional school settings can be achieved in the virtual setting. Students can work out of order, they can go back and review, students can work on material receptively until they reach mastery. We want students to have the time needed to build upon the material.
When looking at the class as a whole we can see where students are struggling in common areas. On an exam we can differentiate based on the grades received. (I am not currently in a class so I do not have screen shot to provide) If giving an exam and differentiation was needed afterwards I would break the course up into sections. Students scoring 80 and above would be given a webquest or activity to dig deeper into. Students scoring 70-80 would be given practice questions to review the content to mastery level. Students scoring below 70 would work in a small group with me in a re-teach moment to go back over the material and scaffold back up.
In an online setting we can use differentiation in a variety of settings. The students are receiving one on one education. If a student did not do well on an exam we can discuss the material and build off of the misunderstandings. In my previous virtual job I would build upon the material in each modules discussion based assessments. At the end of each module a student would call me to discuss the material and receive the password for the exam. If we were in module 3 and student greatly struggled in module 2 I would use the phone call as remediation for both modules and help students link the material together. Ultimately they will see all the material on the final exam. Virtual education is the golden brick road of IEPs. Individualization, extended time, and other much needed criteria that is hard to meet in traditional school settings can be achieved in the virtual setting. Students can work out of order, they can go back and review, students can work on material receptively until they reach mastery. We want students to have the time needed to build upon the material.
Evaluate 2.1.2
Course: American Government
SSCG3 The student will demonstrate knowledge of the United States Constitution.
a. Explain the main ideas in debate over ratification; include those in The Federalist.
b. Analyze the purpose of government stated in the Preamble of the United States Constitution.
c. Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism.
When establishing a way for students to show mastery of the above standard, we must develop activities that tie in the learning material into the ultimate goal of demonstrating knowledge. It is a way for students to work with the standards and show mastery through the end exam.
United States Constitution
Course: American Government
SSCG3 The student will demonstrate knowledge of the United States Constitution.
a. Explain the main ideas in debate over ratification; include those in The Federalist.
b. Analyze the purpose of government stated in the Preamble of the United States Constitution.
c. Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism.
When establishing a way for students to show mastery of the above standard, we must develop activities that tie in the learning material into the ultimate goal of demonstrating knowledge. It is a way for students to work with the standards and show mastery through the end exam.
United States Constitution
- Pre-test
- 1.00 Ratification Ideas Pamphlet
- 1.01 Constitution quiz
- 1.02 Anti-Federalist/Federalist Speech
- 1.03 Case study fundamental principles
- 1.04 Constitution exam
Evaluate 2.1.1
I enjoyed learning more about the details of the actual set up of the virtual classroom used by GAVS. As a previous virtual school teacher, this format looks very similar to what I have used.
This is the teachers dashboard. If a teacher is in charge of multiple subjects this is how it will be organized. Teachers will have the class ID number, term, name, section, start and end date, and number of enrollees. *(A new concept to me is the start/end date. In my previous job students had the freedom to start whenever. The course had a designed time table, but students were given longer if necessary as long as actively working). This dashboard is giving the teacher the main outline of their course and responsibilities.
This picture gives the specifics of students. Student names, parent names, and contact info is typically on this as well. It shows the funding type of the student, their identification, whether they attended orientation, dropped, and the assessment they plan on taking for the course.
Communication logs are extremely important in the virtual world. When you are leaving students and parents messages and not receiving a response it must be documented in case a complaint arises in the future. It gives the view of the students of what type of contact of you made, date, time, and specific information left in the comment section. It is important to be very detailed in the comment section.
Student data tracking is important to understand their success in the course. How often are they viewing the page, how many attempts did it take when they mastered the quiz. This information will allow an instructor to counsel a student. If a parent is concerned about a students low grade the teacher can reflect on the time being spent in the course. A more detailed learning plan can be established for the student and help establish a better work schedule for both the student and the parent.
Feedback is vital for student growth and mastery. In the world of a growth mind set model where students are being challenged, they need the information to help them reach a mastery model. Giving adequate feedback on assignments and allowing students to review material such as quizzes allows a student to grow. Assignments are learning tools toward the mastery of the subject. A teacher needs to live specific, constructive feedback to enhance the education experience of the student. Feedback is the key to success in an online environment.
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