Building the portfolio using the Google Site has been helpful. After working on this class with so many online application it just seems appropriate and effective to use the online application to display what we have achieved.
Having standards as a guideline combined with the representative work from our master programs should produce a good representation of not only what we have done for the master program but also how we plan or have implemented what we have learned in to our teaching.
I am looking forward to the next couple of years with iQ as we re-write our online curriculum and I can move forward using the tools I have acquired in this program.
I am interested to learn how to make changes to my web pages (Culminating experience proposal) and I am excited about having the ability to develop my courses.
Saturday, April 24, 2010
Thursday, April 15, 2010
Blog 2 for 555
Thanks for all the support and comments on the last post. Now that we are wading in the muck of the portfolio pond, with the help of John and the rest of my colleagues I feel I am able to keep my head above water.
I am at the point were I am gathering artifacts for my list of standards. Yes as John has pointed out this is a good time to reflect on what I have been doing in my classes. It is also good timing as my district is moving to a criterion based grading system based on common assessments which are all based on common Learning Targets.
I am far from convinced this is a productive education model but I am trying to stay open minded and learn as much as I can as we move forward with the implementation. No matter how I look at it is seems to be a method to find the lowest common denominator (dumbing down anyone)as the standard and make sure students understand those to some level. It may be just me but I kinda always taught each class of students I had individually, pushing just beyond their comfort level, not quite to panic though I did have to coach some of them on how to handle the discomfort of not being able to instantly understand a concept.
Now I am told I can teach more than what is in the Targets I just can't assess the learning...... ah what.......
Clearly I do not get it but as I am being pushed beyond my comfort level I am remaining calm, listening more than talking and working to better understand.
I am at the point were I am gathering artifacts for my list of standards. Yes as John has pointed out this is a good time to reflect on what I have been doing in my classes. It is also good timing as my district is moving to a criterion based grading system based on common assessments which are all based on common Learning Targets.
I am far from convinced this is a productive education model but I am trying to stay open minded and learn as much as I can as we move forward with the implementation. No matter how I look at it is seems to be a method to find the lowest common denominator (dumbing down anyone)as the standard and make sure students understand those to some level. It may be just me but I kinda always taught each class of students I had individually, pushing just beyond their comfort level, not quite to panic though I did have to coach some of them on how to handle the discomfort of not being able to instantly understand a concept.
Now I am told I can teach more than what is in the Targets I just can't assess the learning...... ah what.......
Clearly I do not get it but as I am being pushed beyond my comfort level I am remaining calm, listening more than talking and working to better understand.
Friday, March 26, 2010
First Blog 555
Maybe it is just me, but it seems that I am the only one who has not dealt with portfolios prior to this class, but I asked by very helpful group who seemed to be seamlessly handling all assignments if I were the only one who did not have experience with portfolios and they all told me I am not the only one. I still find that hard to believe as I listened to their conversation and checked out their exemplar portfolio examples. Mine were a hodgepodge of different portfolio examples while theirs were useful actually examples that I would be proud to produce.
Ryan and Kara supplied very helpful examples I will add here.
Ryan example
Kara example
Though I had no Ideas what kind of rubric to put together until I saw examples provided by John and compared my production to that of my teammates it was a very helpful exercise as it made this totally fuzzy far off vision of what the heck a portfolios is a bit clearer, not crystal clear but kind of like when you blink and your contact moves or rotates and everything is slightly out of focus but you can recognize them.
So I think I have got it. I am going to have to put together a online representation of myself as a professional teacher.
So thanks for all the patience and assistance from my cohorts, take care.
Ryan and Kara supplied very helpful examples I will add here.
Ryan example
Kara example
Though I had no Ideas what kind of rubric to put together until I saw examples provided by John and compared my production to that of my teammates it was a very helpful exercise as it made this totally fuzzy far off vision of what the heck a portfolios is a bit clearer, not crystal clear but kind of like when you blink and your contact moves or rotates and everything is slightly out of focus but you can recognize them.
So I think I have got it. I am going to have to put together a online representation of myself as a professional teacher.
So thanks for all the patience and assistance from my cohorts, take care.
Monday, March 15, 2010
550 week 6 reflective blog
• I will use what I learned in this course over the next 30 days by . . .
I use the elluminate online synchronous application tool daily in my work. I have learned some valuable strategies that I can apply to my synchronous teaching. I have also been exposed to some helpful strategies for successful asynchronous strategies that I can use in my course when giving feedback for my discussion boards.
• I will use what I learned in over the next year by . . .
I will be using the techniques learned in this class when putting together the online curriculum for next years and the following years curriculum as we change to criteria based system and gain more control over our curriculum. I will particularly work to improve my student instructions working to make them clear concise and uniform throughout my class and across the science department were possible.
• After completing this course I would like to learn more about . .
Criterion based grading and teaching practices.
I use the elluminate online synchronous application tool daily in my work. I have learned some valuable strategies that I can apply to my synchronous teaching. I have also been exposed to some helpful strategies for successful asynchronous strategies that I can use in my course when giving feedback for my discussion boards.
• I will use what I learned in over the next year by . . .
I will be using the techniques learned in this class when putting together the online curriculum for next years and the following years curriculum as we change to criteria based system and gain more control over our curriculum. I will particularly work to improve my student instructions working to make them clear concise and uniform throughout my class and across the science department were possible.
• After completing this course I would like to learn more about . .
Criterion based grading and teaching practices.
Tuesday, March 9, 2010
Week 5 reflection 550
My experience with online communities has been . . .
A great learning experience. I teach online and learn online and I have benefited in both arenas.
Almost every online interactions while teaching is working with a student who is reaching out for assistance or actively participating in synchronous or asynchronous activities. There is very little arm twisting or "baby sitting" which for me are real gumption traps. I have energy to make the learning environment better for my students.
The online learning environment has been flexible and very efficient use of my time and energy and the learning has been directly related to what I am doing for my career.
I believe the biggest benefit of collaborative groups is . . .
The bar is usually set higher for the collective than for the individual and peer interaction leads to more understanding for all.
I believe the greatest challenge of collaborative groups is/would be . . .
The greatest challenge that has shown up for me while working in our cohorts collaboratively has been the scheduling of time to work in a synchronous manner.
My thoughts regarding the social development and socialization issues are . . .
The online environment is a very good option for some students and some online socialization is recommended for all students as a skill needed in the future.
With that said the ability and ease of communicating will only increase so the online interactive skills set may be more important for all students in the future not just the online learners.
Most folks who use the internet are using as a learning tool or a communication tool as is.
A great learning experience. I teach online and learn online and I have benefited in both arenas.
Almost every online interactions while teaching is working with a student who is reaching out for assistance or actively participating in synchronous or asynchronous activities. There is very little arm twisting or "baby sitting" which for me are real gumption traps. I have energy to make the learning environment better for my students.
The online learning environment has been flexible and very efficient use of my time and energy and the learning has been directly related to what I am doing for my career.
I believe the biggest benefit of collaborative groups is . . .
The bar is usually set higher for the collective than for the individual and peer interaction leads to more understanding for all.
I believe the greatest challenge of collaborative groups is/would be . . .
The greatest challenge that has shown up for me while working in our cohorts collaboratively has been the scheduling of time to work in a synchronous manner.
My thoughts regarding the social development and socialization issues are . . .
The online environment is a very good option for some students and some online socialization is recommended for all students as a skill needed in the future.
With that said the ability and ease of communicating will only increase so the online interactive skills set may be more important for all students in the future not just the online learners.
Most folks who use the internet are using as a learning tool or a communication tool as is.
Tuesday, February 23, 2010
Week 4 550
In reflecting on my teaching experiences to date, I would say that the proportion of teacher centered versus student centered lessons has been ....
Career wise it would be about 90 % teacher centered. In fact at Brookfield Academy that was the encouraged style of delivery and it seemed to work for the highly motivated and parent-ally supported student populations of that school if measured by standardized testing, and college completion rates.
How should successful high school teaching be measured?
Currently teaching in the on line environment I would estimate the teacher centered proportion is almost reversed 0 - 33 % depending on the student and whether they few or attend synchronous portions of class or ask questions of instructor.
I was able to identify more than one authentic assessment to measure mastery of a single concept lesson when I .
I think this is the most difficult of tasks in the online environment and I do not have a solid grasp upon it yet.
The rubric I created for my lesson clearly defined expectations and scoring for the assignment so that my students could . . .
Feel very comfortable with the expectations and could then self review there work and modify accordingly prior to submitting.
While working on this module I had success/difficulty while doing something new involving . . .
Setting up a page in my experimental Wiki which may be used as a informational platform in the near future.
Career wise it would be about 90 % teacher centered. In fact at Brookfield Academy that was the encouraged style of delivery and it seemed to work for the highly motivated and parent-ally supported student populations of that school if measured by standardized testing, and college completion rates.
How should successful high school teaching be measured?
Currently teaching in the on line environment I would estimate the teacher centered proportion is almost reversed 0 - 33 % depending on the student and whether they few or attend synchronous portions of class or ask questions of instructor.
I was able to identify more than one authentic assessment to measure mastery of a single concept lesson when I .
I think this is the most difficult of tasks in the online environment and I do not have a solid grasp upon it yet.
The rubric I created for my lesson clearly defined expectations and scoring for the assignment so that my students could . . .
Feel very comfortable with the expectations and could then self review there work and modify accordingly prior to submitting.
While working on this module I had success/difficulty while doing something new involving . . .
Setting up a page in my experimental Wiki which may be used as a informational platform in the near future.
Tuesday, February 16, 2010
Reflection week 3
What is the greatest challenge that I have encountered as an online teacher/facilitator and how did I manage it? (If you have not yet taught online what do you think would be the greatest challenge for online teachers/facilitators?).
My greatest challenge as an online teacher is making the personal connections with students. To simplify, I have three types of students.
1. Will succeed regardless of what I do.
2. Will succeed with my assistance and perseverance.
3. Will no work enough to succeed regardless of what I do.
I do recognize I have an impact on the # 1 and # 3 groups just not enough to determine their success as measured by whether they pass or fail my class.
Group # 2 is where I feel I have or could have the most impact. If these students are supported, encouraged and given just the right combination of support they can be successful. The difficulty as I see it is each need as unique combination of support, feedback, engagement and communication from the teacher. It is easy to identify the needs of some as they are self advocating. Others present unique challenges that online teaching makes more difficult as there is less interaction in some cases.
I try to open lines of communication and create a open door atmosphere so that students can feel supported. Tools learned in this program and innovation by our staff have been helpful in reaching this second group.
Some things that I feel are really important to consider about synchronous and asynchronous facilitation as I prepare to facilitate my threaded and web conference discussions are. . .
Try to engage students and recognize that the audience for this presentation has a ton of expertise in the field of education.
I choose my particular discussion topic because . . .
One thing that I thought about when developing rubrics for the 2 different discussions is. .
I used the rubric the science department developed for discussion boards at iQ.
I choose to ask the question concerning the perceived importance of socialization in face to face as compared to the online environment because it seemed an issue that has advocates on each side.
My greatest challenge as an online teacher is making the personal connections with students. To simplify, I have three types of students.
1. Will succeed regardless of what I do.
2. Will succeed with my assistance and perseverance.
3. Will no work enough to succeed regardless of what I do.
I do recognize I have an impact on the # 1 and # 3 groups just not enough to determine their success as measured by whether they pass or fail my class.
Group # 2 is where I feel I have or could have the most impact. If these students are supported, encouraged and given just the right combination of support they can be successful. The difficulty as I see it is each need as unique combination of support, feedback, engagement and communication from the teacher. It is easy to identify the needs of some as they are self advocating. Others present unique challenges that online teaching makes more difficult as there is less interaction in some cases.
I try to open lines of communication and create a open door atmosphere so that students can feel supported. Tools learned in this program and innovation by our staff have been helpful in reaching this second group.
Some things that I feel are really important to consider about synchronous and asynchronous facilitation as I prepare to facilitate my threaded and web conference discussions are. . .
Try to engage students and recognize that the audience for this presentation has a ton of expertise in the field of education.
I choose my particular discussion topic because . . .
One thing that I thought about when developing rubrics for the 2 different discussions is. .
I used the rubric the science department developed for discussion boards at iQ.
I choose to ask the question concerning the perceived importance of socialization in face to face as compared to the online environment because it seemed an issue that has advocates on each side.
Subscribe to:
Posts (Atom)
