I've gone through the practice questions, but with no sample responses am unsure of what they are looking for. To have an intervention in all 4 areas for the scenario is not normal procedure. Anyone have sample responses or taken and passed this and have suggestions on how to attack this?
Has anyone began the Nat'l Board process in 2014 and finished May 2017? Did you pass all components only to be told you didn't meet the weighted score? Please contact me at [email removed]
In my At-A-Glance document it tells me that my two videos have to feature different modes of instruction. Most people I talked to said that they did small groups for one and large groups for another. Small groups are easy to plan for, but large groups instruction is hard to make look National Board-esque. Does anyone have any tips or tricks about how they make large group look better.
Question: How did you use the knowledge of this group of students that you collected and developed and the unit objectives to inform the planning of this unit? Specifically, how did that knowledge inform the kinds of assessments (formative and summative) you planned to use and any modifications that would be necessary given students' learning modalities, social and emotional growth, exceptionalities, abilities, interests, etc.
My response: I used the information I collected about my students and the assessments I created to drive my instruction. Students completed and initial writing prompt at the beginning of the year. This writing prompt showed that students were unable to use text evidence to justify their understanding of a text when making inferences in their writing. Based on this deficit, I created the lesson goal of writing to support a claim to target this specific writing need. For students to successfully write to support a claim, I designed the unit assessments for students to use text evidence to justify their claim. I used a variety of formative assessments to monitor student progress. I used graphic organizers to thoroughly examine what students were thinking and learning. I chose to use graphic organizers as formative assessments because I was able to see what students learned immediately following a lesson and what needed to be re-taught the next day. Knowing that my students are very social, I used "Think-Pair-Share", class discussions, and Shared Writing as formative assessments. In considering the needs of my students and to ensure my students were still receiving enrichment throughout this unit, I provided students with advanced texts and higher-level thinking questions.
mscrawford101So what about your students made you choose these strategies or methods of instruction? Where did you get this information about the students that led you to your conclusions? Did you have any need to differentiate based on this group of students? Remember if you say it, provide evidence for it!
I purchased the Flash Card Study System for the NB Literacy exam for $65 last year and never used them. If anyone is interested in them let me know. I'm asking $30 for them to get some money back.
I have registered and paid for Component 1, when will I be allowed to schedule my test? The calendar says that tests can be taken from March 1 - June 15. I have not received an email and Pearson VUE does not recognize my name and NBPTS ID.
I recorded a good video lesson with 3 "activities" ( discussion, hands on, partner share). When editing, can I edit out large sections of work time between the 3 activities so I can fit all three into the 15 minute time frame?