Professional Need - With the growing amount of English Language Learners in my classes, our department has been struggling communicating with them, providing them resources in Spanish and assessing them correctly. I worked with the Spanish teacher and ESL teacher and created a "phrases sheet", found online resources and learned some strategies how to present information to students depending on their language proficiency. Across the department we saw an increase of grades from 1st-3rd quarter.
Student need - The lack of female participation in organized physical activities held at the school. We have open gym, after school intramural program and community dodgeball annual event. Attendance has always been disproportionately male. I handed out a student survey to see what the females would be interested in. For open gym, females said they were interested in yoga so I got a local yoga instructor to start teaching some yoga classes to students. I worked with the PTA to create different ways to get females interested in our dodgeball tournament. After these things were put into place I saw an increase in female attendance, the PE department noticed the females grades averaged higher in the third quarter than the first quarter and noticed more participation in class.
Though these two are different needs, are they appropriate??
Also, I know it says to record a lesson. However, I videoed myself interacting with small groups and literature circles where the learning was more student driven and I was more of a facilitator. I felt confident about it at first, but the closer I get to submitting, the more nervous I become.
And I am with you- the closer it gets the more nervous I get!
On 4/22/17, Beth Special Needs wrote: > On 4/21/17, Angela wrote: >> I'm struggling with the video portion. I have 8 good minutes. > Has anyone had any success with submitting a shorter than 10 > minute video? >> >> Also, I know it says to record a lesson. However, I videoed > myself interacting with small groups and literature circles where > the learning was more student driven and I was more of a > facilitator. I felt confident about it at first, but the closer I get to > submitting, the more nervous I become. >> >> Any help is appreciated!
Does this mean that I am writing about what the next progression of my teaching will be or does it mean to write about specific student learning experiences as evidence of what my next steps will be?
Written Commentary: What did your analysis of the results of the summative assessment tell you about where the students as a group are in relation to the unit objectives? What patterns, trends, or outliers did you see in the results? How did that inform instruction as you went forward? What other factors did you take into account as you analyzed and interpreted the results?
Form: Data or other results from the assessment that illustrate patterns, trends, or outliers in students’ responses (no more than 2 pages)
I understand I'll be going into more detail in the written commentary but am I really expected to repeat myself in the written commentary to restate the patterns and trends that I see? I'm running out of space and can't afford to repeat! Any suggestions on what I should do here? Could I just say "refer to summative assessment data" and then elaborate in written commentary?
KellyOn 4/01/17, Grace wrote: > So in the written commentary when the 2nd question says "What > patterns, trends, or outliers did you see in the results?" > can I just say "see data for summative assessment" and then > move right into my analysis? > > On 4/01/17, Biophysteach wrote: >> My interpretation is in ...See MoreOn 4/01/17, Grace wrote: > So in the written commentary when the 2nd question says "What > patterns, trends, or outliers did you see in the results?" > can I just say "see data for summative assessment" and then > move right into my analysis? > > On 4/01/17, Biophysteach wrote: >> My interpretation is in the written commentary you are >> explaining/analyzing the "patterns, trends, or outliers". >> >> On the form/evidence, you are just showing the raw data > that >> you will then refer to in your analysis in the written > commentary. >> >> >> >> On 4/01/17, Grace wrote: >>> On the written commentary there is a place to discuss >>> trends and patterns from your summative assessment. The >>> questions asked are basically exactly the same as what >>> the summative assessment form asks for: >>> >>> Written Commentary: What did your analysis of the results >>> of the summative assessment tell you about where the >>> students as a group are in relation to the unit >>> objectives? What patterns, trends, or outliers did you >>> see in the results? How did that inform instruction as >>> you went forward? What other factors did you take into >>> account as you analyzed and interpreted the results? >>> >>> Form: Data or other results from the assessment that >>> illustrate patterns, trends, or outliers in students' >>> responses (no more than 2 pages) >>> >>> >>> I understand I'll be going into more detail in the >>> written commentary but am I really expected to repeat >>> myself in the written commentary to restate the patterns >>> and trends that I see? I'm running out of space and can't >>> afford to repeat! Any suggestions on what I should do >>> here? Could I just say "refer to summative assessment >>> data" and then elaborate in written commentary?
Is it acceptable to include overlays in the video?
During my video I could not video the board and the students at the same time and we had some great discussions about some items on the board. I would love to be able to include a picture overlay of the board on the video so the judges can see what we were discussing within the video.
On 4/18/17, McG wrote: > Is it acceptable to include overlays in the video? > During my video I could not video the board and the students at the same time and we had some great discussions about some items on the board. I would love to be able to include a picture overlay of the board on the video so the judges can see what we were discussing within the video.