I finished my first video of a whole-group lesson, and now I am filming my 2nd lesson of small groups working on a stem project. Should I focus on one group the whole time or move around from group to group? I don't have someone to help video so I am the one carrying the camera around!
Tak...See MoreOn 4/12/17, Mtired wrote: > I finished my first video of a whole-group lesson, and now I am > filming my 2nd lesson of small groups working on a stem > project. Should I focus on one group the whole time or move > around from group to group? I don't have someone to help video > so I am the one carrying the camera around!
Take as much video as you can, then choose a sequence that you can use as evidence. You can have two edits if you transition between a couple groups. Make sure you get yourself in the video as well, even a glance it good. One thing to note is that scorers will simply scan the video for the evidence you write about and confirm you are in it. They will not just sit and watch the whole thing.
I'm completing Component 3 this year and am currently working on the written commentary. What is this question asking: "How did the pedagogical and instructional decisions you made during the lesson align with your planning?" What does "pedagogical and instructional decisions" mean?
On 4/12/17, Nicole wrote: > On 4/08/17, Mtired wrote: >> On 4/07/17, Meghan wrote: >>> I'm completing Component 3 this year and am >>> currently working on the written commentary. What is >>> this question asking: >>> "How did the pedagogical and instructional decisions >>> you made during the lesson align with your planning?" >>> What does "pedagogical and instructional decisions" >>> mean? >>> >>> Thanks. >> I'm also struggling with this question. I have the rest of > the >> commentary finished but am stuck on this one! Does it just > mean >> how does our teaching align with our goals? But that seems >> repetitive with some of the other question. > > > Yes and no. According to my mentor, this means more about > NAMING your teaching.- Discussions, collaborative work time, > mini lesson, etc.
Hi , I am looking for any tips on renewal. Specifically the difference between the first time and renewal process. Are the 95&37; of people passing the renewal true? Thanks, Melissa
I thought that the practice Praxis tests were very helpful(I bought those on Amazon). In addition, I did some AP Lit flashcards online(I think it was on Quizlet) to review literary terms. I did really well on the test! I bought the flashcards off of Amazon and used them, but there's so many of them that it's a bit daunting to go through them all.
JSOn 3/30/17, Mrs. D wrote: > Can a professional need be "How to improve > reading/comprehension at my school? Our scores are low > compared to other schools in the district.
I think that sounds like a good need to attack. Did your work result in improvement? Can you document that it did?
I was working on the same, but as a student need and just within our grade level (K). I narrowed it down to written comprehension on level E and above. Not sure how to show evidence of the need, though. I'm not sure how to get prior year's data on similar kids. Also, would that count, sense it's not the same group? Can evidence of impact be a spreadsheet with results before instruction on several students and after instruction?
On 3/24/17, PLESG wrote: > I'm torn in with the assessments I should use. Did you > use state assessments or did you create your assessment? > > I understand this would differ for each person, but > hearing your rationale may help guide my decision.
Did you, perchance, give the kids pre and post tests, or in some other way measure their prior knowledge? That would be one way to document improvement, the instructions do say "e.g. students' performance before and after the actions were taken" as one example
I know I'm technically making the 1.75 cutoff for C1 (combined), C2 and C3 but since we don't know the weighted cut off I'm biting my nails over here. Can someone do the math and see what my C4 would need to be?
Ex1 - 2 Ex2 - 2 Ex3 - 1 (totally blew it on that question) SRI - 2.76
C2 - 2.75 C3 - 2 (shockingly lower than my C2 which I thought I did worse)
Unfortunately, the cut score won't be released until December. I've heard that it will probably be around a 2.75, but there is no way to know. You can go on the Board Certified website to type in your scores to each component on the calculator to see your average and what you will need to get on component 4 to possibly reach the 2.75 score. The other tricky thing is that each portion is weighted differently. Comp 1 is 40&37;, but the selected response and constructed responses are each 20&37;, Comp 2 is 15&37;, Comp 3 is 30&37;, and Comp 4 is 15&37;.
I realize that I can't answer your question, but hopefully the above information can help you determine if you're going to retake any component.
On 4/13/17, Catherine wrote: > Hi all! I am looking at everyone's scores and starting to worry the > heck out of mine. At first I was feeling good because I made the 1.75 > cut off but people here have higher scores and seem to be worried. C4 > is proving to be a beast for me. I'm worried about what my score will > be since for C3 I thought I did a great job but clearly...didn't go > well. > > I know I'm technically making the 1.75 cutoff for C1 (combined), C2 > and C3 but since we don't know the weighted cut off I'm biting my > nails over here. Can someone do the math and see what my C4 would > need to be? > > Ex1 - 2 > Ex2 - 2 > Ex3 - 1 (totally blew it on that question) > SRI - 2.76 > > C2 - 2.75 > C3 - 2 (shockingly lower than my C2 which I thought I did worse)
I am debating if this means one self-assessment and 3 different student responses, all responding to the same self assessment (for instance, 3 student examples of the same checklist) or if it means including three different self assessments (For example: a rubric, checklist, & reflection)
On 4/09/17, COMP 4 MS wrote: > On 4/07/17, Lucy wrote: >> Hi! On the formative assessment form it states• >> Examples of 3 students' use of self-assessment (no more >> than 3 pages) >> >> I am debating if this means one self-assessment and 3 >> different student responses, all responding to the same >> self assessment (for instance, 3 student examples of the >> same checklist) or if it means including three different self >> assessments (For example: a rubric, checklist, & >> reflection) >> >> Thank you in advance for your help! > I thought it meant three of the same kind since they all have > to be connected to the formative assessment.
Tak...See More