I teach 6th grade Science. For my formative assessment I am using exit tickets. I use several different exit tickets throughout the unit. When writing about the results of my assessments, do I choose one exit ticket to focus on? Or analyze the data overall? Thanks!
On 4/04/17, Almost Done wrote: > Thank you! But, what do you mean by "snipping" do you > mean digitally or with scissors? Just didn't know if > there's an electronic way, so it doesn't look too sloppy. > I'm terrible with glue. :) > > > On 3/28/17, Andrea Wilkison wrote: >> That's how I am doing it, too. Component 4 is crazy >> stressful to me!! >> >> On 3/27/17, Ms. G wrote: >>> I totally feel like I am repeating myself too. I also >>> plan >> on >>> using emails and I am using the snipping tool to snip >>> them >> out >>> of my email list and then from there I can shrink them >>> a >> bit >>> and still read them. I have read the instructions a >>> million times and it does not include things we cannot >>> use for evidence, so try snipping it. >>> >>> >>> On 3/26/17, Almost Done wrote: >>>> I'm not clear on how to format emails as evidence. The >>>> cohort in my division had mixed opinions and the >>>> helpline wasn't very forthcoming. I want to include >>>> multiple emails in the various forms as evidence and >>>> stick to page limits. Some people are taking screen >>>> shots of multiple emails and putting several emails >>>> all on one document but I'm not >> sure >>>> that's allowed. How are others formatting emails? Some >>>> suggest actually printing the emails, cutting the >>>> text, gluing them to paper and rescanning? >>>> >>>> Also, does anyone else find the forms extremely >>>> redundant to the written commentary prompts? I feel >>>> like I'm repeating myself.
On 4/04/17, Biophysteach wrote: > On mac: Command-shift-4 On PC: Search for "snipping tool" > in the start menu search bar > > > On 4/04/17, Almost Done wrote: >> Thank you! But, what do you mean by "snipping" do you >> mean digitally or with scissors? Just didn't know if >> there's an electronic way, so it doesn't look too sloppy. >> I'm terrible with glue. :) >> >> >> On 3/28/17, Andrea Wilkison wrote: >>> That's how I am doing it, too. Component 4 is crazy >>> stressful to me!! >>> >>> On 3/27/17, Ms. G wrote: >>>> I totally feel like I am repeating myself too. I also >>>> plan >>> on >>>> using emails and I am using the snipping tool to snip >>>> them >>> out >>>> of my email list and then from there I can shrink them >>>> a >>> bit >>>> and still read them. I have read the instructions a >>>> million times and it does not include things we cannot >>>> use for evidence, so try snipping it. >>>> >>>> >>>> On 3/26/17, Almost Done wrote: >>>>> I'm not clear on how to format emails as evidence. The >>>>> cohort in my division had mixed opinions and the >>>>> helpline wasn't very forthcoming. I want to include >>>>> multiple emails in the various forms as evidence and >>>>> stick to page limits. Some people are taking screen >>>>> shots of multiple emails and putting several emails >>>>> all on one document but I'm not >>> sure >>>>> that's allowed. How are others formatting emails? Some >>>>> suggest actually printing the emails, cutting the >>>>> text, gluing them to paper and rescanning? >>>>> >>>>> Also, does anyone else find the forms extremely >>>>> redundant to the written commentary prompts? I feel >>>>> like I'm repeating myself.
On 4/02/17, Artie wrote: > Is it okay to go from one instructional setting to > another without a clearly delineated transition? In > other words, does the edit have to be CLEARLY a > transition, or is it ok to show part of two separate > instructional formats during one lesson? In other > words, do you have to be doing a "countdown and > everyone to the carpet" type thing and then show the > kids on the carpet? Or can you do some footage of > kids working independently and then whole-class? > Also, do the instructional formats have to vary during > EACH video, or between the TWO videos? > Thank you! > -Artie