What is the time breakdown for the ELA component 1? How long for approx. 45 selected response? How long for each or all of the constructed response? Thanks
90 mins for the CR total, broken down into 30 minutes each. I'm curious to know if we are responsible for monitoring our own time with all three, for if its sets for 30 minutes for each question, and then cuts us off at the end of 30 minutes to go on to the next question--which is what I prefer.
Also, I too am trying to find out how many minutes for the SR.
So I've started writing my own, and I'll post them here. I'd like to invite anyone else working on Exceptional Needs Specialist (not just Gifted) certification to write and post questions too. I figure we all can adjust the questions to fit the academic level of our students.
Numeracy: You have a gifted student who is two grade levels above the math currently being taught in the classroom. The current concept is classifying 2D and 3D shapes. Using your knowledge of gifted students, prepare a response in which you: --Briefly describe the student you will be teaching (eg age/grade level/developmental level, exceptionality, strengths/needs). --Describe one important concept or skill related to geometry you would like to teach in order to accommodate this student’s needs. --Describe two instructional resources, including any applicable technological response, including, you would use for this concept or skill. --Explain how these activities and resources would be particularly effective for the student you describe and how would you measure the student’s success.
Is it ok that the majority (maybe all) of BOTH instructional context sheets for each of my two videos are the same? I am thinking so much of course second guessing myself.
On 3/27/17, scellis wrote: > Is it ok that the majority (maybe all) of BOTH > instructional context sheets for each of my two videos > are the same? I am thinking so much of course second > guessing myself.
On 3/30/17, Mrs. D wrote: > My context sheets are pretty much the same also. It seems > odd, but it is the same school and same classroom, etc. You > could change a few words if you think you need to do that. > > > On 3/27/17, scellis wrote: >> Is it ok that the majority (maybe all) of BOTH >> instructional context sheets for each of my two videos >> are the same? I am thinking so much of course second >> guessing myself.
On 3/27/17, AT teach wrote: > This is my first year as an assistive tech support > teacher for special education. I spent some time this > year receiving direct instruction from master > professionals in my field regarding switch access, as > this was something I hadn't encountered before this > position. I didn't get a certificate for this or > anything. How can I document as evidence that I spent a > few hours with them having them show me a variety of > switches and what they can do?
Do you think it is okay for one video have two students in a reading lesson and another video with three students in a math lesson? I teach in a resource setting and do not have a large group of students at one time.
When I did my videos last year, one of my groups only had three (the other four). None of the comments I got for feedback reflected any issue with my group configuration.
On 3/28/17, AT teach wrote: > On 3/28/17, Mrs. D wrote: >> Do you think it is okay for one video have two students > in >> a reading lesson and another video with three students in >> a math lesson? I teach in a resource setting and do not >> have a large group of students at one time. > > > When I did my videos last year, one of my groups only had > three (the other four). None of the comments I got for > feedback reflected any issue with my group configuration.
Under Knowledge of Students, do I include information gathered from Benchmark tests? Do they just want general knowledge of students here or specific standards that the group as a whole struggle with?
On 3/29/17, B M wrote: > Under Knowledge of Students, do I include information > gathered from Benchmark tests? Do they just want general > knowledge of students here or specific standards that the > group as a whole struggle with?
Looking for anyone that has completed this area just to read the beginning of my commentary to see if it makes sense. I know anyone is helpful but right now, I'm looking for the content. PLEASE?!
On 3/04/17, MelodyC wrote: > On 3/03/17, spaull wrote: >> Is anyone using an IPad to video? > I am wondering the same thing. I've heard others are using > Ipads, but my question is do we need to rig up an external mic > somehow? I think the video quality is good, it's just the > sound that may need help if you want to pick up students from > across the rooom.
On 3/26/17, Teach4Lyfe wrote: > I am lucky that my district has a product called SWIVL. It > allows me to have more than one mic in the room as it > videos. > > On 3/04/17, MelodyC wrote: >> On 3/03/17, spaull wrote: >>> Is anyone using an IPad to video? >> I am wondering the same thing. I've heard others are > using >> Ipads, but my question is do we need to rig up an external > mic >> somehow? I think the video quality is good, it's just the >> sound that may need help if you want to pick up students > from >> across the rooom.
I am having difficulty composing a relevant question for component 2 for my student. My student struggles with comprehension when reading passages and being able to write about it. She understands part of what she read, however, she can't relay it in writing in a clear manner. How can I phrase a question for this student?
On 3/16/17, MsCrawford101 wrote: > On 3/12/17, Michelle wrote: >> On 3/12/17, Daniel wrote: >>> I am having difficulty composing a relevant question for >>> component 2 for my student. My student struggles with >>> comprehension when reading passages and being able to >>> write about it. She understands part of what she read, >>> however, she can't relay it in writing in a clear manner. >>> How can I phrase a question for this student? >> >> >> Exactly the question I've had for 2 weeks. This is a super >> difficult one for me. > > Why is the student unable to connect what she has read and > understood with her writing? --- or something along those > lines. > > I went with a question that left me room to show what I know > as a teacher in my C2 entry.
On 3/19/17, Jamie wrote: > When using graphic organizers and peer-to-peer modeling, how > will the student increase their ability to produce clear > and coherent writing? > > > On 3/16/17, MsCrawford101 wrote: >> On 3/12/17, Michelle wrote: >>> On 3/12/17, Daniel wrote: >>>> I am having difficulty composing a relevant question >>>> for component 2 for my student. My student struggles >>>> with comprehension when reading passages and being >>>> able to write about it. She understands part of what >>>> she read, however, she can't relay it in writing in a >>>> clear manner. How can I phrase a question for this >>>> student? >>> >>> >>> Exactly the question I've had for 2 weeks. This is a >>> super difficult one for me. >> >> Why is the student unable to connect what she has read >> and understood with her writing? --- or something along >> those lines. >> >> I went with a question that left me room to show what I know >> as a teacher in my C2 entry.
90 mins for the CR total, broken down into 30 minutes each. I'm curious to know if we are responsible for monitoring our own time with all t...See More