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AIAI in Education

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AIAI in Education

Are students using AI to cheat—or are schools failing?

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Component 4 - connecting prof. need and student need

by Brooke

Mar 3, 2017

Does anyone know if in comp 4, does the student need, professional need and the unit for the formative/ sumative assessment all need to be connected? Or can we just show how we accomplished each one with a different need?

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What Works They CAN be connected or they don't HAVE to be. Your choice.

On 3/03/17, Brooke wrote: > Does anyone know if in comp 4, does the student need, > professional need and the unit for the formative/ sumative > assessment all need to be connected? Or can we just show how > we accomplished each one with a different need?

Mar 3, 2017

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Component 2 Student Work

by Cheryl

Feb 28, 2017

In C2, you can have up to 5 pages per student for assessments, and up to 20 total for "student work." Is student work extra things done throughout the unit that is not part of the assessments? In other words, can I include work from the 2 students that they did as they progressed through the unit such as charts and graphic organizers, etc...See More

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What Works Cheryl, what is your certificate area. The answer depends on that because they don't all have the same directions. Thanks!

On 2/28/17, Cheryl wrote: > In C2, you can have up to 5 pages per student for > assessments, and up to 20 total for "student work." Is > student work extra things done throughout the unit that > i...See More

Feb 28, 2017

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Cheryl On 2/28/17, What Works wrote: > Cheryl, what is your certificate area. The answer depends > on that because they don't all have the same directions. > Thanks! > > CTE EAYA > > > On 2/28/17, Cheryl wrote: >> In C2, you can have up to 5 pages per student for >> assessments, and up to 20 total for "student work...See More

Mar 2, 2017

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Comp 3

by Gray47

Mar 2, 2017

For component 3, what does it mean by "instructional materials"? Lesson plans?? pictures??

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Name abbreviations

by Rachel

Mar 1, 2017

I keep getting conflicting advice on whether or not to use name abbreviations when referring to students in my small group video lesson. My students names are Azul, Allison, Izzabella and Zakilah so even trying to abbreviate them without total confusion seems hard! what do you guys think? In my comp 2 when i only spoke about 1 student i did abbrevi...See More

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ljjh68 Unless you call them by name in the video, you could assign shorter names to them or give them unique abbreviations with your own assigned letters. You could also try student 1, student 2 etc.. then abbreviate S1 S2 S3

On 3/01/17, Rachel wrote: > I keep getting conflicting advice on whether or not to use > name abbreviations when ref...See More

Mar 1, 2017

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EMC Literacy Component 3

by Sara

Feb 24, 2017

In my component 3 instruction I have to create two videos, one that show reading instruction and the other that shows integrating language arts processes. I have new groups every 30 minutes because I teach Title I, can someone clarify what language arts processes would be, because to me it seems like I should be doing two videos that are similar. ...See More

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Sara Thank you so much for the clarification, you are right I do that already, I am just so nervous I will video the wrong thing. Just one more quick question. I have a small group I videoed on a lesson and I am planning on videoing a one-on-one lesson with a student from that same group. It will be a different lesson, is it ok to use the same student i...See MoreThank you so much for the clarification, you are right I do that already, I am just so nervous I will video the wrong thing. Just one more quick question. I have a small group I videoed on a lesson and I am planning on videoing a one-on-one lesson with a student from that same group. It will be a different lesson, is it ok to use the same student in both videos?

Thanks Sara

On 2/24/17, What Works wrote: > In your certificate area, you are asked to use reading for > one video and integrate the language arts process in the > other. In other elementary certificates, teachers must > choose 2 subject areas: math, science, and/or social > studies. > > First the assessors want to see your expertise in the > areas of your certificate - in your case reading and the > language arts processes. > > Second, they want to see how you manage different > formats, whole/large group, small group, individuals > and/or some other appropriate grouping. Read your > instructions to see what you're allowed in the LRLA > certificate. They want to see you using a variety of > strategies/management with different sizeed groups. > > Now to your question about the language arts processes. > These are explained in your NB STANDARDS. Find the > Standard that explains the various subject areas involved > in the Literacy certificate and read this Standard > thoroughly. In a nutshell they are: reading, writing, > speaking, listening, and viewing. But just seeing this list > won't be enough. Do read this Standard. It is the most > important foundation for C3. > > So one of your videos must focus on reading instruction. > The other needs to focus on something else but include > those language arts processes. So kids need to "view" > something..."look" at something, perhaps a chart, or > flashcards, or pictures...the sky's the limit. They need to > talk about the information you're presenting - with you > and with each other. They need to do some writing about > the topic, and listen to you and each other. You need to > plan a lesson that incorporates all those skills. > > The reading lesson you do should also show many if not > all of those skills as well. My guess is that you do this > everyday in almost every lesson. If you don't, you'll need > to figure out ways to show those things. They can > definitely be shown in a 30 minute lesson. If something > doesn't show in the 15 minutes you submit, then you > write about them. > > Hope this helps! > > > > > On 2/24/17, Sara wrote: >> In my component 3 instruction I have to create two > videos, one >> that show reading instruction and the other that shows >> integrating language arts processes. I have new groups > every >> 30 minutes because I teach Title I, can someone clarify > what >> language arts processes would be, because to me it > seems like I >> should be doing two videos that are similar. >> >> Thanks

Mar 1, 2017

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What Works I don't see any wording that would prohibit that. After all, if you work 1-1 with a student, that student will be in your class and could easily be part of the other video.

On 3/01/17, Sara wrote: > Thank you so much for the clarification, you are right I do that > already, I am just so nervous I will video the wrong thing. Just one ...See MoreI don't see any wording that would prohibit that. After all, if you work 1-1 with a student, that student will be in your class and could easily be part of the other video.

On 3/01/17, Sara wrote: > Thank you so much for the clarification, you are right I do that > already, I am just so nervous I will video the wrong thing. Just one > more quick question. I have a small group I videoed on a lesson and > I am planning on videoing a one-on-one lesson with a student from > that same group. It will be a different lesson, is it ok to use the same > student in both videos? > > Thanks > Sara > > On 2/24/17, What Works wrote: >> In your certificate area, you are asked to use reading for >> one video and integrate the language arts process in the >> other. In other elementary certificates, teachers must >> choose 2 subject areas: math, science, and/or social >> studies. >> >> First the assessors want to see your expertise in the >> areas of your certificate - in your case reading and the >> language arts processes. >> >> Second, they want to see how you manage different >> formats, whole/large group, small group, individuals >> and/or some other appropriate grouping. Read your >> instructions to see what you're allowed in the LRLA >> certificate. They want to see you using a variety of >> strategies/management with different sizeed groups. >> >> Now to your question about the language arts processes. >> These are explained in your NB STANDARDS. Find the >> Standard that explains the various subject areas involved >> in the Literacy certificate and read this Standard >> thoroughly. In a nutshell they are: reading, writing, >> speaking, listening, and viewing. But just seeing this list >> won't be enough. Do read this Standard. It is the most >> important foundation for C3. >> >> So one of your videos must focus on reading instruction. >> The other needs to focus on something else but include >> those language arts processes. So kids need to "view" >> something..."look" at something, perhaps a chart, or >> flashcards, or pictures...the sky's the limit. They need to >> talk about the information you're presenting - with you >> and with each other. They need to do some writing about >> the topic, and listen to you and each other. You need to >> plan a lesson that incorporates all those skills. >> >> The reading lesson you do should also show many if not >> all of those skills as well. My guess is that you do this >> everyday in almost every lesson. If you don't, you'll need >> to figure out ways to show those things. They can >> definitely be shown in a 30 minute lesson. If something >> doesn't show in the 15 minutes you submit, then you >> write about them. >> >> Hope this helps! >> >> >> >> >> On 2/24/17, Sara wrote: >>> In my component 3 instruction I have to create two >> videos, one >>> that show reading instruction and the other that shows >>> integrating language arts processes. I have new groups >> every >>> 30 minutes because I teach Title I, can someone clarify >> what >>> language arts processes would be, because to me it >> seems like I >>> should be doing two videos that are similar. >>> >>> Thanks

Mar 1, 2017

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Overlap?

by ljjh68

Feb 28, 2017

The General Portfolio instructions for Component 2, 3 and 4 says, "the evidence submitted for Component 2 and Component 4 and one of the 2 video recordings submitted for Component 3 may be from the same unit of instruction, but must be from different lessons that have unique goals and objectives-even if all evidence is drawn from a single inst...See More

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EMC/Literacy

by kparker

Feb 28, 2017

So starting Comp 2. Having a difficult time deciding what to do this 3 week unit over. What do everyone else choose? I was thinking about making connections to books

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C4 - Formative Assessment

by CPJSWilliams

Feb 28, 2017

For my formative assessment entry the second question asks " 2.Provide context for the examples of student self-assessments." I have one page of space available to write so it seems that it needs to be more in-depth than glossed over.

What does PROVIDE CONTEXT mean exactly? Do they want the self-assessment explained in terms of ...See More

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What Works The definition of the word context is: the set of circumstances that form the setting for an event, idea etc. and in terms of which it can be fully understood and assessed. So think of the self assessments in those terms. WHEN were they given (within the unit of study)? WHAT did you hope to find out from them? Why did you give the type of SA you di...See More

Feb 28, 2017

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FYI Updates

by ljjh68

Feb 27, 2017

The latest version of the General Portfolio Instructions is different than the one posted earlier, so you may want to review the current one to see updated guidelines and rules.

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CTE Assessment Center Comp1

by susan

May 24, 2016

Hi, can anyone offer some suggestions on what type questions could be asked for essay on the Career Tech Education Component 1 at the assessment center? Any thoughts greatly appreciated. here or email me at susiegalaxy@gmail.com

THANK YOU!

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