25 Different Assessment Types Project

Hi TEC colleagues, I just wanted to know if I could stream our presentation video to my blog. Let's see if it works or if it will be too big. Let us know what you think.

Week 8 - Are Test the only Assessment Method?

As I reflect on our last week in the course I read the following which really goes hand-in-hand with my philosophy of assessments; " According to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Assessment encompasses a range of activities including testing, performances, project ratings, and observations (Orlich, Harder, Callahan & Gibson, 2004)." (Week 8 Module Reading). There is no "one" way for successful assessment of students within a content area. Successful management of assessment by teachers is more of a blending so all learning styles are effectively kept in mind for successful students. As we look at how we assess students in our technological environments we continue to find new ways of assessing students that are effective to producing higher order thinkers. As I researched the subject this week I ran across this great site: http://serc.carleton.edu/introgeo/assessment/interactive.html which stated that, Assessment is often viewed as a process that takes time from teaching but since most students are grade conscious and will focus on learning what will be assessed, the process of formative assessment can be a powerful driver for enhancing content understanding among introductory geoscience students. Using long-term formative assessment strategies, such as mapping plate boundaries using interactive lectures, can deepen content understandings and engage students in how data is used in the geosciences. Additional assessment strategies of interactive lectures are provided in the resource list at the bottom of this page." This week reminds all teachers that no one method will assist planning for students achievement and their ability to and act like they not only understand the content but can apply the information to a effective situation.

Week 6 Blog - Technology Infused Classrooms

(Week 6 Reflective Blog)--As I reflect on a technology infused classroom I think of a classroom that has a structured rich learning environment which begins with planning and the teacher. Additionally, I think of a classroom where the teachers sets and expects high standards from all students; a classroom where the teacher models for students great study habits, organizational skills, collaborative and reflective skills through “talk abouts” (where teacher talks thorough what he/she would do if they were answering a question/etc). Technology is a core competency, however, it is not the “only” competency sought out by teachers of students. Technologies infused classrooms are classrooms that have at there core collaborative study and instructional practices—partnering with others is a key concept. Teachers insures the “whole class” concept is adhered to and student centered learning is a key concept in the learning model. Students drive the instruction and the teacher is there as a guide and conductor to ensure that the train never is derailed or gets off track.

11-21-10 Visual Thinking Strategies

Blog Post: 11/21/2010:

How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom? What are some visual-thinking strategies you would like to use in your classroom? What role do you want the Internet play in your classroom?

Visual learning is one key concept to technology and literacy in the classroom. This week we learned many new strategies in visual learning and how students learn through visualization in many different modalities in the classroom. I really associated myself with the following; "There are many ways teachers can teach visual literacy though technology. From the moment students turn on the television or computer, they enter the world of imagery, where they are constantly making assumptions and creating expereinces that will impact their learning. By allowing students to create their own visual images, teachers are allowing students to demonstrate their knowledge and critical-thinking skills at a deeper level." (Weekly reading,http://angel02.gcu.edu/section/default.asp?id=826082).

I use a gaming strategy to promote visual literacy. We start with unit one in history Geography and students are allowed to choose between six game types and then they are able to develop their game using characters they make and their game must use every topic in the units we learn to develop their character and game (actually, they develop a travel expedition. They must use one scenario and place it in their game for each unit they can edit the challenge for their character to a point and they watch as the game they are making come alive before their very eyes). This type of visual learning allows students to connect the curriculum to a "real world" scenario which allows more effective learning to come to the forefront in my classroom. Furthermore, it allows at the end for students to receive a CD of their game which they can keep forever.

In addition to the gaming scenario my student are enriched by an online website at www.historyto1877.com to allow for everyday access to the internet, blogging, powerpoint slide presentations, and feedback to me about their learning experiences.

I really appreciated this unit of study because it brought together some of the subject matter I know but it also allowed me to learn about new technology offerings for my students.

Cheers,

Jeff

Week 2 Response - 11/07/2010

Week 2: I have been asked to describe the importance of the using a variety of instructional strategies and the value they add to education of students in the 21st Century. Evaluate the role technology plays in the implementation of various instructional strategies. How will this impact your teaching of students?

It is important to utilize many different learning styles to effectively engage all student learners. Many students may be visual learners, while others may be kinesthetic or others auditory. The key is that students come with a variety of mindsets, learning styles, and environmental challenges. The key is to be an effective educator is to embed technology into effective instructional strategies such as; direct and indirect instruction, independent study, interactive study, and experiential study. What is key for every teacher in developing effective strategies within their practice is that, the last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time." (CLassroom Curriculum Connections: A Teacher's Handbook for Personal-Professional Growth; Saskatchewan Education, 2001, (P30).

The Constructivist view will effect the way I approach instruction and plan for student success; but it has also provided effective ways in developing student centered activities in my instruction--namely technology. My classroom has been transformed from a highly traditional class to a 21st century technology rich classroom. Technology is not a standalone way in-which to challenge, motivate, and effectively teach students for success but it does provide a pathway into effective connections to life experiences for students and their life learning processes. So my current lesson plan and strategies as a history teacher has drastically changed, please see attached unit lesson.

As I look at this blog I look back on how I delivered content in my very first class here at Huntington Middle School and all I can say is WOW! I am currently in a graduate course that is entitled Learning in the Digital Age. Look my history students, I also have homework and this week I have been asked to summarize for week 1:

(October 30, 2010)

This week I looked at how students are immersed in technology in the classroom our reading discussed some key points such as: "When most people think of children in a school setting, they tend to picture them sitting at a desk with pencil and paper. However, teachers that were once dealing with daydreaming are now dealing with ipods, cellphones and the like" (Lecture 1.1 Notes Angel). I often have to rethink and re-plan my instruction to ensure that 21st Century technology is not only rich in my instruction but also rich in my students life in general. As we teach the leaders of tomorrow we must think forward and also give our students the tools to become ready for the 21st century. Moreover, The 21^st century marks a shift in what society needs and expects from our students, our future leaders and citizens who will contribute to the decision-making processes of our country." (Lecture 1.1 Notes Angel).

More important was the pedagogical information to assist 21st century teachers in development in new approaches and strategies to development and promote student modalities. One quote this week that stood out in my mind was, "According to Shulman (1987), there are three main components of what it means to teach: subject matter content, teaching, and learning. This is also known as pedagogical content knowledge (PCK). Shulman describes PCK as knowledge of the most regularly taught topics in one's subjects area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations…including an understanding of what makes the learning of specific concepts and preconceptions that students of different ages and backgrounds bring with them to the learning" (1987, p. 9)(Lecturer Notes 1.2 Angel).

Lastly it is critical that new instructors (teachers) assist students in becoming global thinkers and workers. That being the case we must, "use technology in the classroom, particularly we need only look at four primary roles that technology can play: productivity tool (allowing students to be globally prepared), communications tool (promote collaborative thinking and groupings), research tool (using the internet and other sources to look at questions), and problem-solving and decision-making tool. (Allowing students to start becoming high level thinkers and problem solvers)" (Lecturer Notes 1.3 Angel)

Does Geography Matter?

Does geography matter? Look at the video's and discuss this question: Does it matter where you live in the nation? Does climate matter?


Here is some great places to blog:

http://www.missljonesblog.blogspot.com/ or;


http://kchinton.blogspot.com

Geography Resources to Consult:

solpass.org