In the transition from F2F courses to online, educators get lost in a sea of digital resources. Videos, blogs, articles, assignments, etc. are here, there, and everywhere. A great resource I have found to keep track of materials is Symbaloo. I can have a webmix for each project. And, those webmixes can be shared with collaborators. Before I start a project, I like to search other people's webmixes as well to get ideas as well. If you have any ideas for other ways to house digital resource, please share them with me.
Do you believe that authentic assessment is possible in every subject area? Can students at every grade level demonstrate mastery through authentic assessment? Why or why not? It it practical to ask teachers to complete these types of activities in the current, high stakes testing environment?
Authentic assessment in every subject area is not only possible, it should be essential. Students at every grade level should be able to demonstrate mastery through authentic assessment. Authentic assessment is creating ways to check mastery through situations that resemble those in which the abilities are actually used. Whenever school can appear more like "the real world," we see students becoming more engaged. The problem lies with teachers being required to prepare students for high-stakes tests that are not authentic assessments. Somehow a middle ground must be found. Daniel Pink speaks on motivation to the business world, yet it can be applied to education as well. He explains that an increase in autonomy, mastery, and purpose increases motivation, not extrinsic rewards. This year I have tried to increase the number of books students have read for the Accelerated Reader (AR) Program. I have offered candy and pizza parties at lunch. At first, this piqued their interest, but that quickly waned. Next year I am going to try Daniel Pink's approach. Students will set their own reading goals (autonomy), they will try to master the next reading level, and they will create their own purpose for reading. Hopefully, this will increase student motivation in the program.
View the Technology Integration Matrix at the following website: http://fcit.usf.edu/matrix/matrix.php
I would rate myself at the collaborative adaption level. Currently, my students just wrote research essays over Holocaust/WWII topics. Then they were allowed to use iMovie, ShowMe, or Explain Everything to create five-minute presentations about their topics to share with the class. We are in the process of viewing those presentations now. By the end of the first grading period for next year, I could see myself at the next level on both axis--constructive infusion. I love the way the teacher is using EverNote for students to create reviews of Hamlet. I also found the class magazine lesson idea something that I could do with my students. In order to make this growth happen, I need to transfer the reins of my classroom to the students. I like to be in control of my classroom. However, in order to progress on this matrix, I need to give my learners more control over their projects. They need more of a voice. I started this yesterday with my students who are studying Tom Sawyer. I asked them for ideas to create culminating projects. They decided to create trailers for the book to show the next class to get them hooked on reading it. This should be interesting! How could you adapt or change one of your current class/course policies to reflect a moving mindset? Is this a change you are willing to make? Why or Why not?
I am wanting to make my classroom a flipped classroom. I am tired of battling homework in the traditional sense. Even though I find writing outside of class a valuable experience, many of my students do not. Plus, I have had trouble with students plagiarizing or having someone else do their work. Currently, my students are working on a research project about WWII and the Holocaust (please see ResearchWritingGuideSteps.pdf under Files). In the past, students have done this project as homework. Many have "lost" it or refused to complete it. At times, I have also wondered about the originality of the writings. Was it plagiarized from a website or did an adult assist with the project? This year all writing has been completed in class. The readings were assigned as homework. Doing this has made all the difference in the world! Currently, all of my 120 students have completed the essay. As a result of the success of this project, I have decided that all writing assignments that will be graded will be done in class. Students will still need to do things for homework to prepare for a class such as read, pre-write, reflect, discuss, etc. However, writing essays and stories will be done in class. As we transition to more elearning, how can I ensure authenticity of work? What are teachers at other schools doing to make sure grades are valid? |
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