Saturday, April 19, 2014

Self-Reflection on Teaching Abilities (Evaluate 3.1.2)

I can't reflect on my growth as an online educator because I am not currently an online educator.  I can, however, reflect on my growth and professional progress since my first year teaching English at Herschel V. Jenkins High School.  In the eight years that I've worked at HVJ, I've gone from being the green 25-year old rookie to being our AP English Language and Composition instructor and English department chair.  I've worked to use my background in testing knowledge combined with my passion for English to help my students learn and to perform on standardized tests.  I am the Georgia High School Writing Test guru at my school, and I have helped students who nobody ever believed would be able to pass a standardized test earn passing scores on the GHSWT and the English EOCT's.  My students learn, they have fun, and they perform.

During my time at HVJ, I've seen a greater and greater push for teachers to use more technology in the classroom.  Since I am a technology addict myself, I enjoy figuring out ways to integrate technology into my lessons.  I do worry, though, that perhaps sometimes the medium is becoming the message, that sometimes educators are teaching technology before content.  Therefore, my focus in the English classroom will always be on teaching my students how to communicate and write well before it will be on how to use the latest and greatest online gimmick.  Technology is such a powerful tool for educators and students alike, but if our focus is solely on the technology, then the content itself may get lost.  I want to use technology as a tool to help my students learn, to differentiate instruction, to work smarter, not harder.  My students can figure out sometimes better than their teachers how to create a Tumblr or a Prezi, but it's my job to make sure that the sentences that they're writing on those mediums are coherent, that my students can make a valid argument, that they can comprehend what they read.  When they combine, then, the skills that I teach them with their own technological prowess--well, then they'll be force to be reckoned with.

Differentiation (Evaluate 3.1.1)


Effective teachers, understanding that students have different types of learning styles and needs, differentiate instruction in the classroom.  For an online instructor, analyzing the grade data for a course (as seen in the heatmap above) can be the first step toward making informed decisions about differentiation for students.

Differentiation doesn't simply mean that the teacher is trying to reach low-performing students, though that's often the context in which we understand it.  While differentiation is certainly one way that teachers can reach those students who do not seem to be mastering the material, it can also be a tool to provide more challenging work to higher-performing students.  We want to be making sure that our students are all receiving the attention that they need to be able to work to the best of their ability, and sometimes that means customizing an assignment for a student or changing the order in which a student will complete the assignment.  In the heatmap above, there is a wide range in student performance; some of the students are receiving the highest marks on nearly every assignment while others are consistently receiving low scores.  Additionally, there are some students who are not attempting the material at all and have many grades of zero.  For those high-performers, the teacher may want to suggest a more in-depth analysis for the next assessment (while being sure not to simply overload the gifted children with busywork).  For the lower-performing students, the teacher may wish to hold a synchronous review session or provide resources that could help with remediation.  And for those students who are not attempting the material at all, the teacher will need to contact the parent and document that communication.

This data can also be valuable for an educator when reflecting on the quality of the assessment.  If certain test questions are missed by a large percentage of the students, then the teacher may want to revisit the question itself.  If the question seems sound, then perhaps the teacher will want to review the material being tested in that question with the entire class.  

Rubrics and Competencies (Evaluate 2.1.2)








Strunk and White’s The Elements of Style
Multimedia Project

We’ve read through and studied The Elements of Style, and now your assignment is to create a multimedia presentation that demonstrates the implementation of 10 of the rules from the book (2 from each section).  You should pick rules that will specifically help YOUR writing to improve. 

While you may have others assist you (actors, fellow podcasters, etc.), THIS IS AN INDIVIDUAL PROJECT THAT YOU WILL BE PRESENTING TO YOUR CLASS.

You may create one of the follow types of multimedia presentations:
·      Short video (3-5 minutes; should incorporate text)
·      Prezi  (NO PowerPoint; I’m tired of it, and you probably are, too.  You’ll need at least one slide per rule.  Should incorporate embedded video, music, or photos—and obviously text.)
·      Blog or website (should incorporate embedded video, music, or photos—and obviously text.)
·      Podcast (7 minutes maximum, should incorporate music)
Your presentation should not simply tell the rules.  Instead, it should incorporate original examples of both the incorrect and correct ways to implement the rules.  The project as a whole should demonstrate how writing is more clear and more effective when we follow the principles set forth in The Elements of Style.  You should make this presentation professional and clean.  Aesthetics and sound quality are important. 
Your final presentation is due on _________________________.
The rubric on the following page will show how I will score this project.


Strunk and White’s The Elements of Style
Multimedia Project Rubric


Excellent
10 points
Proficient 8-9 points
Adequate
5-7 points
Inadequate/
Not at All
0 Points
Score Received
Topic/Content
Projects highlights 10 rules, 2 from each of the five sections of the manual.
Project highlights 8-9 rules.
Project highlights 6-7 rules.
Project highlights 5 or fewer rules.

Technical Requirements
Student utilizes the appropriate medium to present the execution of the rules and demonstrates mastery of the medium.
Student utilizes the appropriate medium to present the execution of the rules and demonstrates a proficient understanding of the medium.
Student utilizes one of the appropriate mediums to present the execution of the rules, but demonstrates inadequate understanding of the medium.
Student does not utilize one of the appropriate mediums.

Multimedia Incorporation
Student seamlessly incorporates additional and germane multimedia (photos, video, music, text) into the presentation.
Student incorporates additional multimedia (photos, video, music, text) into the presentation, but the additional media may be off topic.
Student incorporates additional multimedia (photos, video, music, text) into the presentation.
Student does not incorporate additional multimedia (photos, video, music, text) into the presentation.

Mechanics
Presentation demonstrates mastery of the standard conventions of English.
Presentation demonstrates proficient control of the standard conventions of English.
Presentation demonstrates adequate control of the standard conventions of English.
Presentation demonstrates inadequate control of the standard conventions of English.

Professionalism
Presentation is clean, professional, and/or aesthetically pleasing.  Project adheres to the requirements for time and length.
Presentation is clean and professional, and/or aesthetically pleasing.  It does not, however adhere to the requirements for time and length.
Presentation is not clean and professional, and/or aesthetically pleasing.  It may not adhere to the requirements for time and length.
Presentation is neither clean nor professional, and fails to adhere to the requirements for time and length.





The standards in the English classroom include expectations that students will leave a course armed with both the knowledge and the skills they need to be effective communicators, readers, and thinkers.  The above rubrics and assignments work in conjunction with one another to build on the knowledge that students have acquired in previous courses and in the current English course.  We can't measure a student's ability to adhere to the rules of standard written English, for example, when we haven't spent adequate time ensuring that students know and understand these rules.  In an ideal world, students would arrive to each class equipped with the knowledge and skills required to perform at a high level from the outset, but the reality is that many of our students arrive to us unprepared.  By building competencies, then, and allowing the students to move to the next level after having mastered the first, we can ensure that our students will be able to achieve the goals of the standards.  

Data Driven Instruction, Analytics, Reporting Tools (Evaluate 2.1.1)

The information available to online instructors through the LMS can tell a story about a student's background and achievement in courses.  When seeking to identify problems or customize instruction for students, the online educator can use this data to make informed decisions.

The enrollments and attendance data shows a student's current course load, basic information about a student's classifications (regular ed., gifted, special ed., etc.), whether the student will be taking an EOCT for the course, and an attendance summary.  Teachers can use this information in a variety of ways.  If a teacher is having difficulty with a student, he could contact the student's other teachers to discuss different approaches that may work in reaching the student.  Through this data, the teacher can also be on the lookout for any special education accommodations that the student receives.  If the student is showing a large number of absences which are, in turn, affecting course progress, then the teacher will need to contact a parent.

The LMS will also feature a communication log.  Sometimes the LMS will update this log for instructors, but other times the instructors will have to manually enter each communication.  One way that online instructors  can foster positive relationships with stakeholders is by communicating with parents to relay positive information instead of solely negative information.  

The course progress feature is probably the most important collection of data for the instructor.  Here, the instructor can see a grid of each student and the dates the students have accessed pages, the numbers of page views, the numbers of assignments completed and the scores received on those assignments.  The teacher should be careful to note not just the number of page views by a particular student, but also the number of kilobytes of data used with the tool.  Simply logging onto a page does not mean that a student has been putting forth as much effort as it could appear.  

Finally, the students can monitor their own progress.  It is especially important for students of virtual school to be able to work independently and be self-motivated, the students should use this tool frequently.  The students are able to see grades, and they can also see specific feedback from the instructor or see questions missed on tests or quizzes.

When the instructor uses the LMS to tell a story about the student, he can work to customize instruction for that student or provide remediation when needed.

Friday, April 18, 2014

The Summative Assessment (Evaluate 1.1.3)

For reliable, valid, and secure tests, one resource that I use is USA Test Prep.  My school subscribes to the service, and I can take my students to the computer lab to complete the exams.  The questions are vetted and I can use the results to analyze individual student data or to analyze class data.  USA Test Prep's questions align with our Common Core standards, which ensures reliability.  I also have the option to author unique questions for my students if I determine a need that is not being met by the test itself.  Students can use the site to practice for upcoming state exams, play games, or to complete homework assignments as well.


For security, I can monitor my students while they take the test if it's in the classroom.  If my students were completing this assessment remotely, then I would make sure that they completed the test within a certain time window and that the time limit on the test was strict enough to curb the temptation of cheating.  Because students have to log in with an individual username, the test is more secure as well.

Quality Feedback Quest (Evaluate 1.1.2)

One of the most challenging parts of teaching writing is providing meaningful and insightful feedback to my students that will help them to improve.  I've developed several ways to go about scoring and giving feedback in an efficient way.

Below is a sample student paper from a AP English Language synthesis prompt on eating locally.  The rubric from the prompt is from College Board and is posted here.






For practice Georgia High School Writing Test essays, I have used much more specific feedback.  Below is some of the feedback students received from me on practice prompts for the GHSWT.

Feedback for Prompt # 2         Student Name: Henry           Score (out of 25): 5

Ideas

o     For starters, where is your plan?  I want to see it.  Remember, you have 100 minutes to take the writing test, and you should be using 15-20 of those minutes to think, to focus, and to create a detailed plan.  You remember our grocery store analogy, right?  A plan will save you time, it will keep you from forgetting important stuff, and it will prevent you from including a bunch of junk.
o     The biggest problem with your paper is that it’s just too vague and too general.  Your paper lacks the specific details and examples that are needed to get you a higher score in that ideas domain that counts for 40% of the score on the test.
o     Remember that ideas count for almost half of the score on these papers.  You need to spend more time coming up with ideas that make sense.  Remember, too, that you will not lose points for writing something that the reader might disagree with, so long as you support your ideas with specific examples and details, and so long as those ideas are sound and coherent in the first place.
o     You actually have some good details in your paper, but what you’re lacking is specificity.  Remember that you can make up facts and statistics when you’re writing this paper, as long as they’re believable.  (Also, I wouldn’t recommend making stuff up for real papers that you write for school unless you like making your teachers mad.)  So for this prompt, you could have said that:
o   A dog can protect the house.  In fact, houses with dogs are 72% less likely to be burglarized.
o   I will be willing to walk and care for the dog.
o   A dog would only cost us $40 per month.
See how I just made those up?  They’re completely fake, but they’re believable.
o     You need to eliminate irrelevant ideas.  (Like the part where you talk about how many of your family members fear dogs.) This, again, goes back to the time that you spend during the planning process.  If you plan more thoroughly and thoughtfully, you’ll be able to eliminate ideas that have nothing to do with your argument.  When your ideas are all over the place, or are off-topic, then it is distracting to your reader and makes your writing far less effective. 
o     See, this is a persuasive essay, and not a compare/contrast essay.  For these prompts you need to figure out what you believe (or what you think can make for a better paper) and then commit to it.  Be bold with what you have to say.  We call this “writing at the top of your voice.”  Decide where you stand on an issue and be assertive when you support and defend this idea.  So, while your thesis statement does address the pros and cons about getting a new family pet, it’s way too wishy-washy.  Commit to your idea
o     You need a more specific thesis statement.  Your thesis statement is a sentence that concisely states what you will be arguing for in your paper.  It doesn’t have to be long or amazing or the best sentence that’s ever been written, but it does need to make it clear what your paper is going to be about.  Thesis statements can be more general, such as:
o   Our family should get a dog.
Or they can be more specific, such as:
o   Our family should get a dog for protection, for quality of life, and to teach us responsibility..
o     Your essay is entirely too short.  Your paper needs to be between 1-2 pages (but no more than 2), and anything under one page will be considered incomplete or too brief.

Organization

o      You need to be using more transitions.  Make sure I give you a handout that has a bunch of them listed.  Remember, too, that transitions earn you points in both the organization and style domains, since just by including a word like “since” or “however,” you are automatically altering the structure of your sentence, thus providing sentence variety.  Score!
o      What you lack in organization is a powerful conclusion.  In middle school you learned to basically repeat everything you’d already said in your conclusion.  Now, as you are a more sophisticated writer, you need to use your conclusion to really drive home to your reader why your idea is so important.   This is the part where you can be melodramatic, even.  Preachy, almost.  In this essay, for example, you could have talked about:
o   How a dog would teach you responsibility, which would help you be more successful in life.
o   How a dog would protect your family against burglary and other crime.
Style

o      You need to be aware of audience in both language and tone.  For one, your audience for this paper was your parents, so the ideas and the examples that you assert need to be ones that would appeal to this audience.  You also need to use language that would appeal to this person. 
o      Even though the prompt asks you to address people who are more comfortable with (in this case, your parents), the language in the paper is far too casual, and is therefore less persuasive and less effective.  These are all formal, regardless of the age of your audience.  (I’m talking about your use of “y’all.”  It’s fine for casual conversation, but not okay for a paper like this.)
o      I need you to use a few more good words.  You don’t have to have your paper chock full of $10 vocabulary words (because that in itself is annoying and distracting), but try to incorporate a few vocabulary words into the paper.  Not a lot, but a few.
o      Your paper needs to have more variety in sentence structure.  You can do this by including more complex sentences, compound sentences, or compound-complex sentences.  You could also begin sentences with infinitives (to + a verb), with adverbs, or with prepositional phrases.  Your sentences aren’t wrong, but they’re not as sophisticated as they should be.
o      Transitions again.  If I were you, I’d memorize about 5 transitional words or phrases that I could use naturally, and I’d get in the habit of using those five.  Not only will that make you more likely to pass this test, but it will make you a better writer overall. 

Conventions

o      You need to eliminate run-on sentences.  A run on sentence is two independent clauses that are joined without the necessary coordinating conjunction (for, and, nor, but, or, yet, so) or semicolon (;).  To fix yours, either break the sentence up into separate sentences, or add conjunctions or semicolons.  (Semicolons can be very effective, too, but should also be used sparingly.)
o      You need to make structures more grammatically complex.  Nothing that you have here is incorrect, but your grammatical structures are overly simplistic.  You need to take more risks, and work on doing those well, to score higher in this domain and to be a more effective writer.  You need more sentence variety, more adverbs and adjectives, more variety in general.  Simple sentences can be great, but only when they’re combined with other more complex sentences and grammatical structures.
o      Commonly Misused Words errors.  You need to pay special attention to:
o   It’s and its

o      You need to work on your apostrophe usage.  Be sure to include the apostrophe in contractions. (won’t).
o      You need to familiarize yourself with comma rules.  Use commas to add appropriate pauses in sentences.
o       “A” v. “An.”  You use “A” when the article comes before a word that begins with a consonant or consonant sound.  You use “An” when the article comes before a word that begins with a vowel or a vowel sound.  So, you would eat “an egg” or “a sandwich.”


Mr. Henry, you need to be putting more effort into these papers.  I refuse to believe that this is the best that you can do.

**********************************

Feedback for Prompt # 2        Student Name: Kathryn                Score (out of 25): 11

Ideas

o     You include a plan, but it is far too brief and needs more detail and more thought.  Don’t just put a plan on there to keep me from harping at you about it; you need to be putting effort forth in the planning process to end up with a better paper.  Remember, you have 100 minutes to take the writing test, and you should be using 15-20 of those minutes to think, to focus, and to create a detailed plan.  You remember our grocery store analogy, right?  A plan will save you time, it will keep you from forgetting important stuff, and it will prevent you from including a bunch of junk. It’s part of becoming a better writer.
o     You actually have a lot of good details in your paper, but what you’re lacking is specificity.  Remember that you can make up facts and statistics when you’re writing this paper, as long as they’re believable.  (Also, I wouldn’t recommend making stuff up for real papers that you write for school unless you like making your teachers mad.)  So for this prompt, you could have said that:
o   A dog would teach responsibility to my siblings and me.
o   People who have dogs live an average of 10 years longer.
o   People who own dogs are 58% less likely to have their homes burglarized.
o     You need a more specific thesis statement.  Your thesis statement is a sentence that concisely states what you will be arguing for in your paper.  It doesn’t have to be long or amazing or the best sentence that’s ever been written, but it does need to make it clear what your paper is going to be about.  Thesis statements can be more general, such as:
o   Our family should get a dog.
Or they can be more specific, such as:
o   Our family should get a dog for protection, companionship, and to teach responsibility.

Organization

o      You need to be using more transitions.  Make sure I give you a handout that has a bunch of them listed.  Remember, too, that transitions earn you points in both the organization and style domains, since just by including a word like “since” or “however,” you are automatically altering the structure of your sentence, thus providing sentence variety.  Score!
o      What you lack in organization is a powerful conclusion.  In middle school you learned to basically repeat everything you’d already said in your conclusion.  Now, as you are a more sophisticated writer, you need to use your conclusion to really drive home to your reader why your idea is so important.   This is the part where you can be melodramatic, even.  Preachy, almost.  In this essay, for example, you could have talked about:
o   How dogs can protect humans and even save their lives.
o   How children need to learn responsibility to grow into successful adults, and how getting a dog is the perfect way to teach that.
o   How having a dog would improve the quality of life for each member of the family.

Style

o      Even though the prompt asks you to address people with whom you are very comfortable (in this case, your parents), the language in the paper is far too casual, and is therefore less persuasive and less effective.  These are all formal, regardless of your audience.
o      I need you to use a few more good words.  You don’t have to have your paper chock full of $10 vocabulary words (because that in itself is annoying and distracting), but try to incorporate a few vocabulary words into the paper.  Not a lot, but a few.
o      Transitions again.  If I were you, I’d memorize about 5 transitional words or phrases that I could use naturally, and I’d get in the habit of using those five.  Not only will that make you more likely to pass this test, but it will make you a better writer overall. 
o      Try to get rid of the words “you” and “your” throughout the paper.  Instead, replace them with “we” and “our” and “us.” 

Conventions

o      You need to make structures more grammatically complex.  Nothing that you have here is incorrect, but your grammatical structures are overly simplistic.  You need to take more risks, and work on doing those well, to score higher in this domain and to be a more effective writer.  You need more sentence variety, more adverbs and adjectives, more variety in general.  Simple sentences can be great, but only when they’re combined with other more complex sentences and grammatical structures.
o      Remember how the errors are calculated on this test.  If you spell the word “permission” wrong 15 times in a paper, but every time you spell it “premission”, then it only counts as one error.  If, however, you spell 15 different words wrong, it counts as 15 errors.  So, if you’re not sure about the spelling of a word, give it your best, and then just keep it that same way throughout the paper.
o      Commonly Misused Words errors.  You need to pay special attention to:
o   Bite (spelling error)
o   Whine and wine
o   Its and it’s
o      You need to work on your apostrophe usage, particularly for possessive nouns.
o      You need to familiarize yourself with comma rules.
o      You need to refresh yourself or familiarize yourself with capitalization rules. (German)
o      This is not a text message or an IM.  Spell out your words, and spell them correctly. (till v. until)
o      For this paper, avoid beginning any sentence with “and,” “but,” “or,” or any of the coordinating conjunctions (unless it’s “for,” and you’re using it as a preposition instead of a conjunction).

Kathryn, I like to see you improving.  Continue to take your feedback and use it to improve your writing.  This is a good essay, and while there is still much room for improvement, I’m impressed with what you’re able to produce at this stage.

**********************************

By developing an efficient system to score and provide feedback to my students, I've been able to use my time in a much more productive way.  I can analyze the data, then, to target problem areas of students and to work to address specific needs.  Below is a section of a chart I used to tracked student progress on practice GHSWT prompts and the scores each student received in each domain.  (Student names have been removed for confidentiality purposes.)  Because I provide meaningful feedback to my students and analyze the data to improve my own instruction, I've been able to help my students' performance tremendously.

Student
Prompt #1
Prompt #2
Prompt #3

10

12.5

I
O
S
C
2
2
2
2
I
O
S
C




I
O
S
C
3
2.5
2
2

12.5
15


I
O
S
C
2.5
2.5
2.5
2.5
I
O
S
C
3
3
3
3
I
O
S
C





13.5



I
O
S
C
2.5
2.5
3
3
I
O
S
C




I
O
S
C





12.5
15
14.5

I
O
S
C
2.5
2
2.5
3
I
O
S
C
3
3
3
3
I
O
S
C
3
2.5
3
3

11.5
11
14.5

I
O
S
C
2
2.5
2.5
2.5
I
O
S
C
2.5
2
2
2
I
O
S
C
3
3
3
2.5

12
14
14.5

I
O
S
C
2
2.5
2.5
3
I
O
S
C
3
2
3
3
I
O
S
C
3
2.5
3
3

12
14.5
15

I
O
S
C
2.5
2.5
2.5
2
I
O
S
C
3
2.5
3
3
I
O
S
C
3.5
3
3
2


8
13

I
O
S
C




I
O
S
C
3
2
1.5
1.5
I
O
S
C
5
2.5
3
2.5

14
15
12

I
O
S
C
3
2.5
2.5
3
I
O
S
C
3
3
3
3
I
O
S
C
2
2
3
3

12.5
10.5
12

I
O
S
C
2.5
2.5
2.5
2.5
I
O
S
C
2
2
2
2.5
I
O
S
C
3
2.5
2
1.5

11.5

11.5

I
O
S
C
2
2.5
2.5
2.5
I
O
S
C




I
O
S
C
2
2.5
2.5
2.5

13.5
14
12.5

I
O
S
C
3
2.5
2.5
2.5
I
O
S
C
3
2.5
2.5
3
I
O
S
C
3
1
3
2.5

11
14.5
14

I
O
S
C
2
2
2.5
2.5
I
O
S
C
3
3
2.5
3
I
O
S
C
3
2
3
3