Artifact: Provide sample data from student results for a course within your field. The data can be entirely theoretical and written out in text form. Create: Examine your sample student performance data. Create an action plan that you would implement in your classroom to personalize teaching and learning.  Provide both a class and individual approach in your plan. Answer:  How could the data be referenced to identify the needs of each student? How could the settings of the LMS be used to create personalized learning paths? How would this data change your teaching plan? How could it help with remediation or enrichment, etc.? They say a picture is worth a thousand words. Hopefully a video is worth even more than that, because I've got a lot to say about this topic, and I'm not sure I could put it all into writing! For this reflection, please review the following screencast I created on evaluating learning and creating personalized learning paths. The benchmark that I rev...

Artifact: Showcase an assessment created and include what method was used to assess the validity, reliability, and security. Answer: What process was used to determine the validity, reliability, and security of the assessment? What was the result? In this assignment I evaluated a district-wide benchmark that covers cell replication and genetics. Although I do not have access to all district-wide data, I did evaluate the data for all of my classes. A screenshot of part of the benchmark is included below. Because the questions are the property of USATestprep and because this is a secure district assessment, I cannot post the full assessment or a link to the document here. Validity: The benchmark was created in our online learning system and item bank, USATestprep. To ensure the validity of the test, I reviewed the content weights for the Georgia Milestones Biology EOC ( pg 9 in this PDF ) to determine which domains and strands (standards and sub-standards) are most important. ...

Artifact: Create a formative assessment related to a learning standard. Post a link to the assessment or activity and standard in your blog. Explain the purpose of the assessment. Answer: How does your assessment provide students multiple opportunities to demonstrate understanding, practice concepts or self-check progress? How does the assessment allow you to assess student readiness for course content? How do the results of the assessment change your teaching plans or method of delivery? The assessment described in this post is a quiz over Mendel's laws of inheritance. The standard for this segment is Georgia's Biology Standard of Excellence SB3: SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations. a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability. After reviewing a module and some require...

Create: Using your lesson topic, create an assessment that allows students to produce a summative assessment product using web tools. Isolate one web tool that aligns with differentiation and student assessment. Post the tool to your blog. Create detailed instructions explaining to students the assessment requirements (imagine this as a lesson plan; give step by step instructions for someone viewing your class for the first time.) Then, create a sample product that uses the web tool to guide your students. In our current unit on evolution, students have studied individuals and experiences that shaped Charles Darwin's thinking, including his life-changing voyage aboard the HMS Beagle and the discoveries made on the Galapagos Islands. As a summarizing task, students were given the option to create a product demonstrating their understanding of the influences that shaped Darwin. One of the potential options were to create a social media profile for Darwin that shows how he would h...

Answer:  What are the options for grade reporting? Are there various levels? Which levels remain most valuable for the online instructor in regard to student performance? I shared in a previous post that I had selected Google Classroom as my chosen LMS. This was because my district is a Google Apps for Education (now called GSuite for Education) district. However, for these last two activities in Navigate, I decided to try out Moodle as well. (Not the best experience, by the way... Information overload). In a pre-populated teacher demo, and walked through a list of things you can do as a teacher . There were several features I thought would be useful (once I eventually learn to use them) such as establishing and assessing course competencies as well as checking for student progress by looking at activities completed. These are two features that I believe would prove very helpful in my standards-based, blended classroom. I really liked the idea of being able to define "compet...