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...

Create: For this section, set up a competency structure using standards for one unit of your sample course. Associate the assignments in that unit with the competency. Artifact: Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog. Standard, Domain, and Strand: SB6. Obtain, evaluate, and communicate information to assess the theory of evolution. a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology. Competencies/Learning Objectives: Evaluate people and influences that shaped Darwin's understanding of the natural world. Hutton and Lyell's theories on an ancient earth Malthus' theories on populations and competiti...

Reflect: Review the (9) nine data image artifacts from this lesson on student enrollments, student progress, communication and feedback in the course. What can you learn about the hypothetical instructors course from each of the (9) nine data images? From the images, I've been able to determine: the teacher has over 160 students to keep up with (WOW! And I thought my 120 was a lot) the teacher makes communication a high priority the teacher strives to include descriptive feedback on assignments, not just scores the teacher communicates regularly with all students and with individual students the teacher has an awesome SIS that generates a communication log (jealous — wish my SIS did that) the teacher does a great job with differentiation Answer: Based on your analysis of the (9) nine data images, how might the teacher adjust the course in the future based on the previous activity of these students? What other uses does data have for online instruction? What advantages ...

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...

Create: Select one of the web tools mentioned in Create and build a new learning focused tool to differentiate instruction. In my recent Content Map on evolution, I included a differentiated learning assignment, a Collaborative Webquest/Virtual Field Trip. Using a template that I found online, I shared a "hyperdoc" (Google Doc with various hyperlinks) with students through my LMS, Google Classroom. In Classroom, document can be shared with various share settings, such as "Students can view," "Students can edit" (meaning the whole class has access to the shared Doc), or "Make a copy for each student." I shared this Google Doc below with an entire class group. Students worked in groups of 2-3 to complete individual sections of this collaborative Doc. They opened the Doc to review the written content and the links embedded in it. These links directed learners to various pages within Google Maps, such as this link that shows the skeletal rema...