Evaluate Reflection

Standard D: The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.

Standard G: The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.

Standard H: The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.

Standard I: The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.

Answer in a complete paragraph response: How has the Evaluate module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Evaluate. What strategies will you take away from the Evaluate module and apply to your teaching?  What lessons were most beneficial for you?

I have gained a wealth of knowledge to help me meet the standards of teaching online by completing Evaluate.  The Evaluate module has prepared me to meet stands D, G, H, and I.

I was able to meet standard D with Lesson 2: Quality Feedback.  I met standard G with the Lesson  Summative Assessment.  Standard H was met with Evaluate 2 Competencies and Rubrics. Standard I was met with the lesson on Data Driven Instruction and Analysis.   I will take away the strategies of giving quality feedback and the information about summative assessments.  I am new to online teaching and I feel that this entire TOOL course has benefited me well.  I will definitely incorporate more technology into my  live class this school year.   

Evaluate 3 - Self Reflection

Submit evidence of reflection on your individual teaching abilities. Include artifacts, evaluation feedback, your own reflections, e-portfolio links, professional growth plans and anything else that showcases introspection into strengths and weaknesses as an online educator and document all in your individual blog.

Teaching has become my second career.  I am a registered nurse as well.  I never though of teaching, but I have come to love it.  I have been teaching in the classroom now for 3 full years and I am heading into my  forth year.  I really enjoy helping young people reach goals as a CTAE teacher.  I have grown much as a teacher.  I received my teacher certification and training as I taught so my first year of teaching was really rough. I worked really hard and I took a portion of my class online.  We would meet once a week at 5:30 pm and then meet in person 2 times a month.  This experience will help me to be a good online teacher.  I feel that my strengths as a teacher is my support and love for children. This helps me to want to set a good example for them.   As I have completed TOOL, I have to say that one of my weaknesses was using technology. But now, I feel as though I can do anything technical if I have instructions and time.  I have learned so much.  I have never taught online before so if I get this position as a healthcare science instructor, I will have to get used to not seeing the student.  I was chosen to be a mentor teacher at my school.  I received and award from Georgia State University for outstanding student.  This is a link to my e-portfolio which I completed during my first year of  teaching as I was getting certified to teach.  Quiller portfolio 2015 I have come a long way since then and I hope to embark on a new learning experience with Georgia Virtual School as an online teacher.  

Evaluate 3 - Personalized Teaching and Learning

Provide sample data from student results for a course within your field. The data can be entirely theoretical and written out in text form.

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.

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.?

The sample data shows the date and time students signed in and a quiz/test question analysis report. From the data most students performed well on the quiz, however there was one question in with 4/6 students got incorrect.  I can go in and reset the lesson and have the students who missed the question to review the information again.  knowing that on 33% of my students answered the question on the role of spores correctly will make me exam my teaching of this point. I would give different examples in my lecture or find an engaging way to teach this.  The data can help with remediation because I can see who would benefit from more time based on how they did. If I have a student who's data shows he/she is doing well, I may provide an enrichment activity for him/her that is engaging and relevant. 

Evaluate 2 - Rubrics and Competencies

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.

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.

I crated a competency structure based on the course standard 11.  I attached assignments under each standard that the student should complete before taking the final assessment.  The Main competency is the standard it self.  The assignments go along with what needs to be covered under that standard. 

The student can complete the competency in in order but must complete one at a time.  

Evaluate 2 - Data Driven Instruction & Analysis

How might the teacher adjust the course in the future based on the previous activity of these students? What uses does data have for online instruction? What advantages do teachers who utilize data have over those that do not?

Based on the activity of the students the teacher could determine if students need more time to focus on a particular section of a unit.  The teacher can also tell if she has assigned too much or to little based on the analytics and she can make adjustments for the next class.  Using date to drive the instruction in online learning is extremely important.  The teacher may never see the student in person, but the data can show what the students are doing.  It can be used to show learning gaps and problems, but also to show who is doing well.  Teachers who utilize data have an advantage of seeing how their online student is progressing.  They are able to give feedback that can help the students do better if needed. Those who do not use the data will have to wait or never know why certain methods of teaching did not work.  

Evaluate 1 - Summative Assessments

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?

I am going to showcase a test from a LMS called Helathcenter21.  I will show various screenshots of the process used to determine the validity, reliability, and security of the assessment.  I normally use the test provided but I used the create exam feature for this artifact. 

To determine validity, I am able to go into courses and then settings and there I can use the pacing feature to direct when the student will have access to the exam. I can also go in manually and close and open quizzes, tests, and modules.  This keeps the student from testing or taking a quiz before I feel they have completed the work. In my live class, I open only what I want the student to work on during a particular time. I allow them to access the online worksheet and I can see how long they have been working.   When everyone has finished, I go over the information with them and I open the quiz and test when I want them to take them.  I can also close the modules when they are not in class and I do that until we are reviewing for final testing.  

The reliability can be checked in Healthcenter21 by going to reports and there I can pull up  analysis reports. 

The security of the assessment is not as good as I have learned it should be.  This works well in a live setting because I am there to watch the student take the test and I give them a time.  The sign in does show who is signed in as a user.   I can limit the number of attempts the student has to test.  This works well in a blended class, but the security is not enough for an online  summative assessment.  

Evaluate 1 - Quality Feedback

In your blog, provide or create a student work sample and accompanying feedback that showcases some of the expectations listed below and offers a sound example of quality, authentic feedback. In particular, your feedback should demonstrate the bulleted items below.Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Encouraging, customized feedback which propels the student to strive for better performance or for deeper thought and application.

Student data drives the feedback provided as individual feedback, as well as the class as a whole.

Teacher is not only assessing current progress on individual items, but is also analyzing each student’s continuous progress from grade item to grade item.

Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Provide a student work sample and accompanying feedback.

Why is it important for an instructor to consider student performance data when providing feedback?  How can feedback be both observational and instructional?

It is important for the instructor to consider student performance data when providing feedback because student data drives the feedback and will motivate the student to want to be successful. The feedback can be both observational and instructional when the teacher uses the feedback as a time to give additional instruction.  The teacher may give the student a link to an article or a resource to use to help the student master the content being studied. 

Student work sample and feedback.

Jesse you answered questions well during our discussion. I see that you had trouble with the question on tuberculosis and droplet precautions. Be mindful when the question ask      " which is NOT".  Please go back and review the module and the CDC website.  I am going to reset your quiz and give you the opportunity to retake this quiz. Your grade will be an average of the two.  I really want you to know this well, because we will use this on a daily basis in the work force. I know you can do it. 

Evaluate 1 - Formative Assessments

Answer: How might a teacher employ ways to formatively assess student readiness for course content and method of delivery?

Artifact: To demonstrate this, create a formative assessment related to a learning standard. Post a link to the assessment or activity in your blog. Explain.

A teacher can employ ways to formatively assess student readiness for course content and method of delivery in a variety of ways.  They can use quizzes, discussion forms, interactive games, activities, and live synchronous chats. The teacher would employ these formative assessments during the course and use them to determine what the student understands well and what the student is having trouble with.  To demonstrate, during a synchronous session the teacher could give the students this link to assess their understanding before moving on to a new concept within unit. If the students do poorly then the teacher may need to consider another method of delivery of the information.  

Link to quizz using Quizlet. 

Create Reflection

Answer in a complete paragraph response: How has the Create module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Create. What strategies will you take away from the Create module and apply to your teaching?  What lessons were most beneficial for you?

The create module has been challenging and rewarding at the same time.   It has prepared me well to meet the iNacol standards B, C,E, and K.  I have used a wide range of technology for each lesson in the module.  I find the more that I worked on create, the better I have become with using new tools.  I created a content map which was appealing to the eye and outlined the subject content.  I leaned about the Fair Use and TEACH ACT which were both very informative and will help me remain ethical when locating and using online material. I was able to learn to create online courses and engaging activities for students in the lesson on building portable learning objects.  I plan to use more technology in my live classroom after completing create. I can have my students to use their mobile devices to complete one of the portable learning objects.  I felt that create taught me how to plan to teach because I used my healthcare content just as I would when writing out a lesson plan in a live class.  The lessons which benefited me most were Create1- Content Map, Create 2- Web Tools for Differentiation of Teacher Instruction, and Create 4- Learning Object Authoring Tools.  I feel that the entire module has made me a better instructor because I can engage my students.

Examples are linked to each of the standards listed below: 

Standard B: The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.

Standard C: The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.

Standard E: The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.

Standard K: The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.

  

Create 4- Aggregating Lesson Material

Research: As discussed throughout the quest, collecting or curating learning objects, resources, and learning material enriches the e-learning environment. Research and identify two tools that can be used to aggregate and present learning material, other than the two mentioned in the lesson. Link to the two tools in your blog.

Thinking about instructional design, how does each tool benefit the learner by aggregating and presenting material in a cohesive manner? Are there drawbacks to the tools you researched?

Two of the tools I researched, which can be used to aggregate and present learning material are linked below:

Easygenerator can be used to create courses.  Teachers can upload learning material such as lectures, and presentations.  The instructor is able to create portable resource tools which can be used by the student to reinforce content knowledge.  It is has an appealing design and you can get started for free with nothing to download.  It is also user friendly with built in tutorials and help in the form of chats if needed.  I did not see any drawbacks to this tool.  

Moodle is a free LMS which teachers to aggregate learning material.  Students enroll and the teachers controls the course operations. This has to be downloaded. 

Create 4- Build Portable Learning Objects

Using your lesson topic, build two high quality, reusable learning objects.

Artifact: Link to the two high quality, reusable learning objects build by you.

What is the intended use of your learning objects?  How might the objects be used in an online or blended classroom?



Please click here  to view the two portable leaning objects I created using easygenerator. Both of the learning objects are to help teach infection control. The first learning object is to be used for evaluation of the online student's understanding of concepts of microbiology. the second learning object is to help the online student practice and learn the correct order of handwashing.  In the online classroom the T/F object can be used during a synchronous session after a presentation.  The instructor can have the students use the link and take the quiz.  After the quiz there can be a discussion.  The ranking learning tool can be used as a review for students to show that they know the order of handwashing since it is a virtual class this would reinforce the information taught on how to perform handwashing. 

Create 4- Learning Object Authoring Tools

How might each tool be used in an online classroom? What features should an online teacher look for in a learning object tool?

The two learning tools I located are ClassTools.net and CourseLab. ClassTools.net can be used to create educational games, quizzes, activities and diagrams. It can also be used to host a blog.  No sign-ups are needed and this is a free tool.   CourseLab is a tool used to create high-quality interactive learning. This learning object tool is also free.  An online teacher should look for reasonably priced or free tools and ease of use of the tool.  The online teacher should also consider if the tool will work well with other tools used to help the student.  Most of all  the leaning object tool should be interactive and engaging to the online learner.  

Create 3- Locating Resources

Locate one online image designated as an open educational resource. Locate one online text object designated as an open educational resource. Locate one online video designated as an open educational resource.   

Artifact: Post the three links to the resources located above and give proper citations.

OpenClipart-Vectors

Image Link

OpenClipart-Vectors

Video Link

Teacher Tube video on Hand washing

uploaded by noawalway 

Text Link

Standard Precautions, Infection Control 

Material Type: Online Course Module

Author: Ryan Walther

Date Added: Jun 15, 2016 Date Modified: Nov 30, 2016