Week 7: Assessment

Use in the classroom:

*explanations are written individually under each section (multimedia, rubric, poll/survey)

1.       Multimedia assessment (50) – Playposit.com

Objective:  Students will be introduced to the states previously referred to as the 13 Colonies.  Students will identify the 3 regions of the 13 Colonies and explain the characteristics that defined those regions. 

            The video is an introduction to the 13 colonies.  Students should know the names of the 3 regions, the 13 states within the regions, and primary distinguishing characteristics in those regions. The introduction to the students will use the video along with note-taking, and discussion. They will also complete an activity with a map and labeling the states.

https://www.playposit.com/listcode/484041/tb4f4b

 

o    Standard YouTube License. Published on October 26, 2014. 

*I have included screen shots of the pictures incase anything didn’t come through.  I was having trouble with Youtube.com, but hopefully it will work for you!

 

 

Rubric for Project-based Learning Assessment (25)

I would use this rubric for students to first self-assess their own work.  Then it can be used to score a classmate’s work.  Finally, it will be use when I grade the final draft.  Students should reflect on the scores they gave themselves compared to that of a peer and the teacher.  Were the scores similar?

I kept the rubric fairly general so it can be used for a variety of 5-paragraph writing assignments.  Students should see a common and consistent rubric to make their own grading more effective.  I would model grading assignments and would complete several examples with the class participating so students feel comfortable and confident using the rubric.

 

3. Poll or survey (25) - Plickers.com

Week 6: Concept Map

Use in the classroom:

Objective:  NGSS Standard 4-PS3-1.  Students will use real world example to explain how material is changed when heat energy is added or taken away.

This concept map will be used as a tool to teach students the identifying characteristics of each stage/phase of matter.  Students can extend on the map by including more examples of each phase and the transitions between them. Student can look for or draw pictures of the example. This can be done in groups of 3 or 4 where each student finds a different example for a different phase. *Note I didn’t get into solid to gas and plasma.  I feel this would be latter lesson.  I want students to first focus on the phases they encounter daily.

Application:

The segmenting principal is applied with concept maps because students can follow each section at a time as needed.  Although I do find it to be a bit overwhelming, so I would try to look for a way to “block off” the other sections so they aren’t distracting.  The redundancy principal works well here because there isn’t an overload of both audio and visual.  Again, the map can a big much, so an redundant information wasn’t included to keep it as simple as possible.

Reflection:

            I enjoyed making the concept map, although I will like to try a different website/program next time.  I liked how it was color-coded and the ease of adding links, photos and videos.  However, it seemed a bit too chaotic and I am not sure if that was just the program or me.  I felt it can be a bit overwhelming, especially for ADD folks like me.  I also wanted to add in the names of phase transitions along the dotted line (evaporation, condensation, etc), but I couldn’t find a way to do that effectively. 

Week 5

Amber Schumacher

Week 5

·         Use in the classroom:

Objective:  Students will learn facts about countries in North America and their locations by investigating them using a variety of websites and other resources.

My “big picture” intention is to give students an overall idea of “where they are in the universe”.  We started with the Universe and made our way down (Galaxy, Solar System, Continent, Country, etc). As we learn about North America and the United States, I think it is important for students to know the surrounding countries.  The three closest in proximity (Canada, Mexico and Cuba) are required for students to know; not only location, but also a few facts.  This will also be a base of prior knowledge when these countries are in the news or in reading.

I will use the QR codes as a resource/homework that students will take home with them and access.  Since my school has limited technology, students have better access to tablets and smart phones at home.  Students will use the codes to learn about specific North American countries.  Students can use this as a reference for a future quiz and projects.   I think being able to take home QR Codes makes this implementation more successful since technology is so limited at school.  Students who don’t have access to technology at home can use a computer at school in the lab or can borrow a tablet from another teacher.

Since augmented learning is explained as “virtual reality” in our readings, having a low tech school doesn’t allow students to experience many of the exciting tools we are learning about.  However, our school just began construction on a new “high-tech” library.  Although we won’t have access to any resources for several months, students will soon be able to use a 3D printer and VR glasses as part of augmented learning.

·         Application:

The segmenting principal is important for students to work at their own pace.  This assignment fits it well because it allows students to choose what information they want to watch/read and when they want to learn it.   The work is differentiated because students who have not shown mastery with other geography tests will only be required to watch certain videos.  The projects will also be differentiated in this way.  Lower performing students will only do projects on Canada, Mexico, USA or Cuba.  The other students will use this assignment to learn about Central American or Caribbean countries and will choose one to do their project on.  They can use these sites as a resource of information as well.

·         Reflection:

I was surprised at how easy creating the QR Codes were (I hope I did it right).  I wish I had access to more technology in school so I can use them more often.  It is an easier way for me to send links, videos, etc. home than to e-mail or send written out on a piece of paper.  Although I found Aurasma to be cool, I didn’t think it would work as well in my classroom again, due to limited technology.  I also couldn’t believe how the template so easily created the QR codes.  I looked up creating QR codes online and it appears there a lot of resources for creating them.  All of them seemed simple enough to use.  What I liked about the Google Doc template was that it made it easy for me to format for saving and printing. I think if I would have had to save them one at a time, it would have taken forever to compile.

It was interesting to learn about augmented learning.  An augmented learning resource that I have seen online is virtual field trips.  I thought these websites are a good resource for low-income schools that can’t go on real field trips or for schools just too far away.  However, think this lesson and creating the QR Codes are going to be more useful to me in my classroom.  Although the previous week’s activities were awesome to learn about, I found the time required to create them was too intensive.  Creating the codes however, is more manageable.  I have been sharing many of the ideas learned in this class with my teacher colleagues and I think they will really appreciate and use the QR Code template.  Many other teachers have access to more technology than I do, so they would even be able to use them more in their classroom.

https://docs.google.com/spreadsheets/d/1FieoLACWj7f52qhMX9fuRcmZ5H6zaTBFYU7jq5yvPOc/edit?usp=sharing

Citations:

·         Standard YouTube License.

·         © 2016 NATIONAL GEOGRAPHIC PARTNERS, LLC. 

·         2014-2016 Enchanted Learning, LLC

·         All maps, graphics, flags, photos and original descriptions @ 2016 worldatlas.com

·         © 2000-2116 Sandbox Networks, Inc., publishing as Infoplease