GREAT GRADES: How was your child

GREAT GRADES: How was your child

Encore Presentation:

GREAT GRADES :  How was your child's 'A' computed'?

A grade is an evaluation indicator; it has nothing to do with how your child was assessed or the assessment.  In this show, we want parents to get a better understanding of how grades can be assessed.

Do you know how your child’s grades were assessed?

Do you know what level of assessment was used – high ordered thinking or low order cognitive development?

Classroom DNA will also implement a new format,  30 minute shows followed by Phyllis Austin’s Educational Perspective.

RTI: Your School’s 3-4 Step Process to Better Grades & Behavior 02/21 by CLASSROOM DNA | Education Podcasts

RTI: Your School’s 3-4 Step Process to Better Grades & Behavior 02/21 by CLASSROOM DNA | Education Podcasts

NEXT on  CLASSROOM DNA with Phyllis Austin
2/21/15:  RTI: Your School’s 3-4 Step Process to Better Grades & Behavior…

What you
need to know about Response to Intervention (RTI) and how to successfully use
it for better performance and behavior.

RTI: Your School’s 3-4 Step Process to Better Grades

Next Classroom DNA with Phyllis Austin 2/21/15

RTI: Your School’s 3-4 Step Process to Better Grades

RTI: Your School’s 3-4 Step Process to Better Grades & Behavior:   What you need to know about Response to Intervention (RTI) and how to successfully use it for better performance and behavior.
Response to Intervention is your School’s 3-4 Step Process to Better Grades & Behavior.

National Bullying Prevention Month

National Bullying Prevention Month like most important observations and celebrations is really EVERY month.   As bullying takes on many forms and manifests into other types of behavior in adults, including verbal abuse, rape and domestic violence, it is important to address these issues in children on a continuous basis in order to stop the cycle of violence in families and communities.

We all understand the need for increased awareness of the problem, but we also need to understand how to “properly” handle these incidents, whether they are one-on-one encounters, through gang recruitment, or excessive cruelty by police.

In a nation, where the “bullying” of America citizens by its own police force appears daily on the front pages of our newspapers, we must ask where did they learn the behavior and why is this behavior permitted to continue in children and adults?

Ms.  Phyllis Austin, Executive Director of The Nation Parent Education Center and author of “God Has Not Forgotten You” and “From Parent to Power” addressed the issue of “bullying” on two of her pass “Classroom DNA with Phyllis Austin” shows.  In a two-part series called “Bullying: Who is your child sitting next to?” she provided scenarios and solutions for parents.  Continue to listen to Classroom DNA on Sundays at 5:00 PM CST/4:00 PM EST, as Phyllis is planning some additional shows on this subject.   

Each week, Classroom DNA will address national educational issues that affect you and your child locally.  Classroom DNA is exclusive in its mission to service, support, educate and assist parents in resolving educational issues.  In addition, we will share tools designed to empower you and help you to unlock their child’s full potential while cultivating uniqueness.  Classroom DNA is designed to assist you in recognizing and accessing what it takes to create a quality education for your child.  Our goal is the same as your goal… To achieve the highest possible level of quality education for all children.  Join us to move into your power.  Because: 'You are the Power Behind Your Child’s Success.

We hope that you will become a regular listener and follower of our Chicago’s Black Business RADIO Network show host as we address issues that the Black community holds dear to their hearts.

Ms. Sonja Cassandra Perdue

Executive Director

Chicago’s Black Business Radio Network

THE BETTER EDUCATIONAL PLAN? Bush v. Obama (or Neither) 07/20 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

THE BETTER EDUCATIONAL PLAN? Bush v. Obama (or Neither) 07/20 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

Summer Youth Orchestra Program, Atl., GA 07/06 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

Summer Youth Orchestra Program, Atl., GA 07/06 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

This a re-broadcast:  Let's discuss the Musically Gifted child & programs: Still Waters Youth Sinfo-Nia of Metropolitan Atlanta will hold it's 24 Annual Two-week Summer Orchestra Academy starting next Monday, July 7  and will culminate with a Finale Concert on Friday, July 18, 6:00 PM. All activities will take place at First Congregational Church Commons, 125 Ellis Street, in downtown Atlanta, GA, 30303.  David Robinson III, a 5th generation, 31-year string teacher of the DeKalb County School System, Founder and Artistic Director, established this organization specifically for students ages 7 - 18 years, to provide a needed performing arts platform specifically designed for young string musicians.  

For more information:
Contact:
Alycia W Robinson
Operations and Dance Director
www.sinfo-nia.com, info@sinfo-nia.com,
404-328-0840.

FATHERHOOD: The Journey 06/15 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

FATHERHOOD: The Journey 06/15 by CLASSROOM DNA w Phyllis Austin | Education Podcasts

Self-Reflection on Teaching Abilities

My teaching ability is honest based on challenges.  This year I went to a more high risk school and I quickly had to adjust my instructional practices.  I only needed to make minor adjustment for my Physics class.  However, I haven't taught Biology in years and the modifications were harder for several reasons:  1) the entire administrative team was new, and was not prepared or honest about the reality of the skill deficient of most 9th and 10th grade students. 2) I really didn't understand the depth of the deficiencies but I was honest about them. 3)  The data we were given was not up to date, not complete and not in one general location.  4)  The SIS was very antiquated and did not provide data.  I called it data and now I know the new word is analytics.

In essence, this year has affirmed that my strengths as an instructor is in teaching 11th and 12th grade students or more mature 10th graders.

My professional growth plan is fluid and based on societal trends and changes in the family dynamics to which learning adapts - this being  a constant area of concern that warrants development.  Because I do work with parents on educational issues, I am constantly acquiring knew information and developing my skills.  My learning curve tends to be short because I have to make quick decision about what we are able to do as an organization and what requires outside assistance.  

This training was very helpful. I have learned more about differentiation, which I always considered an area of strengths.

More importantly, it was self motivating; once I started and saw the potential in it, I was hooked. I tried to complete the lessons with fidelity.  It was not a huge jump to get in the virtual class mind-set because I use a blended learning environment setting.

My artifacts that I offer at this time is the ones that I have submitted, which shows a level of knowledge, skills and abilities generated from this course.

I am honor by the opportunity to learn.  It has been very beneficial.

Sincerely,
Phyllis Austin

Differentiation

Evaluate 2.1.2 Rubrics and Competencies Forum

The unit of study is Kinematics.

I set up two competency structures.  One for Project Based Learning to take into H.O.T. of Blooms Taxonomy level.  The other for competency at the Individual: Knowledge and Understanding levels.

The first rubric is for building a roller coaster.

The second rubric reflects the individual's ability to take proper measurements and perform calculations.

Note:  Had a problem uploading the rubric under tools for rubric in LMS.  Instead I loaded both rubrics in course content section.

 First Rubric

 Second Rubric

Data Driven Instruction, Analytics, Reporting Tools

It was not clearly defined if the student progress data was from one of the enrolled courses. It is unclear if the data comes from one teacher or one class. 

 I made the following analysis based on the progress data.

1)  The dates were all in September, early in the fall semester.  Therefore, are these students familiar with the online protocol?  The teacher may want to call students directly and ask why the aren't accessing the class content.

2)  Approximately 50% of students are failing based student progress data.  It is reasonable to predict that there will be a 50% failure rate if the trend continues with no intervention or students will drop the course.

3)  After calling, I would set-up a synchronous class session to promote a since of community and jump start a 'buy in' to the class and its expectation.

4) I would generate a weekly check list and newsletter for students and parents.

Summative Assessment

Here's my summative assessment link:

Test Friction and Forces for Honors Physics Students    (Question six's diagram was given on another sheet)

In  Physics, especially in Honors Physics, I am not just trying to assess knowledge but have students motivated to do more demanding problems.  However, it does come down to assessing the knowledg in the standards, so the lower level student can still make a good grade by focusing on Levels 1 and 2 skilled problems.

You will notice the skill level differentiation:

Level 1 (5 and 10 point question)
Level 2 (10 and 15 point question)
Level 3 (15 and 20 point question)

Validity:  You will notice there is a similar tone and design in the questions.  The questions relate to the standards being measured.

Reliability:    The biggest factor for me in reliability is for the question to be very clear in what it is asking.

Security:  It important that all student have the same start position.  Therefore, I generally create test the night before, most times I don't know the questions on a test ahead of time.  So, security is rarely an issue.

Quality Feedback

1) Here are the help notes generated when working with a student.  She wanted me to email them to her. So, they were in my iPad.

 The answers are generated so the student knows what steps (during G.U.E.S.S.) of solving the problem they incurred difficulty.

G:  Given
U: Unknown
E: Equation
S: Substitution
S; Solve and Answer

2) Here is a link to a student assignment,  problem set and its answers.

Notice in the answers, the student knows what steps (during G.U.E.S.S.) of solving the problem they incurred difficulty.


Another tool is the Instructional Board.  Students tend to have problems with Graphing.  Therefore, the instructional board displays their group graphing work with their comments on what were the areas of concern and what cause them not to get a higher grade. Students can check their graphing work with the instructional board on graphing.  Basically, they are self - evaluating their work before they submit it  and they can discuss areas of concern with groups members of a group who scored high.

Evaluate 1.1.1 Formative Assessment

The assessment  I made in Quia, I put in Coursesites by Blackboard.

A teacher can do a game, puzzle, or video with q and a.  There are a variety of formative assessment.  One form is during synchronous session is to upload a question and allow a certain number of responses or minutes for discussion to support understanding.  Then ask the students to collaborate on a 1 rational logical statement, the length is up to them.

There are various forms of delivery:  Course content page, email discussion board, and upload in Drop box for students to access formative assessment are some.

http://www.quia.com/pp/283193.html

Create 4.1.3 Aggregating Lesson Material Forum

Free

1) WIZ Iq

Live, online classes
In the virtual classroom with all the digital benefits at your fingertips, you can interact online using

• Images, PowerPoint presentations and documents
• Full way audio and video sharing
• Live chat enhances the interaction amongst the participants
• Control Privileges with you having full control over the class like in real-world classroom

All classes on WizIQ are automatically recorded so that you can revisit and even search for a certain topic anytime at your convenience

Build your educational network
On WizIQ, you can enter your subject interests and discover who else on WizIQ shares similar interests with you. Initiate contact with members around you to exchange knowledge, content and to help each other work towards common goals such as preparing for an exam or assignment
http://www.wiziq.com/about_us.aspx

2) SchoologySchoology is a versatile education platform that streamlines content management: instructor tools, integration platform, global learning community, curriculum management, analytics and more.
https://www.schoology.com/lms.php 

Cost
3)  Adobe Captivate 8

Adobe Captivate 8 software reimagines the way interactive eLearning is created for a multi-device world. Develop any-screen mobile learning without programming using all-new responsive authoring. Now use an intuitive UI to transform PowerPoint presentations into engaging eLearning using actors, voices, interactions, and quizzes. Leverage best-in-class HTML5 publishing to deliver any content to mobile devices, the web, desktops, and leading LMSs. 
http://www.adobe.com/products/captivate.html 

Create 4.1.2 Principles of Building Portable Learning Objects Forum

#1: I used Quia to make this game that reveals a picture if student order to metric prefixes correctly from high to low value. Use at the very beginning of Physics to introduce the reviewing of the Metric system.

http://www.quia.com/pp/283193.html


 #2 I used Blendspace
Intended use is to introduce Newton's 1st law of motion to High School Physics Students:  Opening Activity   

learning content authoring

Free

LessonWriter by Lesson Writer
From what we can gather from their website, LessonWriter is a tool for teachers that allows them to create lessons from any passage. These courses allow teachers to be creative with their lesson plans and also saves them a great deal of time.
http://www.lessonwriter.com/

Classtools
Create  games, quizzes, diagrams and activities
http://www.classtools.net/

The Multimedia Learning Object Authoring Tool by Tim Wang, John Bratlien, Liang Shao
The Multimedia Learning Object Authoring Tool enables content experts to easily combine video, audio, images and texts into one synchronized learning object
http://www.learningtools.arts.ubc.ca/mloat.htm


Cost

Quia

www.quia.com

Create your own educational games, quizzes, surveys, and web pages. Search millions of games and quizzes created by educators around the world

Articulate Storyline 

https://www.articulate.com/products/storyline-overview.php

Create polished interactive courses with Articulate Storyline, the only e-learning authoring software that grows with you

Locating Resources

Roller Coaster:  The Image

Roller Coaster: The Text

http://rachelhappen.com/no-restraints-on-the-roller-coaster/

Roller Coaster:  Text and Videos

http://bestrollercoasters.wikispaces.com/My+Top+10+(and+some+videos!)

3.1.2 Fair Use and the TEACH Act Forum

• How does an understanding of Fair Use affect one’s role as an online instructor?

My role as an online instructor is impacted positively by allowing access to copyrighted material for Educational and Research purposes.  Therefore, I am able to introduce a wealth of knowledge embedded in copyrighted material.  I think that fair.  Knowledge is Power and we cannot hold knowledge hostage.

• How do Fair Use and the TEACH Act correlate to the delivery of reliable content?

The delivery of the reliable content has to be made within certain parameters to receive protection under Fair Use and the TEACH Act.  

The parameters are:
1) Specific amount
2) Enrolled Student
3) Password Protected
4) Cannot retain copy  past the class session

3.1.1 Open Educational Resources and Creative Commons Forum

Open Education Resources - Learning material that everyone can use may available and accessed online.

These are the various Creative Common licenses one may encounter when searching for resources:

Attribution. All CC licenses require that others who use your work must give you credit the way you request, but not in a way that suggests you endorse them or their use. If they want to use your work without giving you credit or for endorsement purposes, they must get your permission first.

NonCommercial. You let others copy, distribute, display, perform, and (unless you have chosen No Derivative Works) modify your work, but not for commercial purposes unless they get your permission first.

ShareAlike. You let others copy, distribute, display, perform, and modify your work, as long as they distribute any modified work on the same terms. If they want to distribute your modified work under other terms, they must get your permission first.

NoDerivatives. You let others copy, distribute, display and perform only original copies of your work. If they want to modify your work, they must get your permission first