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