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Online Teaching PortfolioKathryn GunterITEC 7482 – Facilitating Online LearningSpring 2015TABLE OF CONTENTSArtifactPage Artifact 1 – Course Schedule3 Artifact 2 – Online Course Prep Checklist6 Artifact 3 – Online Learning Resources8 Artifact 4 – Learning Styles Inventory14 Artifact 5 – Course Syllabus18 Artifact 6 – Orientation24 Artifact 7 – Student Engagement & Higher Order Thinking26 Artifact 8 – Differentiation28 Artifact 9 – Accommodations & Modifications30 Artifact 10 – Diversity31 Artifact 11 – Community Building33 Artifact 12 – Teacher-Student Communication34 Artifact 13 – Teacher-Parent Communication35 Artifact 14 – Student-Student Communication37Artifact 15 – Synchronous Collaboration Tools39Artifact 16 – Asynchronous Collaboration Tools41Artifact 17 – Formative Assessment43Artifact 18 – Targeted Feedback45Artifact 19 – Quiz/Test46Artifact 20 – Gradebook48Artifact 21 – Tracking Tools49Artifact 22 – Technical Support50Artifact 23 – Acceptable Use51Artifact 24 – Course/Teacher Evaluation53 Artifact 1 – Course SchedulePSC Online Teaching Endorsement Standards:Candidates will apply experiences as an online student to develop successful strategies for teaching online. (II.iv.I)Exploring Rocks and MineralsCourse ScheduleDay/DateActivitiesItems DueNotes to studentsModule 0February 25-March 3 Virtual Learning Orientation Class Introductions Discussion Board Post-------------------- At least 3 peer responsesSubmitted by Friday, Feb. 27------------------Submitted by Tuesday, March 3Module will be introduced and the majority completed in class. Please finish discussion posts by dates listed above.Module 12 WeeksFebruary 25-March 3---------------March 4 – March 10Introduction to Rocks and Minerals Looking at Rocks Investigative Inquiry – February 25 Reading: Chapter 1, Lesson 3 “How Do Rocks Differ?” Interview with a Geologist Google Drive KWL------------------ Rock Exploration Gizmo – March 4 Annenberg Website (collaboratively) Meet with Blog Group Members – come up with project plan: How will you work together to complete the project? Submit member roles; begin recording information Reading review questions on blog Questions with Blog Group Discussion Board Post------------------ Project plan – Roles each learner will assume – submit to assignments dropbox QuizPlease work through Module in order. Activities before KWL should be completed by Tuesday, March 3, and activities after KWL should be completed by Tuesday, March 10.Activities that are in italics will be completed in class.Module 22 WeeksMarch 11 –March 17------------------March 18 –March 24Identifying and Classifying Rocks and Minerals Properties of Minerals Lab – March 11 Reading: Chapter 1, Lesson 1 “What Are the Properties of Minerals?” Reading: Chapter 1, Lesson 2 “How Are Minerals Identified?” Lino – How to Classify a Mineral Main Ideas------------------ Name that Rock & Eating Rocks and Minerals Activity – March 18 Rocks & Minerals Scavenger Hunt Begin Junior Geologist blog work (research to answer listed questions; set up blog) Reading review questions (p. 21 and p. 27) Quiz Discussion Forum------------------ Rocks & Minerals Scavenger Hunt Junior Geologist Blog QuestionsPlease work through Module in order. Activities before Scavenger Hunt should be completed by Tuesday, March 17, and activities after Scavenger Hunt should be completed by Tuesday, March 17.Activities that are in italics will be completed in class.Module 3 –One WeekMarch 25- March 31Soils How Soils Differ Reading: Chapter 2, Lesson 2 “What is Soil?” The Great Plant Escape Blog Group Work – Have all information gathered and included on blog page – work as a group to see if information is necessary and important. Soil Profile (Graded) - Reading review questions – p. 69 Discussion ForumThis module is one week long. Please have everything completed by Tuesday, March 31. Module 4 –One WeekApril 1 –April14Weathering and Erosion Reading: Chapter 2, Lesson 1 “How Can Water and Wind Change the Land?” Weathering and Erosion Card Sort (with a partner) Weathering and Erosion iPod Assignment (individual) Virtual Field Trip Final touches on blog – please review project rubric & complete the self evaluation Reading review questions – p. 61 Virtual Field Trip Discussion Post Weathering and Erosion iPod Assignment (individual) Self Evaluation on blog rubric submitted to drop boxThis module is one week long. Please have everything completed by Tuesday, April 14. (Do not worry about completing assignments during Spring Break)Activities that are in italics will be completed in class.Wrap – UpApril 15 & April 16 Junior Geologist Presentation Unit Feedback Please complete unit and instruction feedback April 16 is Science Night. You will be presenting your Junior Geologist blogs to parents and community who come to this event.Reflection: Why is the artifact important when teaching online?Having a course schedule is vital to keep both the teacher and students on track. By giving the students a schedule at the beginning of the unit (or course), they are prepared to prioritize their time based on the modules and assignments listed. The teacher benefits from having the course schedule by staying up-to-date when tracking progress, providing feedback, and assisting students who are having difficulties. How does the artifact demonstrate mastery of the standards given?This artifact demonstrates mastery of the standard above because it was created from my own experiences as an online student. I included features (such as checkboxes) that have helped me stay organized in the past.How does the artifact contribute to your understanding of online teaching and learning?The main goal of an online course is to deliver instruction and facilitate communication. The course schedule sets expectations and previews the goals of the online or blended learning environment from the beginning, thus preparing the online learner for success.Artifact 2 – Online Course Prep ChecklistPSC Online Teaching Endorsement Standards:Candidates will demonstrate the ability to anticipate challenges and problems in the online classroom. (II.iv.II)Candidates will continually review all materials and Web resources for alignment with course objectives and standards and or appropriateness. (II.v.I)Online Course Prep ChecklistTechnical ExpectationsCourse Maintenance Review course hyperlinks to ensure none are brokenReview course hyperlinks to ensure resources are fresh and current for each semesterReference CitationsVerify all reference sources are cited properly (models how to cite sources and images ethically and legally for students)Course Multimedia AccessibilityTest navigation and correct to solve accessibility issuesAdd enhancements such as podcasts or YouTube videosEnsure all multimedia meets disability accommodation requirements (closed captions, transcripts, headings and tags)News and AnnouncementsInclude an updated audio or video welcome from instructor and post in first module Post brief biography in news area for first day of classGradebook SetupUpdate virus protectionAssist students with login/access difficulties Managerial / Instructional Design Expectations Create course calendar to clearly outline semester due dates for reading and assignments – set up recommended pace of course for students and communicate important course goalsEstablish Netiquette/ground rules – model discussion response behavior and tone – use a conversational tone for responses that is inviting, personal, friendly, and encouraging.Course assignments – revise and review assignments to emphasize a higher Bloom’s Taxonomy and help avoid possible plagiarismEnsure all assessments work & have rubric or checklist to accompany SyllabusIncludes correct contact information, preferred method of communication, expected response times, and method of feedback communicationInclude links to or statement about academic honesty policyPublish online office hours – encourage students to use online office hours and/or to make appointments Articulate the late policyCourse expectations for assignments and activities – communicate high expectations Contact missing students to encourage participationWelcome Email to include:Required textbooks/materials needed for courseWhen course will begin, where to go, how to login & first steps once they enter the environment (introductory activity)Technical assistance contact informationDisability accommodationAnnounce office hours and email response timePre-Course Survey to learn more about each studentStudent OrientationExplain school’s course management systemScavenger hunt activity to get students acclimated to discussion board, content, dropbox, etc. First discussion board – ice breakersModule 0 that has information on procedures, etc. – provide a personal and welcoming environment to develop a personal presence Student Contact Info Sheet Reflection:Why is the artifact important when teaching online?An Online Course Prep Checklist is helpful to ensure that the online environment is conducive to student learning. By having a checklist, the teacher will stay organized when preparing for a new group of students. The checklist also serves as a reminder of technical issues and instructional design expectations that the teacher can refer to throughout the semester. Ensuring that links are active and dates are current, the teacher and students will spend more time devoted to academic material than troubleshooting.How does the artifact demonstrate mastery of the standards given?The checklist demonstrates mastery of standards II.iv.II and II.v.I because it reflects my understanding of technical issues that may arise throughout the course and my attempt to alleviate these hardships before they escalate. It also serves as a reminder to update course materials to most appropriately reflect standards addresses. How does the artifact contribute to your understanding of online teaching and learning?To be an effective online teacher, it is important to manage the course prior to students entering, as well as frequently throughout the lessons. Online teachers should work towards being facilitators of interaction and communication and assist students with skills, knowledge, and project development. The checklist will help prepare the teacher to be a facilitator rather than a technical assistance provider. Artifact 3 – Online Learning ResourcesPSC Online Teaching Endorsement Standards:Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (I.i.VII)Candidates will model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. (I.i.VIII)Online Learning in the Elementary EnvironmentOnline learning seems perfectly tailored for older learners. High school students have opportunities to enroll full-time in a virtual school or they can choose to blend their learning by taking some online courses to receive Advanced Placement credits or catch up on classes they may have failed in the past. Even middle school students are capable of completing online work in an entirely virtual setting without much adult guidance. Are elementary students able to benefit from the online learning environment? Instructional technology is on the rise in K-12 education, and that does not just mean students are using the World Wide Web instead of textbooks to research. Students are completing entire courses online! Horn and Staker (2011) identified the sweeping growth of students enrolled in online learning from 2000 to 2009: in 2000, roughly 45,000 K-12 students took an online course, while in 2009, more than 3 million K-12 students did. Most of this growth is occurring in blended-learning environments. Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, path, and/or pace, and at least in part at a supervised brick-and-mortar location away from home (Bailey, Ellis, Schneider, Vander Ark, 2013). Through blended learning, digital content is leveraged to provide students with skills and practice (Thompson, 2011). This form of education is a shift to make students and teachers more productive, but it is a complex project that changes the roles, structures, and schedules of the traditional learning environment. Blended learning has many benefits. United States Secretary of Education, Arne Duncan, notes that this form of learning has the potential for transformational productivity, and that it will soon become the “new normal” (Bailey et al., 2013). Schools will have to do more with less, so blended learning is a great option (Horn and Staker, 2011). Blended environments lead to student-centric and highly personalized learning, higher productivity, lower costs to the schools, and overall better results. Bailey et al. (2013) reported that blended courses outperform both face-to-face and fully online courses. In Digital Learning Now!’s Blended Learning Implementation Guide, ten drivers of blended learning are introduced, which include the following: improving student engagement and motivation, decreasing device costs, narrowing the digital divide, and preparing students for the shift to online state tests in 2015 (Bailey et al., 2013). These drivers are beneficial both in the present and long-term One of the greatest benefits of blended learning, though, is the potential of enhancing college and career readiness.Since blended learning creates more personalized, student-centric instruction, it is important to include in all levels of education. Luckily, there are several models of blended learning. If these models are first introduced at the elementary level, students will quickly grow to feel comfortable, successful, and able to engage in all types of virtual learning, thus creating an interest in engaging in online curriculum throughout the students’ educational careers. Four main models of blended learning include lab rotation, class rotation, flex, and pod (Thompson, 2011). Flex and pod blended learning models look much different than a traditional classroom environment because students spend most of their time on the computer in the brick-and-mortar setting. Breakout rooms are available for teachers to pull small groups for interventions or supplemental learning (Thompson, 2011). According to Bailey et al. (2013), flex blended learning is digital curriculum supplanted with projects, tutoring, and small group instruction. There is great potential for blended learning in the elementary environment. It is a more consistent and personalized pedagogy. One of the greatest results of blended learning in the elementary environment is that there is more time to focus on high-value activities like critical thinking, writing, and project-based learning (Horn and Staker, 2011). Students are able to engage in work that is self-paced and they receive frequent and timely feedback.On the other hand, blended lab rotations and class rotations look similar to a traditional classroom that incorporates centers into lesson plans. Small groups of students are engaged in instruction delivered through the computer for a set amount of time. Other small groups are working with the teacher on instruction that has been informed by data. Through blended learning rotations, students’ learning is differentiated and more personalized, and they have an enhanced experience with the teacher (Bailey et al., 2013). As students grow older, they can self-blend their courses to supplement the traditional school’s catalog (Horn and Staker, 2011). But we must ensure that our students have opportunities to participate in blended learning environments from an early age to ensure they feel confident in planning their career path. In an elementary school, the rotation models of blended learning will be used most frequently. Children are growing savvier with technology, so we should not limit their experience with devices in the classroom just because of their age. Intentionally incorporating blended learning through a flex rotation in kindergarten through fifth grades will boost learning and leverage talent (Bailey et al., 2011). Both Innosight Institute and Digital Learning Now highlight Rocketship Education, an elementary charter management organization in three California schools. The schools’ schedules are split into blocks; one block is for a Learning Lab in which the students will engage in computer-based instruction, a second block is for math and science, and two blocks are for literacy and social studies (Horn and Stark, 2011). During the Learning Lab block, students spend two hours logged into programs such as Dreambox, ST Math, Read180, or iReady to receive instruction that is personalized, self-paced, and rewarding (Bailey, et. al, 2013). Paraprofessionals are hired to monitor students during the Learning Lab block, while certified teachers instruct during the content blocks. Not only are the students receiving more personalized learning, the school is also cutting down on finances by hiring fewer teachers. Rocketship Education has increased student productivity and closed the achievement gap for low-income Hispanic students who are predominately English Language Learners by incorporating a blended rotation learning program (Horn and Staker, 2011). Having the blended learning part of the daily schedule improves the quality of human interaction because students interact with their teacher in smaller, more personalized groups (Bailey et al., 2013). Incorporating blended learning into an established traditional school setting requires an ability to think outside of the box. Bailey et al. (2013) describe blended learning as “inventing or adopting new learning environments that work better for students and teachers.” Successful implementation of this educational model requires unique features. Before blended learning is integrated into the classroom, support is needed from a school or district level. To gain this support, teachers should link the shift to blended learning with the district’s goals, which ultimately are preparing students to be college and career ready. The school district should have a powerful infrastructure (including strong broadband and power sources) as well as ongoing management and tech support. The teachers also must be immersed in quality professional learning opportunities discussing teaching in an online setting with a focus on topics such as differentiated instruction , classroom management, evaluating resources, and using data (Bailey et al, 2013).Personally, I see blended learning as an exciting and manageable part of the traditional school day. Forsyth County has a learning management system, itslearning, which students in Kindergarten through twelfth grade are now using more frequently. The new district superintendent has vocalized his expectations of using this online system. However, in my elementary school, teachers are skating by as they complete the bare minimum of those expectations. There are a few factors which I believe cause the lack of confidence in using itslearning. For one, I do not think the teachers understand what blended learning is. They see this more of a twenty-first century catch phrase that means blending learning is putting their students on the computer during class. With stronger professional development opportunities to help define the models of blended learning and time to provide examples of successful blended rotations, I believe teachers will be more inclined to use itslearning correctly. In the 2015-2016 school year, Forsyth County will not have any inclement weather days built into the school calendar. Rather, students will make-up these days by completing assignments from the learning management system. Recently, teachers frantically pulled together “lessons” that their students could complete online when school was cancelled due to icy conditions. Feedback regarding online assignments from parents, teachers, and students was both positive and negative. What better time than now to provide the professional development on using blended learning to promote competency-based learning! In conclusion, elementary students can benefit from online learning. Blended learning allows students to learn through both online delivery and in a more traditional environment. Successful blended classrooms see an increase in student-centric learning. Students and teachers are more productive because more time is spent on applicable activities. The role of the teacher in a blended environment is different than a traditional setting, but with a regular and intentional change in delivery, learning is boosted and teacher talent is leveraged. With the support of the school and district, quality professional development, and teacher flexibility, blended learning in elementary schools will develop students’ lifelong skills and dispositions, thus preparing them to be college and career ready.ReferencesBailey, John; Ellis, Scott; Schneider, Carri; Vander Ark, Tom. (2013, February). Blended learning implementation guide, version 1.0. Retrieved from Horn, Michael B.; Staker, Heather. (2011, January). The rise of K-12 blended learning. Retrieved from Thompson, Michael. [educationelements]. (2011, September 24). The basics of blended learning [Video file]. Retrieved from is the artifact important when teaching online?Staying abreast in current events of online learning is important to ensure the teacher is effectively delivering material. Researching blended learning in the K-5 environment helped to broaden my understanding of this type of education and the most beneficial ways it can be done. How does the artifact demonstrate mastery of the standards given?I accessed articles through iNACOL and SREB, two recognized online learning resources, to find articles that discussed blended learning in the K-5 setting. I used these resources to form a solid understanding of the formats online learning can be implemented in elementary school which will help model appropriate strategies to my colleagues.How does the artifact contribute to your understanding of online teaching and learning?The Online Learning Resources contributes to my understanding of online teaching and learning by providing several applicable ways elementary students can take part in blended learning. It has reiterated that blended learning does not always have to be in the form of students using technology at home and then coming to school to engage in other activities. Rather, it can look like centers, small groups, technology-based interventions, or learning labs. Blended learning is very appropriate for K-5 students!Artifact 4 – Learning StylesPSC Online Teaching Endorsement Standards:Candidates will differentiate instruction of students’ learning styles and needs and assist students in assimilating and accommodating meaningful information. (II.i.IX)Learning Styles InventoryGone are the days of teachers standing in front of the class, lecturing to their pupils sitting quietly in straight, even rows. No longer do classrooms exist in which the students have one opportunity to receive knowledge and one opportunity to exhibit their mastery. Howard Gardner (1983) helped paint a vivid picture by depicting that everyone learns differently. Intelligence implies that a person has the “ability to solve real life problems, the ability to generate new problems, and the ability to make and offer service valued in cultures” (Christensen, 2008, p. 25). Pioneering the multiple intelligence theory, Gardner (1983) identifies eight specific styles of learning: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Clayton M. Christensen (2008) connects education to the theory of multiple intelligences by noting that when the educational approach is aligned with aptitudes, understanding an idea or concept comes more easily and with greater enthusiasm. When educators are aware of their own learning styles, they will be more perceptive to how they educate their students. When realizing that, of the eight intelligences which drive learning, pupils may possess strengths in multiple domains, educators can create valuable lessons that meet the needs of each student in his or her class.Short online assessments easily help people discover their learning styles. I participated in the Multiple Intelligences Self Assessment (Edutopia, 2015). This twenty-four question survey provided me percentages of how “intelligent” I was in each category. My three strongest domains include: visual-spatial (83%), bodily-kinesthetic (67%), and intrapersonal (63%). Edutopia (2009) defines visual-spatial as having the ability to see and modify things in a person’s mind. Relating this definition to education, I find myself imagining mental math, which is not my strong suit. However, I have found that if I add colors to organize the concept in my mind, I can come to a solution more quickly. At other times, I have found that if I use my hands to manipulate an object and then visualize it in my mind, I will have a better time at constructing the solution. For example, when I taught myself to sew zippers into bags, I had to lay out the zipper on the fabric and flip the pieces several times, creating a picture in my head of the process in order to complete the product. Bodily-kinesthetic learning is thinking in movements (Edutopia, 2009). I have always been an active person and have found joy in participating in games and competitions. As Edutopia (2009) expresses, bodily-kinesthetic people retain information best when associated with an activity. Recently, I found myself helping students solve a fraction word problem by creating and impromptu masking tape number line on the ground, marking off the fractional pieces, and having the students jump to each fraction as described in the word problem. Getting the students actively engaged helped them better understand what the problem was asking and come up with a solution.Recently, I have been working more on goal-setting and reflection in both my career and my personal life. Because of this, I score high in intrapersonal learning. Intrapersonal intelligence is “the road to achievement, learning, and personal satisfaction” (Edutopia, 2009). This learning style identifies the person as having the ability to know his or her own limits, make decisions, set goals, and reflect. If I had taken this assessment as an elementary student, I would have scored low in this category. It has not been until the past few years that I have seen the benefits of goal setting and reflection. Now, I can vouch for the importance of passing this area of intelligence on to young people so they can learn to actively connect to themselves as a way to improve their well being. In an online classroom, it is imperative to identify and tap into the learning styles of all students early on in order to engage them throughout the course. For example, teachers can engage visual-spatial learners by showing a short video clip at the beginning of a module to help students visualize the topic. Online teachers can also incorporating clip art into modules that relates to the notes, as well as include assessment options that engage students in using computer-based paint tools or multimedia presentation software. Students who are more receptive to bodily-kinesthetic activities can do well online, too. Students can record and submit a video which shows them creating movements to represent a vocabulary word. They can also engage in a synchronous session to act out a script (much like a virtual Reader’s Theater). Learning can be differentiated for intrapersonal learning styles by incorporating checklists at the beginning of the module. Teachers should encourage students to set daily or weekly goals in order to obtain the requirements of each module. One of the most applicable assignments for intrapersonal students is to create blog reflections throughout the course. Engagement of linguistic learning styles can be seen in the form of discussion boards. For example, an online teacher may pose a question in the discussion board. Students must create a thread and answer the question based on their understanding, and then pose a new question to be answered by another student. Accommodation of the linguistic learning style can also be in the form of digital story telling assignments. Logical-mathematical students will enjoy project based learning that requires them to find a solution to an authentic problem. As students are learning throughout the online course, teachers can post outlines of the notes in order for the logical-mathematical students to best understand the information. Online teachers can having fun accommodating the musical learning style; assignments using Audacity or GarageBand to create a unique jingle explaining what the student is learning can be accomplished as a group or individually. Interpersonal learners enjoy social interaction. Many may think an online environment is the worst place for an interpersonal learner; however, they are quite wrong. Collaborative assignments are at the heart of online teaching, thus, reaching this learning style. Using GoogleDrive to work together to record notes, then creating a group wiki to exhibit their knowledge is just one way interpersonal students can achieve success. Finally, the naturalistic learner is one who enjoys understanding the patterns of living things. These learners will thrive in an online environment that offers virtual field trips to connect material to the outside world. Students learn at different paces, but if they are more interested in a topic, one that reflects their dominant learning style, they will more easily find success. Online teachers must apply creative thinking to their lessons in order to accommodate for the wide range of multiple intelligences. ReferencesChristensen, Clayton M. (2008). Disrupting class: How disruptive innovation will change theway the world learns. New York: McGraw HillGardner, Howard. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic BooksLearning Styles Quiz Results: Digging Deeper. Edutopia. Retrieved from Intelligences Self Assessment. Edutopia. Retrieved from : Why is the artifact important when teaching online?Every student has a unique learning style. It is important to keep in mind when entering a new online course that not all students will learn the same. Considering individual personalities (perhaps by identifying through a survey or quiz) will help the teacher differentiate assignments to meet the needs of all learners. How does the artifact demonstrate mastery of the standards given?The Learning Style artifact demonstrates mastery of standard II.i.IX because it clearly shows an understanding of the various ways a student can learn. Specific examples are given that indicate a different technology-related assignment that can be completed for the same academic standard based on a student’s learning style.How does the artifact contribute to your understanding of online teaching and learning?While researching for this artifact, I reflected on all the technology tools I know and consider which tool would be most appropriate for which learning style. This will help me in the future to differentiate assignments and lessons.Artifact 5 – Course SyllabusPSC Online Teaching Endorsement Standards:Candidates will provide an effective online syllabus that lays out the terms of the class interaction for both teacher and students, defines clear expectations for both teacher and students, details the grading criteria and appropriate and inappropriate behavior for students, and explains the course organization to students. (II.ii.III)Candidates will provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly written, concise format. (II.ii.IV)Candidates will provide clearly defined statements informing students what to expect in terms of your response time. (II.ii.VII)Syllabus for Online Unit of Instruction Course InformationWelcome to Ms. Gunter’s 3rd grade Science online unit – rocks and minerals! The next six weeks, this class will be taught in a blended learning environment. Cumming Elementary School prides our self on our love of learning, no matter how it happens. We will use the learning management system (LMS) called Course Sites (Blackboard Collaborate). Please use our class page to ask questions, chat with your classmates and me, and find the science tasks you will complete this unit.Each student has been issued a 3rd grade Science textbook by Houghton-Mifflin through Forsyth County. It looks like the picture below. This book has important information, so make sure you know how to get to it! We will use other websites and resources to learn third-grade math in addition to this book. I will post these in our CourseSites class so you know when to use them!(Click the picture to see a sample of what you will learn from the e-book!)Username: forsyth3rdPassword: science3Expected Student AudienceThe students who will engage in this online course are enrolled as 3rd grade students in the Forsyth County School System, just north of Atlanta, Georgia. Students have completed the 2nd grade science curriculum as assessed by Forsyth County interim assessments and teacher recommended promotions.Teacher CommunicationI can be emailed any day or time at kgunter@forsyth.k12.ga.us. I will respond within one (1) day during the week (except for school holidays). You can also call or text me at 770-887-7749. I will try to respond as soon as possible, but you can expect a call back within the day. I am eager to engage in discussion through CourseSites, so if you have questions, know you can chat with me there, too!Course DescriptionIn this course, third grade students will study numbers and operations in base ten, operations and algebraic thinking: the relationship between multiplication and division, and operations and algebraic thinking: patterns in addition and multiplication. These skills are required by the Georgia Common Core Performance Standards. An overview of these concepts, as well as others that will be learned later in the year, can be found at . StandardsName of standards: Georgia Performance Standards Link to standards: Location information: Cumming Elementary School, Cumming, GeorgiaGrade/Year: 3rd grade (roughly 8-9 years old)Subject: ScienceStandard (as written):S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science andS3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. S3CS5. Students will communicate scientific ideas and activities clearly.S3CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and ics by WeekModule 1: Introduction to Rocks and Minerals (2 weeks) Module 2: Physical Attributes of Rocks and Minerals (2 weeks) Module 3: Soils (1 week) Module 4: Weathering & Erosion (1 week) Expectations of Student ParticipationStudents are expected to:Participate in weekly discussions in the forumRead all assigned pages in eScience bookComplete assigned exercises independently unless otherwise noted.Collaborate with group members to complete a PowerPoint presentation about rocks and minerals Student Communication ExpectationsWe will follow Cumming’s “Daily Dozen” will a few adjustments to reflect online learning:1. Use your manners. Say/type "yes, ma’am," "please," and "thank you."2. Make eye contact when listening or speaking. 3. Greet your teacher and friends and respond when others greet you, especially during synchronous sessions and discussion posts. 4. Celebrate and compliment your classmates.5. Be good winners and losers.6. Respond to emails and phone calls from Ms. Gunter within 1 day. 7. Respect others’ intellectual property.8. Respond to emails and phone calls from classmates within 1 day.9. Always be honest, no matter what.10. Proofread your comments and posts.11. Keep our internet clean by using kind words.12. Go the extra mile and make today the best day ever! Late Work PolicyLate work will only be accepted when the situation has been discussed with Ms. Gunter. The student is encouraged to make a phone call to Ms. Gunter to discuss the reason for requiring a late assignment; however, if necessary, the learning coach can make the phone call. If you continuously turn in work after the due date, your grade in the class will drop and you will fall behind on learning important mathematical concepts. Grading PolicyAll assignments are worth 100 points. Assignments include discussion posts, collaborative efforts, quizzes, and collaborative project. Grades will be updated and posted every Tuesday.The cumulative grading scale for Cumming Elementary is:90% - 100% A80% - 89% B70% - 79% CBelow 69% will require intervention in the form of study hall and attending online office hoursAssessmentsEach week, students will be given one quiz that tracks the progress the student is making with the unit content. These will be available through CourseSites. Ongoing assessment will be monitored by Ms. Gunter while monitoring discussion boards and collaborative uploads.Academic HonestyStudents are expected to complete their work independently, unless otherwise noted by Ms. Gunter. If the student does require additional help from the learning coach, please make a note of the amount of time and help provided. This will help Ms. Gunter know how she can provide more detailed instruction and help students become more independent. Concerns the learning coach has regarding student honesty should be directed to Ms. Gunter immediately. Consequences for academic dishonesty include:First offense: WarningSecond offense: Call to parents or learning coach and resubmission of assignmentThird offense: Academic penalty such as a 0 out of 100 given for the assignmentFourth offense: Failure of course and the requirement to retake it from the beginningFifth offense: Removal from online schoolAcceptable Use PolicyForsyth County Schools has created Responsible Use Guidelines that should be honored in this course. Please note the following responsible use guidelines:I will:Use digital devices, networks, and software in school for educational purposes and activities.Keep my personal information (including home/mobile phone number, mailing address, and user password) and that of others private.Show respect for myself and others when using technology including social media.Give acknowledgements to others for their ideas and work.Report inappropriate use of technology immediately.To review the remaining information, visit the Responsible Use Guidelines for Forysth County Schools’ Community.Student Right to PrivacyAll Forsyth County schools follow the rules of student privacy as outlined in the Family Educational Rights Privacy Act (FERPA) and the Protection of the Pupil Rights Amendment (PPRA). These state that parents or guardians:Have the right to inspect and review the educational records of their child.May request the changing the students’ records to ensure they are not inaccurate, misleading, or a violation of the student’s privacy.Provide written permission to the schools in order to gain information from the student’s educational record.Consent to disclosing personal information contained in the student’s records, such as student’s name, telephone number, date of birth, and dates of attendance.If you have questions about student privacy rights, please contact Ms. Gunter or the principal, Mrs. Pajerski, or you may read more at the U.S. Department of Education’s website.Technology RequirementsStudents must have the following tools to effectively participate in class:Computer with high-speed internet connectionWebcam or video camera with USB cordKidBlog accountAccess to a telephoneHoughton Mifflin Georgia Science eBook (Username and Password will be given to you in class) If you have a technical problem that cannot be solved by yourself or your learning coach, contact Cumming’s IT department at 770-887-7749.Copyright StatementThis course is managed by Ms. Gunter; however, Forsyth County Schools owns all content with the exception of the Houghton-Mifflin textbook and digital resources, which are owned by Houghton-Mifflin. Course and course materials should not be copied, edited, or redistributed for any purpose. If you have any questions regarding materials, please contact Ms. Gunter at kgunter@forsyth.k12.ga.us. Students with DisabilitiesForsyth County Schools does not discriminate on the basis of race, color, religion, national origin, age, disability, or sex in any of its employment practices, educational programs, child feeding program or any other service or activity. It is the policy of the Forsyth County Board of Education to comply fully with the requirements of Title VI, Title VII, Title IX, and Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act and all accompanying regulations. Any student, employee, applicant for employment or other person alleging a violation shall promptly notify the principal or the designated school system coordinator. Our school and district are dedicated to providing each student with an equal education in the least restrictive environment. Teachers work with special education teachers and case workers to create and follow an Individual Education Plan (IEP). Ms. Gunter will work with the learning coach to ensure this a plan is intact and followed if necessary. Please contact Ms. Gunter if you have any concerns regarding current or potential accommodations for your learner. Reflection:Why is the artifact important when teaching online?Like having a course schedule, a course syllabus provides students with an overview of what they should expect in the upcoming weeks. Not only does it discuss the course objectives and a plan for the unit, it also describes required prerequisite experiences, materials needed, acceptable use policy, and a plan for communication. The syllabus is a great resources for students to refer to throughout the unit. How does the artifact demonstrate mastery of the standards given?The course syllabus demonstrates mastery of the standards given because it is well organized, easy to read, and contains all necessary items for students to be familiar with the course expectations. These include: terms of class interaction for teacher and student, expectations for teacher and student, grading criteria, appropriate and inappropriate behavior for students, course organization, objectives, concepts, ideas, learning outcomes, and teacher response time. How does the artifact contribute to your understanding of online teaching and learning?Creating the syllabus helped me to understand that online teaching requires a lot of work on the front end to prepare the students for success in the course. A syllabus needs to be organized and easy to understand from any student or learning coaching. Once a solid syllabus is created, time can be spent facilitating the course and engaging in discussion.Artifact 6 – OrientationPSC Online Teaching Endorsement Standards:Candidates will explain the course organization to students. (II.ii.III)Reflection:Why is the artifact important when teaching online?Many students have little or no technology skills prior to engaging in a blended learning environment. The Orientation provides students an opportunity to explore their new space in a low-risk environment. Regardless of technology ability, all online courses should have an orientation section available for students to refresh their memories before the real assignments begin.How does the artifact demonstrate mastery of the standards given?Students began the online unit in the Virtual Learning Module. The artifacts included help show that the students experienced an overview of how the course was organized before they begin any assignments. How does the artifact contribute to your understanding of online teaching and learning?The Orientation was the students’ first real glimpse at online learning. This area helped them feel eager and more confident to begin their modules. It also helped them gain trust to participate with the teacher and the classmates. Orientations are necessary in online learning environments to set the stage for the online learner.Artifact 7 – Student Engagement & Higher Order ThinkingPSC Online Teaching Endorsement Standards:Candidates will demonstrate effective strategies and techniques that actively engage students in the learning process, in designing, and assessing online learners and instruction. (II.i.I)Candidates will apply technology to engage students’ higher order thinking skills and creativity. (II.i.XI)Candidates will promote collaborative learning through reflection and social negotiation. (II.i.V) Candidates will lead online instruction groups that are meaningful, project-based, inquiry-oriented. (II.i.VII)-38989060960 3493770167640-69024554610Reflection:Why is the artifact important when teaching online?Student engagement and higher order thinking. There is a push for online learning to be student-centered and authentic. Creating lessons with cumulative projects to show mastery of a skill or standard will help students stay engaged and use their higher order thinking. How does the artifact demonstrate mastery of the standards given?The overall project was for students to work together to create a PowerPoint and present during Family Science Night. Using collaborative tools like Lino and GoogleDrive, students were able to share their ideas with each other and create a product worthy of attention at a public event. Mastery of the Student Engagement and Higher Order Thinking standards are demonstrated through these artifacts by providing an example of one collaborative tool and depicting students engaged in an authentic task of presenting to the community. How does the artifact contribute to your understanding of online teaching and learning?Teaching my students collaboration was one of the highlights of this blended learning unit. They loved working together on their own devices and seeing their classmates’ ideas update in real time on the computer screen. This artifact helped me understand that online teaching and learning is about building a community and working together to achieve a common goal.Artifact 8 – DifferentiationPSC Online Teaching Endorsement Standards:Candidates will differentiate instruction of students’ learning styles and needs and assist students in assimilating and accommodating meaningful information. (II.i.IX)Use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)-683895140970Reflection: Why is the artifact important when teaching online?Providing choice for the students when completing an assignment will help them feel successful in the online environment. For this discussion board, students were able to choose to read (or listen to) either a fiction or non-fiction story. They were then supposed to apply their knowledge of soil and connect it to the story they completed in some form of response. Differentiation helps support all learners while making them excited about completing assignments.How does the artifact demonstrate mastery of the standards given?The Differentiation artifact demonstrates mastery of the standards because it allows students choice based on their learning style as well as their reading ability (having the option to listen to the story rather than read it silently). How does the artifact contribute to your understanding of online teaching and learning?Differentiation is necessary in an online environment. This artifact contributes to my understanding of online teaching and learning because it shows that students thrive off of choice. Tracking assignments that also offer choice will help me have a solid understanding of my students and can show areas in which they may be able to improve.Artifact 9 – Accommodations & ModificationsPSC Online Teaching Endorsement Standards:Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)Candidates will provide activities, modified as necessary, that are relevant to special education modifications, student age, cultural background and experiences. (II.vi.II)Reflection:Why is the artifact important when teaching online?Like in a brick-and-mortar environment, accommodations and modifications can be simple or complex. While I worked with a gifted group of students who were capable of reading and understanding the advanced text on their own, the accommodation of having the read aloud text helped these younger students with their weaker reading stamina. How does the artifact demonstrate mastery of the standards given?Accommodations and modifications can benefit a variety of students, even if the benefits are unexpected. Special needs, student age, and cultural background are just a few factors to consider when creating modifications in an online environment. How does the artifact contribute to your understanding of online teaching and learning?Using the eScience book was exciting for me in the first place, but then seeing the 2nd grade gifted students use the read-aloud feature to help them navigate the pages was an added bonus. From this artifact, I more clearly understand the need for simple accommodations to help with assignments. Even the unexpected learner may benefit.Artifact 10 – DiversityPSC Online Teaching Endorsement Standards:Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)To view group C’s entire collaborative presentation, please access it through this website: Reflection:Why is the artifact important when teaching online?Considering the diverse population of learners will help ensure that each student is engaged and can reach his or her full potential. Giving students the task of collaboratively working on a PowerPoint in GoogleDrive met the needs of all learners. Some students chose to take their assignment and work on it over Spring Break, creating a much more detailed presentation. Uploading it to Drive helped the rest of the group members gain inspiration and direction when completing their slides. All learners were included in the task, but some took the requirements above and beyond. How does the artifact demonstrate mastery of the standards given?This artifact shows that diversity was respected by considering the talents of individual students. It was apparent that some children have a great talent including images and colorful fonts in their presentation, so giving them the ability to use those talents to include in the presentation continued to engage them (even during a break from school!)How does the artifact contribute to your understanding of online teaching and learning?Students come from different backgrounds. By having a structured assignment, but allowing freedom in creation, students’ backgrounds are valued. This idea can easily be applied to the online community, especially if a collaborative assignment is in place. Artifact 11 – Community BuildingPSC Online Teaching Endorsement Standards:Candidate will create and maintain a community by creating value, effective facilitation, and an environment of trust. (II.i.III)Reflection:Why is the artifact important when teaching online?The community building discussion board artifact is important when teaching online because it serves as an icebreaker for the students. Although this group of students has been together all year, they still learned new ideas about each other. This builds trust, thus making the remainder of the online unit part of a friendly environment. This artifact also served as an introduction to discussion boards for the students. How does the artifact demonstrate mastery of the standards given?When responding to their peers, the students were instructed to leave friendly and thoughtful responses. This made all students feel valued. It also helped to create an environment of trust because the students and teacher have learned new facts about each other. How does the artifact contribute to your understanding of online teaching and learning?Even though students in online classes may never meet each other, it is still vital to build a positive community that promotes trust and safety. When students feel comfortable with their peers, they will feel more comfortable completing the required tasks, as well as asking for help or clarification.Artifact 12 – Teacher-Student CommunicationPSC Online Teaching Endorsement Standards:Candidates will consistently model effective communication skills and maintain records of applicable communications with students. (II.ii.I)Candidates will facilitate regular and frequent teacher-student interaction in a variety of ways. (II.ii.II)-303679-1345Reflection:Why is the artifact important when teaching online?Prior to each blended learning session, I always updated the home page with a welcome message to help the students independently navigate to their next module. The students became trained to look for this message. Also, it is nice to see a friendly weekly post from the teacher who cares about your well-being. How does the artifact demonstrate mastery of the standards given?Exhibiting the welcome messages shows that I have consistently modeled effective communication to my students. It also shows that I have facilitated this communication in a variety of ways, because the image above is communication via internet, and what is not shown is my in-person communication with the students in the room. How does the artifact contribute to your understanding of online teaching and learning?Thinking about my own experiences as an online student has helped me mold this artifact into one which I think is most beneficial to my students. Frequent updates from the teacher help the student stay on track and understand the upcoming assignments. It also helps the student feel like their learning is a valuable part of the teacher’s busy schedule. Artifact 13 – Teacher-Parent CommunicationCandidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.). (I.i.IV)Candidate will facilitate regular and frequent teacher-parent interaction in a variety of ways. (II.ii.II) Reflection: Why is the artifact important when teaching online?Keeping parents informed about the activities in a students’ class is essential for success. Not only can the families work at home to accomplish required tasks, parents can also offer their expertise to both students and parents. This artifact shows illustrates the authentic learning task students have working on in the blended learning environment and requests parents to respond showing their support of the final presentation. How does the artifact demonstrate mastery of the standards given?Because this was a blended learning environment, paper copies of the letter were given students to take home for their parents. However, there were multiple modes of contact given in the letter. The second artifact depicts a parent giving her permission via email. Using a variety of methods of communication will keep parents feeling valued and build a sense of trust within the classroom.How does the artifact contribute to your understanding of online teaching and learning?In a fully online environment, parents often times serve as the learning coach. It is vital for online teachers and parents to have frequent communication to discuss the child’s progress and identify any issues that the student may have. In the blended environment, it still helps to have constant contact with the families so they can support instruction at home.Artifact 14 – Student-Student CommunicationPSC Online Teaching Endorsement Standards:Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.). (I.i.IV)Candidates will facilitate and monitor appropriate interaction among learners. (II.i.IV)Candidates will encourage collaboration and interaction among all students. (II.vi.III)Candidates will model and demonstrate effective moderator techniques to facilitate active student participation. (II.i.VIII)Candidates will facilitate regular and frequent student-student interaction in a variety of ways. (II.ii.II)3373755381000 Reflection:Why is the artifact important when teaching online?Student-student communication can help build understanding and camaraderie within the blended learning environment. These artifacts show how important it is to include face-to-face time in a blended learning setting so the young students can interact and verbalize their ideas.How does the artifact demonstrate mastery of the standards given?The artifacts demonstrate mastery of the standards because it shows the group appropriately interacting in several ways. They first hold an in-person discussion. Then, they took the conversation and applied it to collaborative online tools. In these artifacts, the group of girls is discussing their project plan, they have submitted an overview of their plan, and finally they have created the title page for their project. How does the artifact contribute to your understanding of online teaching and learning?Online teaching and learning in the elementary years should not completely neglect typical social behaviors. These kinds of interactions are vital in growth and development. Artifact 15 – Synchronous Collaboration ToolPSC Online Teaching Endorsement Standards:Candidates will utilize synchronous tools effectively (i.e., chat tools, web conferencing, virtual electronic whiteboards, etc.). (I.i.IV)Reflection:Why is the artifact important when teaching online?Synchronous sessions allow all students to participate in a discussion at once (or, if the student is unable to attend at that specific date and time, they can review the material through archived sessions. This is a great way to deliver important information and have students work together in a group setting. Anyone can attend regardless of where their computer is located.How does the artifact demonstrate mastery of the standards given?This artifact shows the delivery of a synchronous session using various tools such as virtual electronic whiteboards, chat tools, breakout rooms, scaffolding using a graphic organizer, and collaboration.How does the artifact contribute to your understanding of online teaching and learning?Being able to conduct a synchronous session helped me understand online teaching and learning. The teacher is more of a facilitator, and with the right about of practice, the teacher can effectively group engage students in learning that is similar to a brick and mortar (small group, whole group, etc.), but have all students learn from different households.Artifact 16 – Asynchronous Collaboration ToolPSC Online Teaching Endorsement Standards:Candidates will utilize asynchronous tools effectively (i.e., discussion boards, email, announcements/news, etc.). (I.i.IV)The Rock Cycle Notes(from Study Jam)KWLThings I Know About Rocks and the Rock CycleThings I want to know about the Rock CycleThings I Learned About Rocks and the Rock Cycleminerals make different kinds of rocks.There are many types of rocksI know that rock are hard.Minerals can be crystals and rocks.There are 3 differentkinds of rocks sedementry ignios medemorfick.Rocks are interesting.some have crystals insideRocks come in different shapes and sizes.Rocks change from one to another..I know that there are tons ?of rocks in the worldDiamonds are found in caves.What is the e cycle work?I want to know more about rocks and minirals.Where carock cycle?How does the lifn you find diamonds???What can you do with aanomnous rock.what is a pickaxe?Rocks can change to atherkindes of rocks.A rock can be found anywhere.The rock cycle goes on and on and on and on and on!!!To access the editable document, please visit: is the artifact important when teaching online?Asynchronous tools allow all learners to work together at different times. The product is not time dependent, so one student may add to a discussion one day while another student waits to include any information. While discussion boards are a great example of an asynchronous tool, this Google Document was a new tool that students had never used before.How does the artifact demonstrate mastery of the standards given?This artifact shows the students using GoogleDocs to input information into a K-W-L board. Students were able to include this information at their own pace, and it only added to the quality of the assignment.How does the artifact contribute to your understanding of online teaching and learning?This artifact contributes to my understanding of online teaching and learning because it has shown me there are a variety of ways students can work together to discuss topics and build knowledge, but it does not always have to be at the same time. Some students work more slowly than others, and they should not be penalized for taking time to construct a response. Asynchronous tools give students the opportunity to receive equal credit if assignment is completed by the deadline.Artifact 17 – Formative AssessmentPSC Online Teaching Endorsement Standards:Candidates will use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)Reflection: Why is the artifact important when teaching online?The artifact is important when teaching online because it allows the teacher to identify troublesome areas for individual students, as well as the whole class. For this artifact, the student scored lower than the goal score of 80%. This is important to note the questions he had most difficulty with in order to differentiate learning in future models so he can be more successful. How does the artifact demonstrate mastery of the standards given?This artifact demonstrates the teacher using student data to be informed of future instruction and differentiation opportunities in order to help the student be successful. If scores of additional tests are below the goal, an intervention plan may need to be developed. How does the artifact contribute to your understanding of online teaching and learning?Being able to see how the student answered the question, what the correct answer should have been, and a numeric grade within seconds of the student completing the formative assessment is a great benefit to the online teacher. With this information, the teacher can make quick changes to future modules or contact the student to provide assistance. Providing the quick and personalized assistance is especially prevalent in the online teaching environment. Artifact 18 – Targeted FeedbackPSC Online Teaching Endorsement Standards:Candidates will provide timely, constructive feedback to student assignments. (II.ii.VI)Reflection:Why is the artifact important when teaching online?Feedback helps drive students’ future actions. By provided targeted feedback, the students will gain a better understanding of what is required in the course, as well as gain an understanding of weak areas and how they may be improved. How does the artifact demonstrate mastery of the standards given?This artifact demonstrates mastery of the standard because it gives the student clear and constructive feedback for an assignment. The student did not follow the rubric exactly, and this artifact shows constructive feedback indicated the area that was weak. This will guide the student to be more careful in following directions in the future. How does the artifact contribute to your understanding of online teaching and learning?Targeted feedback can help an online learner grow in their academics. Especially if the course is completely online, it is important for the teacher to be explicit in feedback so the student understands the expectations and what can be improved in the future. Online learners do not have the benefit of being able to talk face-to-face to their teacher every day, which can make the student wary of grades. But if the teacher provides clear and concise feedback in a timely manner, the student will have little to question. Artifact 19 – Quiz/TestPSC Online Teaching Endorsement Standards:Candidates will provide continuous evaluation of students, to include pre- and post- testing as well as student input throughout the course. (II.v.IV)Candidates will review student responses to test items in online testing software to identify issues in testing or pedagogical strategies. (III.iii.II)Reflection:Why is the artifact important when teaching online?Quizzes help the teacher gain perspective of what the student has understood from a given module. Using the data from this artifact, the teacher can go back to review material for the current group of students or modify the material for future classes. How does the artifact demonstrate mastery of the standards given?Candidates will provide continuous evaluation of students, to include pre- and post- testing as well as student input throughout the course. (II.v.IV)Candidates will review student responses to test items in online testing software to identify issues in testing or pedagogical strategies. (III.iii.II)This artifact shows that a quiz was given to assess the students’ basic understanding of identifying rocks and minerals. This student (like the majority of her classmates) scored above the 80% goal. As a teacher, I would use the results to redeliver the idea that minerals are found in the earth’s crust. How does the artifact contribute to your understanding of online teaching and learning?This quiz was created in the CourseSites platform. This was helpful because students were able to see instant feedback to help them progress in the course. The artifact contributes to my understanding of online teaching and learning because it shows that many of the tools we use in the classroom are much more student-friendly online. Immediate results from a quiz or test is useful to both the student at the teacher. Artifact 20 – Gradebook PSC Online Teaching Endorsement Standards:Candidate will apply technology to increase productivity. (II.i.X)Reflection:Why is the artifact important when teaching online?Having a gradebook is useful not only to stay organized with assignments and feedback, but it also helps the instructor identify students who are struggling. During these situations, the teacher can contact the student to provide additional assistance or answer any questions. How does the artifact demonstrate mastery of the standards given?The gradebook artifact increases productivity because it is an organized compilation of each student’s completed assignments. The instructor is able to quickly glance to see if there are any missing grades, and they can also look more closely to identify areas of weakness for one or multiple students. How does the artifact contribute to your understanding of online teaching and learning?Knowing how to use the gradebook and seeing that there are a variety of reports that can be run for the class or individual students helps me understand that online teaching can be very data-driven. Using these tools will take practice and application to truly grasp the benefits, but overtime, the gradebook can show exceptional growth in the abilities of online learners.Artifact 21 – Tracking ToolsPSC Online Teaching Endorsement Standards:Candidates will demonstrate awareness of observational data (i.e., tracking data in electronic courses, web logs, email, etc.) and its uses in monitoring course progress and effectiveness. (III.iii.III)Reflection:Why is the artifact important when teaching online?Having the tracking tool is most beneficial to teachers in a fully online setting. It is helpful to find how often students are logging into the LMS and if they are attending class on time. For me, I saw my students each session (blended learning environment), so it was not necessary to use this tool as frequently as I would in other scenarios. However, it is interesting to see if a student logged on at home.How does the artifact demonstrate mastery of the standards given?This article helps me to remind students to attend classes and complete assignments. For example, I notice that some students have only submitted one discussion post. I would need to communicate with them the requirements of the course and discussion board activities and help them to receive credit for future responses.How does the artifact contribute to your understanding of online teaching and learning?The online teaching environment has resourceful tools to help teachers track students’ progress. This is helpful to ensure students are staying on task and keeping up with attendance. Artifact 22 – Technical SupportPSC Online Teaching Endorsement Standards:Candidate will troubleshoot typical software and hardware problems. (I.i.V)256861237203 -741045168275Reflection:Why is the artifact important when teaching online?This artifact depicts students engaged in the blended learning environment. The biggest troubleshooting I did was fix the headphones. Many times, the USB peripherals would not connect in one port. However, I was able to quickly solve the problem by moving it to a different port and refreshing the page with audio.How does the artifact demonstrate mastery of the standards given?Mastery of this standard is demonstrated because students were successfully able to complete the assignments that required audio (for example, listening to the stories on BookFlix). How does the artifact contribute to your understanding of online teaching and learning?Having knowledge of basic troubleshooting components will help in both a blended learning environment and fully online environment. The teacher must be able to anticipate problems that may arise and solve them efficiently so that the student loses little instructional time. Artifact 23 – Acceptable UsePSC Online Teaching Endorsement Standards:Candidates will use appropriate strategies and resources for dealing with student issues arising from inappropriate use of electronically-accessed data or information. (II.iii.VI)Reflection: Why is the artifact important when teaching online?Online learners must abide by rules, or an acceptable use policy, throughout the course. Giving the information up front will set expectations for students for usage of technology. However, at times, there may be a situation that arises in which the acceptable policy guidelines must be revisited. How does the artifact demonstrate mastery of the standards given?While using the collaborative tools in Google Docs, students began typing gibberish and deleting other people’s ideas to be silly. We revisited the Virtual Learning Orientation to read, “I will show respect for myself and others when using technology…” This artifact demonstrates mastery of the standard because I used an appropriate strategy to deal with an issue arising from inappropriate use of the technology. How does the artifact contribute to your understanding of online teaching and learning?Often times, students need to be reminded of the guidelines and expectations of the course. Most often, the students’ behavior is a reflection of their age and not intended to harm others. However, it is crucial that the online teacher be aware of discussions and collaboration in the class to ensure that there are no issues with acceptable use of technology.Artifact 24 – Course/Teacher EvaluationPSC Online Teaching Endorsement Standards:2331720565785-185345662940Candidates will provide opportunities for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews). (III.iii.IV)TimestampI thought that the unit was fun and easy to go through!The materials (websites, worksheets, labs) helped me learn more about rocks and minerals!The assignments, projects, and quizzes were beneficial to my knowledge of rocks and minerals.What is something that you wish had been different during this unit?How often was your teacher there to answer your questions?What word would you use to describe your teacher?Do you believe your teacher got to know you as a learner?I felt like I had a lot of time to work with my friends.What is something you wish your teacher had done differently during this unit?4/28/2015 8:02:18Yes, but I got confused a few times.All of the time!AgreeWe could have tested some real rocks.Most of the timefunYesYesthe brainpopjr videos.4/28/2015 8:03:19Yes, but I got confused a few times.All of the time!AgreeWE LEARN HOW TO TAKE CARE OR HORSES AND TO LEARN HOW TO TYPEAlwaysOUTSTANDING AND TOTTALLY AWSOME!!!YesYesNOTHING!4/28/2015 8:05:27Yes, but I got confused a few times.All of the time!DisagreeThat if learnd the hard stuff right away.Or bring a rock home and reserch.SometimesniceNoYesThat she would theach us about rocks and minerals too.Reflection: Why is the artifact important when teaching online?One can always grow in the field of education. Having feedback from students who were engaged in the course will help the instructor see areas of strength and weakness. This will help plan for the future of the course as well as consider alternative teaching methods to best reach the students. How does the artifact demonstrate mastery of the standards given?The Google Forms Survey was made available to students at the end of the course. They were given the opportunity to anonymously and honestly answer questions about the course as well as the instructor. How does the artifact contribute to your understanding of online teaching and learning?Having the students evaluate the course and my instruction helped me understand a few things about online teaching and learning. For one, this was the students’ first official experience of blended learning. I believe they thought that there should be more face-to-face interaction during the sessions. Thus, I realize that I need to be more explicit in my online instructions so they know exactly where to navigate, especially if they are completing a module in their classroom or at home. It did help to see, though, that they enjoyed learning about the rocks and minerals and collaborating with their friends. 2. How the assessment is used in the programThe Portfolio Assessment Rubric (PAR) is completed by the professor in ITEC 7482, Facilitating K-12 Online Learning, during the 3rd semester of the Online Teaching Endorsement program. The professor must review the contents of the entire portfolio, ensuring the quality of all artifacts and reflections. The professor must rate the candidate on each artifact and reflection included in the portfolio. The PAR assesses the following 31 PSC Online Teaching Endorsement standards: (I.i.IV), (I.i.V), (I.i.VII), (I.i.VIII), (II.i.I), (II.i.III), (II.i.IV), (II.i.V), (II.i.VII), (II.i.VIII), (II.i.IX), (II.i.X), (II.i.XI), (II.ii.I), (II.ii.II), (II.ii.III), (II.ii.IV), (II.ii.V), (II.ii.VI), (II.ii.VII), (II.iii.VI), (II.iv.I), (II.iv.II), (II.v.I), (II.v.IV), (II.vi.I), (II.vi.II), (II.vi.III), (III.iii.II), (III.iii.III), (III.iii.IV)Portfolio Assessment Rubric (PAR)Department of Instructional TechnologyITEC 7482 – Facilitating Online Learning – 3rd SemesterKSU Candidate: Kathryn Gunter Date: 4-29-15Professor Completing Assessment: Jamie PearsonRating DescriptionL1No Evidence The candidate’s performance offers no evidence of achieving this performance standard.Artifact does not demonstrate an understanding of the standard.Artifact does not demonstrate competency in online teaching.Reflection does not adequately detail the significance of the artifact (why it is important).Reflection does not describe how the artifact demonstrates mastery of the standard(s).Reflection does not describe how the artifact contributed to the candidate’s understanding of online teaching and learning.L2Limited Evidence The candidate’s performance offers limited evidence of achieving this performance standard.Artifact does not sufficiently demonstrate an understanding of the standard.Artifact does not sufficiently demonstrate competency in online teaching.Reflection is very shallow and incomplete.Reflection does not sufficiently describe the significance of the artifact (why it is important).Reflection does not sufficiently describe how the artifact demonstrates mastery of the standard(s).Reflection does not sufficiently describe how the artifact contributed to the candidate’s understanding of online teaching and learning.L3Clear Evidence,MEETS The candidate’s performance offers clear evidence of MEETING this performance standard.Artifact demonstrates a clear understanding of the standard.Artifact demonstrates a competency in online teaching.Reflection is thoughtful and meaningful.Reflection clearly describes the significance of the artifact (why it is important).Reflection clearly describes how the artifact demonstrates mastery of the standard(s).Reflection clearly describes how the artifact contributed to the candidate’s understanding of online teaching and learning.L4Clear, Consistent, and Convincing Evidence,EXCEEDS The candidate’s performance offers clear, consistent, and convincing evidence of EXCEEDING this performance standard.Artifact clearly demonstrates expertise in implementation of the standard. Artifact clearly demonstrates an expertise in online teaching.Reflection is rich in description, analysis, and reflection.Reflection details the importance of the artifact and explains insights gained.Reflection details how the artifact demonstrates mastery of the standard(s).Reflection details how the artifact contributed to the candidate’s understanding of online teaching and learning.ARTIFACTS L1L2L3L4Artifact 1 – Course Schedule Given a template, candidates will develop a course schedule for an online course. Candidate will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iv.I)Artifact 2 – Online Course Prep Checklist Candidates will develop a list of items that an online teacher should review inside a course BEFORE the course is open to students (ex: broken links, missing images, gradebook setup, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iv.II), (II.v.I)Artifact 3 – Online Learning ResourcesCandidates will explore the iNACOL and SREB websites and find two (2) resources that address questions or concerns they have about facilitating K-12 online learning. Candidates will summarize their findings and reflect on any lingering questions or concerns they have about teaching online. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.VII), (I.i.VIII)Artifact 4 – Learning StylesCandidates will complete a learning styles inventory, describe their personal learning style, and describe what strategies they will use to accommodate different learning styles in an online classroom. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.IX)Artifact 5 – Course Syllabus Given a template, candidates will choose a subject and a course and develop a syllabus for the subject/course. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.III), (II.ii.IV), (II.ii.VII)Artifact 6 – Orientation Candidates will include an artifact demonstrating how they effectively oriented students to the course. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.III)Artifact 7 – Student Engagement & Higher Order Thinking Candidates will include an artifact demonstrating student engagement and the use of higher order thinking skills. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.I), (II.i.XI), (II.i.V), (II.i.VII)Artifact 8 – Differentiation Candidates will include an artifact demonstrating their ability to differentiate instruction. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.IX), (II.ii.V)Artifact 9 – Accommodations & Modifications Candidates will research accommodations and modifications in an online learning environment and identify at least 3-5 strategies they will use when teaching an online class. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.vi.I), (II.vi.II)Artifact 10 – Diversity Candidates will include an artifact demonstrating their ability to support diverse student needs. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.vi.I)Artifact 11 – Community Building Candidates will include an artifact demonstrating their ability to create and maintain a community by creating value, effective facilitation, and an environment of trust. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.III)Artifact 12 – Teacher-Student Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent teacher-student interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.I), (II.ii.II)Artifact 13 – Teacher-Parent Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent teacher-parent interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV), (II.ii.II)Artifact 14 – Student-Student Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent student-student interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV), (II.i.IV), (II.vi.III), (II.i.VIII), (II.ii.II)Artifact 15 – Synchronous Collaboration Tools Candidates will include an artifact demonstrating their ability to utilize synchronous tools effectively (i.e. chat tools, web conferencing, virtual electronic whiteboards, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV)Artifact 16 – Asynchronous Collaboration Tools Candidates will include an artifact demonstrating their ability to utilize asynchronous tools effectively (i.e. discussion boards, email, announcements/news, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV)Artifact 17 – Formative Assessment Candidates will include an artifact demonstrating their ability use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, or develop intervention plans for unsuccessful learners. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.V)Artifact 18 – Targeted Feedback Candidates will include an artifact demonstrating their ability to provide timely, constructive feedback on student assignments. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.VI)Artifact 19 – Quiz/Test Candidates will include an artifact demonstrating their ability to provide continuous evaluation of students or to review student responses to test items in online testing software to identify issues in testing or pedagogical strategies. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.v.IV), (III.iii.II) Artifact 20 – Gradebook Candidates will include an artifact from their gradebook demonstrating their ability to apply technology to increase productivity. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.X)Artifact 21 – Tracking Tools Candidates include an artifact demonstrating their ability to use tracking data in a learning management system to monitor course progress and effectiveness. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (III.iii.III)Artifact 22 – Technical Support Candidates will include an artifact demonstrating their ability to troubleshoot typical software and hardware problems. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.V) Artifact 23 – Acceptable Use Candidates will include an artifact demonstrating their ability to use appropriate strategies and resources for dealing with student issues arising from inappropriate use of electronically-accessed data or information. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iii.VI)Artifact 24 – Course/Teacher Evaluation Candidates will include an artifact demonstrating their ability to evaluate teaching effectiveness within an online environment. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (III.iii.IV) ................
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