ULM
524002052197000This document is part of a student’s academic eFolio (electronic portfolio) for an online course during the summer of 2019 at the University of Louisiana at Monroe (ULM). The images link to files located on the student’s personal ULM website account. This student has allowed this exemplar to be publicly viewed. Note: After this student graduates, these links will no longer work because the website will be de-activated. However, the student has the option to COPY and transfer the files to another website account in the future.3. Your Photo. Insert an “annotated” image of yourself that actively links to your online about-me.pptx online file located on your ULM website account. (25 pts) 4. Your Project Proposal Cognitive Map. Include a “cognitive map” describing your course project. (25 points) My cognitive map includes 5 subcategories for my topic, OPSB Math Resources. The subcategories are alignment documents, powerful mathematical practices, textbooks, math tasks, and free online resources. Textbooks branches into two more branches; each branch represents a newly adopted textbook. The branch, Mathematical Practices, branches off into two more branches; one branch is the eight mathematical practices and the other is math talk. The third subcategory, alignment documents, branches off into the three sources for alignment and standard documents. Next, the Math Task branch is broken down into two resources, Math Design Collaborative and Illustrative Mathematics. The final subcategory, Free Online Resources, is broken down into three branches which also have branches. The three branches include free graphing calculator, tutorial, and assessment websites.The professional development presentation will provide links and information about the many online math resources available to teachers. The five main resource topics for this presentation are textbooks, math practices, math tasks, curriculum resources, and online resources. For each topic, there be VPDRs to explain where to locate the resources. Some of the VPDRs will include step-by-step videos that explain how to navigate the resource or how the resource can be used in the math classroom. The targeted audience of the presentation is new teachers, but it will be also available to all math teachers in our district on our shared Secondary Math Google folder. By creating a presentation of many of the resources referenced in our math meetings and emails, teachers can refer to the presentations and videos if they have questions about how to access or use the resources. 5. 30-Second Video Summary Of Your Completed Online Course Project. (50 points) 66. Visually Link Your “Course Project Files” That You Created, Based On Your Project Proposal. Provide actively linked images of your online course project files and provide text commentary. (200 pts.). This VPDR describes three sources of alignment resources available to teachers. Each image in the VPDR links to another VPDR describing a particular resources. The OPSB Scope and Sequence VPDR has images that actively link to the online documents; there is also a step-by-step video on how to locate the documents from the OPSB webpage. The Achieve the Core VPDR also provides links for teachers, and there is a video illustrating how to use the coherence map. The final VPDR, Louisiana Believes, actively links teachers to their grade appropriate resource library. This VPDR file actively links teachers to a Math Talk blog describing how Math Talk is used in the classroom. The blog also contains videos for the teacher to view. There is also a link to a Powerful Math VPDR which describes the 8 practices. The last image links teachers to free posters which illustrate the mathematical practices. Since Ouachita Parish School Board recently adopted textbooks, this VPDR provides active links to the textbooks. This VPDR contains an actively linked image to Illustrative Mathematics as well as two videos. The first video is a step-by-step guide on how to locate tasks and also a few suggestions on how to use the task. The second video explains how to access more videos on how to successfully implement the mathematical practices in the classroom. The fifth VPDR in my video links teachers to one of the most frequently used resources in our district. Included in the VPDR are two videos. One video shows teachers how to locate the lesson plans as well as how to determine if it is a concept development or problem solving FAL. The second video discusses a second resource, tasks. In this video, I share how you can use tasks in the classroom. This VPDR is comprised of three separate VPDRs. Each individual VPDR describes free assessment resources that are great for formative assessments. In the Quizizz video, I included annotated caption with the steps for searching for quizzes. In the Kahoot VPDR, I narrate two vides describing how to search for kahoots and how to view data in the game report. In this file, I included a link to a Desmos VPDR that the teacher can activate to learn about Desmos. I also included an actively linked image to . This file also contains two videos that demonstrate some of the ways to use the graphing calculators and available resources. My final project file is a VPDR with links to four free websites. The websites are great for remediation. 7. Visually Describe At Least 10 Professional “Visual Professional Diary Reflections”. Provide captured images that actively link to at least 10 online visual professional diary reflections (VPDRs). (150 pts). In this VPDR, an annotated captured image is used to illustrate how to sign into Google classroom. The first video details the steps needed to create a class in Google classroom. The second video provides instructions for having students join class. This VPDR describes the steps for linking images into Moodle. A series of annotated captured images were used to illustrate the steps. This VPDR was designed for my Algebra I students. A series of annotated captured images are used to illustrate how to register for their online textbook. I also narrated the video to go along with the images. This VPDR describes the advantages of Quizizz. The images are actively linked to the website. The image in the top right shows the steps for searching for quizzes. This VPDR shares links to one of my favorite resources, Desmos. Desmos is a free graphing calculator app that students can use in class, at home and even on the LEAP test. The images are linked to the free website, teacher website, student website, and the app site.This file shares a link that describes the eight powerful mathematical practices. The second image is linked to a video resource that discusses and shares how the practices can be implemented in the classroom. WootMath is a free resource that teachers can use to diagnose students’ current level of understanding and assign individual lessons to meet their needs. The assignment and assessments are also technology enhanced which helps prepare students for standardized assessments such as the LEAP test. Achieve the Core is a resource that teachers can use to map the standards to past and future standards. The Coherence Map is actively linked so teachers can start mapping immediately. The video illustrates how teachers can use the map. Since technology is not always available, this file shares an alternative way to assess kids while keeping it fun and engaging. The first image links teachers to the website where they can register for a free account. The second image provides a link to download the Plicker cards. The final image, the phone, links the teachers to a document of the benefits of the Plicker reports. This interactive Powerpoint presentation was created on a subject of personal interest. The purpose of this VPDR was to learn how to create an interactive Powerpoint. In addition to learning how to create an interactive Powerpoint, I learned from creating this Powerpoint presentation was that sound files must be in wav format. 8. Identify An Outstanding Free Online Educational Resource (25 points) Desmos is a free online graphing calculator app that students can use to graph. As it says in the description, student can use this app to explore transformations and plot functions such as quadratic functions and so much more! It helps visual learners see how graphs change when a variable is manipulated. Students are engaged. When solving a problem that requires graphing, students are more focused on applying their skills and knowledge than graphing. This resource is available on the end of the year LEAP tests so it is imperative that math teachers allow students opportunities to use this resource regularly or one very similar such as GeoGebra. ................
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