Task 1) Course evaluation (just fill in the handout) and you have to do the empower one too!
Blog Post #21 Task 2) Self Reflection and Synthesis of your learning
Blog Post #22Task 3) Grade Post
Task 2 Self Reflection Directions...
Learning target-- reflect like an educator about your own learning and growth in this course. What levels of blooms have you reached? How did you learn best? What are you do overs? Keeps?
Talk about: Your GROWTH in technology and teaching philosophy.
What you have learned, not learned, take with you, abandoned, want to use, will not use that you encountered in class. Focus on how this has changed YOU (if it has). This is a
reflection on what you have learned (or failed to learn), not an evaluation of the course (assignments/content.) It’s just about YOUR learning, not your grade, but your GROWTH. Feel free to talk about how this course has connected with your thinking as a believer who strives to do ALL to His Glory.
In an ideal world, you will do this again each year or semester and think about how your Emmaus education and Bible courses are impacting who you are, who you want to become, and helping you grow!!
EXAMPLES from real life….
http://attheteachersdesk.blogspot.com/2011/06/what-i-learned-this-year.html
Here are Mrs. Poling's thoughts about this course and her leadership/instruction:
As a reflective teacher ....here are some of the thoughts I have about the next time I teach this course... in your reflection, tell me if my ideas sound good or sound dumb! Would this have been better for your learning or not?
What I learned about my students
- They are great. Unique, each in their own ways, but they are invested in learning.
- Learning Theory explored and built on was a worthwhile start of the semester, but I need to do some sort of game to help drill in the concepts.
- They are not always sure about assignments, and don't think to ask in class about the checklists. Do a practice run with the first checklist and blog post in class to help set the tone.
- reading the blog as the directions for homework confuses some students, I probably should print out all assignment directions on paper and offer that model alongside the online option.
- Not everyone is an independent learner and rises to the tasks/assignments and independence given. This continues to frustrate me. How do I reach those who don't complete the tasks? don't post their blogs? don't implement feedback?
Lesson Plan Changes
- Handout the tasks in paper format all at the start of the semester. .
- Do a show and tell quick partner project at the start. Give them each a model of best practice from a classroom and have them share why it might be best practice to mirror the final assignment. And show how the checklist is used for grading, etc. To be sure all can follow the assignment tasks. Also have students submit the checklist for the big projects assessing their own work.
- I need to continue to trust the STUDENTS as learners and strong thinkers, and find ways where they engage fully in the conversation. More polls, quizzes, more interaction from ALL in the content days.
- Try entry/exit tickets to gain better info.
Keeps
- Listening to the students as you help them learn. Adjusting based on their input for their learning. A student centered/driven course with input and changes based on their feedback.
- Digital Citizenship group reports/presentations
- Flexibility and grace with students/adjusting deadlines/presentations as need dictates.
- PLN development
- Blogs
- Show and tell
I continue to learn every time teach this course. I am PROUD that most of my students really met the learning goals, performances and outcomes across the semester. But I must admit, I am happy be ending this semester and the chance to improve the course based on experience.
So what would you suggest I change about the instruction? and what would you change about your learning in the class? Write a post about your own thinking and growth.
Task 3)_ Grade Reflection/Defense/Explanation
What grade have you earned? Why? How much time have you invested? effort? If you’ve been a type A learner: your self-reflection, you’ve done all the tasks, attended consistently, shared your passion on your blog, your questions in or out of class, and worked diligently for the past 15 weeks. This can be a really short statement because you’ve demonstrated your learning in the ways expected and explained in the syllabi and blog. But a few of you, have learned, progressed, and worked at your own pace. If you can articulate and support the growth and learning, I will take that into consideration as I look at the gradebook/checklists, and determine a fair letter grade. If a conversation is easier, make some notes, email them to me, and set up a time to talk this through.
For the ‘outliers’ who might not have approached the work in a traditional manner—you might want to explain some of these areas… Address any dispositions or behaviors that are alarming (lateness, poor attendance, missing work, late work, inattentiveness…) Or list the strong dispositions and professionalism exhibited in your work for class. What picture do you want to paint, to support the grade you believe you have earned? What data should shine through to reflect your thinking, learning, and growth. If you have struggled with some of the assignments, share your knowledge and make up for any gaps that might be there. Talk to me about how you are equipped now to integrate 21st century strategies, tools, and resources into your future teaching.
Below is the same list you were given at midterm, you may find wording that will help you explain your learning more clearly.
Assessing Critical Thinking (from the Center for Critical Thinking)
The text below defines the outlines of the standards for the grades of A, B, C, D, and F.
High Level Performance
High level performance implies excellence in thinking and performance within the domain of a subject and course, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. A level work is, on the whole, not only clear, precise, and well-reasoned, but insightful as well. Basic terms and distinctions are learned at a level, which implies insight into basic concepts and principles.
The A-level student has internalized the basic intellectual standards appropriate to the assessment of his/her own work in a subject and demonstrates insight into self-evaluation. The A-level student often raises important questions and issues, analyzes key questions and problems clearly and precisely, recognizes key questionable assumptions, clarifies key concepts effectively, uses language in keeping with educated usage, frequently identifies relevant competing points of view, and demonstrates a commitment to reason carefully from clearly stated premises in the subject, as well as marked sensitivity to important implications and consequences. A-level work displays excellent reasoning and problem-solving within a field and works consistently at a high level of intellectual excellence.
The Grade of B
The grade of B implies sound thinking and performance within the domain of a subject and course, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. B level work is, on the whole, clear, precise, and well-reasoned, but does not have depth of insight. Basic terms and distinctions are learned at a level, which implies comprehension of basic concepts and principles. The B-level student has internalized some of the basic intellectual standards appropriate to the assessment of his/her own work in a subject and demonstrates competence in self-evaluation. The B-level student often raises questions and issues, analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies key concepts competently, typically uses language in keeping with educated usage, sometimes identifies relevant competing points of view, and demonstrates the beginnings of a commitment to reason carefully from clearly stated premises in a subject, as well as some sensitivity to important implications and consequences. B-level work displays sound reasoning and problem-solving with in a field and works consistently at a competent level of intellectual performance.
The Grade of C
The grade of C implies mixed thinking and performance within the domain of a subject and course, along with some development of a range of knowledge acquired through the exercise of thinking skills and abilities. C level work is inconsistently clear, precise, and well-reasoned; moreover, it does not display depth of insight or even consistent competence. Basic terms and distinctions are learned at a level, which implies the beginnings of, but inconsistent comprehension of, basic concepts and principles. The C-level student has internalized a few of the basic intellectual standards appropriate to the assessment of his/her own work in a subject, but demonstrates inconsistency in self-evaluation. The C-level student sometimes raises questions and issues, sometimes analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies some concepts competently, inconsistently uses language in keeping with educated usage, sometimes identifies relevant competing points of view, but does not demonstrate a clear commitment to reason carefully from clearly stated premises in a subject, nor consistent sensitivity to important implications and consequences. C-level work displays inconsistent reasoning and problem-solving within a field and works, at best, at a competent level of intellectual performance.
