2.7 |
Analyst
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2.7a |
Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.Students developed a research plan in OneNote Classroom Notebook about a topic of interest (slide 1). Using digital tools from the Gale databases students accessed through Michigan’s eLibrary (slide 2), students used the save to OneDrive feature to send their digital annotations and highlights to their OneDrive for safekeeping until they were ready to reflect on their research (slide 2.) Finally, students reflected on their learning and drafted a proposal for a product they would create to present to an audience of their peers and teachers that were able to join us from neighboring classrooms (slide 3). Students were given the opportunity to choose how and what they presented from their research (slide 4).
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2.7b |
Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.Here I explain how I am collecting student achievement data to determine if reading and language strategies the ELA department has in place to close the achievement gap are meeting the needs of our at-risk students. Next I analyze data and find the story (slides 1-2). Then I disaggregate data from the reports above and display them clearly to help narrow the focus of my inquiry and identify priority questions (slide 3-4). Next I identify priority questions about the needs and progress of my students based on my data overview (slide 4). Then I discuss the data I have decided to dig into and how it will help me explore my priority question (slide 5). On slides 6-8 I show how I analyze the data I discussed above. From my analysis I identify a learner-centered problem. On slide 9 I link learning and teaching. I document my observations of what happened in the classroom as well as my interpretation of what happened. Finally, on slide 10 I outline the changes that were made to my instructional practice as a result of this inquiry.
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2.7c |
Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.At student writing conferences I share relevant data with students to convey the “Why” behind each milestone. Students are motivated and write with purpose as a result of engaging in data driven dialogue about their writing data. Parent-teacher conferences also provide an opportunity to discuss student progress towards writing goals and developing self-direction. The assessment tools below help engage students and parents in data driven dialogue about writing performance in my classroom.
*The embedded slide references criteria from the above data analysis. |
