Artifact Reflection Writing & Editing Presentation Ms. Vanessa Paneca.

Slides:

Advertisements

Similar presentations

David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Reporting Student Progress.

Advertisements

David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Collecting, Organizing, and Documenting Student ProgressTeaching Again.

Developing Course-Level Student-Learning Outcomes (SLOs)

PD Plan Agenda August 26, 2008 PBTE Indicators Track

NM ELD Standards l Education Secretary García states: ELD Standards developed by state taskforce of NM educators led by professional team from World Class.

Collecting and Analyzing Data to Inform Action. Stage 2: A theory of action for your project Exploring research and best practices to provide a strong.

S-1 SUPERVISION. S-2 Instructional Leadership Development Framework for Data-driven Systems QUALITY STUDENT PERFORMANCE ETHICS AND INTEGRITY Curriculum/Instruction/

© 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium The WIDA ELP Standards and Formative Assessment.

LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program Session 1: Overview of the Resource.

Consistency of Assessment

Types and Purposes of Assessment Mathematics Assessment and Intervention.

E-portfolio in TaskStream (DRF) Signature Assignments Signature Assignments Classroom Community (1 st & 2 nd semesters) Classroom Community (1 st & 2 nd.

Science Achievement and Student Diversity Okhee Lee School of Education University of Miami National Science Foundation (Grant No. REC )

Writing Instructional Objectives

Teaching Materials for the Academic Job Search. Job Ad Jargon Statement of Teaching Philosophy, Statement of Teaching Interests, Teaching Statement Evidence.

Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.

Using the T-9 Net This resource describes how schools use the T-9 Net to monitor the literacy and numeracy skills of students in Transition, Year 1 and.

EDUC 4464 J/I Methods Assessment and Evaluation Part 2 Dr. J. Barnett: J/I Methods (Block 2)

Using a logic model to help you use the ePortfolio Implementation Framework Katherine Lithgow.

PDHPE K-6 Using the syllabus for consistency of assessment © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training.

“We will lead the nation in improving student achievement.” CLASS Keys TM Module 1: Content and Structure Spring 2010 Teacher and Leader Quality Education.

Kazakhstan Centres of Excellence Teacher Education Programme Assessment of teachers at Level Two.

Designing a Course A Workshop Hosted by: The Center for the Enhancement of Learning and Teaching Presentation source: University of Michigan-Flint given.

Thomas College Name Major Expected date of graduation address

Lesson Planning and Writing Objectives Facilitators: Aaron Cooper, Peace Corps Volunteer, Dept. of Education Sonja Follett, English Language Fellow, Khovd.

Planning and Integrating Curriculum: Unit 4, Key Topic 1http://facultyinitiative.wested.org/1.

1Management Sciences for Health Principles of Curriculum Development.

SENIOR SEMINAR IN PHYSICAL EDUCATION KNR 364. Syllabus Purpose of the class Grading Tentative Schedule.

Teaching English Language Learners in the Content Areas.

Teaching and Learning with Technology ick to edit Master title style Teaching and Learning with Technology Designing and Planning Technology Enhanced Instruction.

Assessment Formats Charlotte Kotopoulous Regis University EDEL_450 Assessment of Learning.

The Professional Development Plan for License Renewal in Wisconsin Goal Writing Workshop.

“We will lead the nation in improving student achievement.” CLASS Keys TM Module 4: Professional Growth Plan Spring 2010 Teacher and Leader Quality Education.

Student Learning Objectives (SLO) Resources for Science 1.

English 11-12/Sociology 12: Ms. April Lane. Curriculum for High School English  The English Language Arts Curriculum is provided by Nova Scotia’s Department.

Documenting Completion of your PDP

“We will lead the nation in improving student achievement.” CLASS Keys TM Module 6: Informal Observations Spring 2010 Teacher and Leader Quality Education.

Teaching and Learning with Technology ick to edit Master title style  Allyn and Bacon 2005 Teaching and Learning with Technology  Allyn and Bacon 2002.

21 st Century Learning and Instruction Session 2: Balanced Assessment.

Wisconsin Administrative Code PI 34 1 Wisconsin Department of Public Instruction - Elizabeth Burmaster, State Superintendent Support from a Professional.

California Teacher Performance Assessment (CalTPA) #2 Workshop Facilitator: Stacy A. Griffin, Ed.D

Overview of Student Growth and T-TESS. Keys of Appraisal Student growth is a part of the appraisal process: Formative Ongoing and Timely Formalize what.

Summer Series, 2007 Building Capacity to Make Research-Based Practice Common Practice In Georgia Utilizing the Keys to Quality.

Using Student Assessment Data in Your Teacher Observation and Feedback Process Renee Ringold & Eileen Weber Minnesota Assessment Conference August 5, 2015.

1 OBSERVATION CYCLE: CONNECTING DOMAINS 1, 2, AND 3.

Learning Goals, Scales, and Learning Activities Clarity and Purpose.

GOING DEEPER INTO STEP 1: UNWRAPPING STANDARDS Welcome!

COUNSELOR EDUCATION PEDAGOGY TRAINING Session One: Significant Learning and Counselor Education.

ELA FELLOWS Convening #4. SWITCHING LENSES As a learner, how did I manage my learning? As a teacher, how have I helped my students make meaning? As a.

Publishing Research Papers in Applied Linguistics and TESOL Jinyan Huang, Ph.D., Professor Niagara University, United States Wuhan University of Technology.

Erica Carnivalli Educational Portfolio. Welcome Hello my name is Erica Carnivalli, welcome to my Educational Portfolio! Nelson Mandela once said, "Education.

ESE 697 Entire Course (Ash) For more course tutorials visit  ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State Standards.

EDSS 540: Literacy in Secondary Schools Kelli Burns.

Success through Technology and Assessment August 1 st -3 rd Attended workshops and training to prepare for the grant o Achievement Series o eMetric o Obtaining.

NM Teacher Evaluation Planning & Preparation Creating an Environment of Learning Professionalism Teaching for Learning Evaluation.

Working with other adults to support bilingual learners.

Support assessment for learning

ESE 697 Week 3 DQ 1 Curriculum Based Measurements Check this A+ tutorial guideline at Week-3-DQ-1-Curriculum-Based-Measurements.

ESE 697 Week 3 DQ 2 Designing a Mini Lesson in Writing or Spelling Check this A+ tutorial guideline at

Thinking about assessment…

NEEDS ANALYSIS.

Snaptutorial ESE 697 Help Bcome Exceptional/ snaptutorial.com

EDU 310 Help Bcome Exceptional / uopedu310.com

Pat Conole (315) My Showcase Portfolio Pat Conole (315) t687.

ESL 433 N Competitive Success/tutorialrank.com

ESL 433 N Education for Service-- snaptutorial.com

EDU 390 Education for Service/tutorialrank.com

ESL 433 N Teaching Effectively-- snaptutorial.com

Candidate in Master of Arts in English/TESOL

CLASS KeysTM Module 6: Informal Observations Spring 2010

Presentation transcript:

Artifact Reflection Writing & Editing Presentation Ms. Vanessa Paneca

Objective Review key elements of a well-written artifact reflection

Reflection John Dewey suggested learning occurs through experiences AND reflecting on those experiences. Reflective practitioners think about: 1. What happened; 2. Why it happened; and 3. What could be done to get better results.

Reflection For educators, reflection results in: 1. Informed decision making 2. Improved practice (teaching) Improved teaching results in better learning outcomes.

AIM for 3! THEORY / RESEARCH Student Learning Demographics What happened? (observations, data, feedback, outcomes) Continuous Improvement What can I do to get better results? What can I do to improve my skills / knowledge? My Growth What did I learn? How did I grow as a professional?

AIM for 3! O this was your foundation for developing and/or implementing the artifact O sources – course readings (textbooks, journal articles, websites, etc.) O cite and reference key element(s) related to artifact and FEAP THEORY / RESEARCH

AIM for 3! Demographics – “set the stage” for the reader O provide specific information about targeted K-12 students taken into consideration while developing / implementing artifact (ex: exceptionalities, language acquisition, gender, SES, setting, etc.) O very briefly tell reader what type of artifact you developed / implemented Student Learning Demographics What happened? (observations, data, feedback, outcomes)

AIM for 3! Example: The science lesson plan (ecology of the Everglades) was developed for a fifth grade inclusion class. There were 20 students enrolled in the class, of which 3 were Learning Disabled and 2 were level 3 English Language Learners. Student Learning Demographics What happened? (observations, data, feedback, outcomes)

AIM for 3! What happened in regards to student learning (cognitive and affective domain)? O Discuss what the K-12 students learned as a result of you implementing the artifact. O Focus on direct and indirect assessments O student observations O anecdotal notes O feedback from students O feedback from your cooperating teacher O formal assessment results Student Learning Demographics What happened? (observations, data, feedback, outcomes)

AIM for 3! O Focus on how you have grown as a result of developing / implementing the artifact: O expansion knowledge O enhancement or development of skills O formation of new perspectives My Growth What did I learn? How did I grow as a professional?

AIM for 3! O What can I do to get better results? O Examine gap between theory (what should happen) & what actually happened O Explain what you can do to get better results the next time the artifact is used O If the artifact was not implemented, think about what you can do to improve the overall quality of the artifact. Continuous Improvement What can I do to get better results? What can I do to improve my skills / knowledge?

AIM for 3! What can I do to improve my skills / knowledge related? O only address this question when writing reflections for unique artifacts (for example - article reviews) O state specifically what you will do to improve your skill sets related to the FEAP. Continuous Improvement What can I do to get better results? What can I do to improve my skills / knowledge?

AIM for 3! What can I do to improve my skills / knowledge related? Example: If your strategy for improving your skill set is attending workshops, then you should include the workshops by name. For example, you may visit the MDCPS website and identify workshops that will focus on the specific skills you seek to develop. Continuous Improvement What can I do to get better results? What can I do to improve my skills / knowledge?

AIM for 3! THEORY / RESEARCH Student Learning Demographics What happened? (observations, data, feedback, outcomes) Continuous Improvement What can I do to get better results? What can I do to improve my skills / knowledge? My Growth What did I learn? How did I grow as a professional?

Improve Your Writing! You can improve you writing by: O using transitional devices O using academic language (descriptive verbs you learned for lesson planning) O avoiding the over usage of “I” O varying sentence structures O proofreading and editing your work Review the Write Right, Right? PowerPoint presentation on the SOE E-Portfolio Resources pageWrite Right, Right?SOE E-Portfolio Resources page