Evaluate 3.1.1 Differentiation Quest

3.1.1

 

differentiation cell cell differentiation

 

Grade sheet.

Tool 3.1.1 grades

This French 1 class is shown on a .xlsx so that it could be color coded.  It was originally a .csv file so that it could be uploaded directly into the import grades function of D2L.  The first thing to note is that I would change the L1 Speaking assignment to the “green” slot after L3 Pronunciation.  The students across the board needed more time to absorb the material and practice in Pronunciation activities before they were asked to speak.  For some students in WL we find the same thing as ELL, the silent period, when they are simply not ready to speak in front of others.  They are still absorbing and assimilating.  Even the students who excelled in other areas of the course had difficulties here.

I would have asked for an intervention sooner with Student N.  I had made contact, but this student obviously needed multiple people working with him.  Student G had special needs.  The course needs additional assignments prepared for students with these issues.  Students E and F just disappeared, and I learned they had withdrawn from all classes.  It did not seem to be an issue with this class, rather something altogether other.

E and F show how important it is to stay in touch with the students who are doing well.  I do not know if I could have done anything more to keep them in the class, but we should never stop trying.  For the others who struggled, I reiterate that the course needs some alternative assignments available.  Ideally they should be prepared and held in waiting so that the teacher does not have to do that mid-semester.

G had some special live class tutoring times, but struggled with the content.  N just stopped responding to all communications and stopped being accessible by phone.  I believe, with other colleagues, that some students just do not answer when they see a teacher’s phone number come up on their phones.

The bottom line is to examine grades on a weekly basis and find trends that require intervention, whether it is in the content or with the students.  Keeping parents informed is critical throughout the course.  Whether or not the student is satisfied with a course and the school often hinges on how satisfied the parents are.  Parents are important stakeholders in the decision about continuing in virtual learning or not.

 

Create 3.1.1 Open Educational Resources and Creative Commons Quest

3.1.1
Wordle: Creative Commons

 

Open Educational Resources (OER) include a rather vast array of online resources that are free for everyone’s use.  They are educational elements that are available to anyone who wishes to teach or learn. The array includes games, lectures, lessons, assessments, digital media, assignments, activities and more.

 A relatively new method of dealing with the fast-growing digital world and creators’ rights has been addressed by a non-profit group, Creative Commons.  It is young but has global standing.  The licenses of CC do not replace traditional copyrights, but seek to open up the usage of material created in the digital world.

The six main licenses are:

Attribution

(BY)

This item may be copied, displayed and performed and derivative works may be created on it only if the user gives the author or license holder the credits as specified by them.

Licensees may copy, distribute, display and perform the work and make derivative works based on it only if they give the author or licensor the credits in the manner specified by them.

Attribution-NoDerivs

CC BY – ND

The work may be used and passed on commercially or non-commercially,  giving credit to the creator/owner, but no derivatives can be made.

Attribution – NonCommercial – ShareAlike

The user may re-mix, change and distribute a new work non-commercially if the creator/owner is given proper credit and the work is licensed under the same terms as the original.

Attribution – ShareAlike

CC BY – SA

The work may be used, recreated and built on for commercial purposes.  The creator/owner must be credited and the new creation must be licensed under the same terms as the original.  This is the license used by Wikipedia.

Attribution – NonCommercial

CC BY – NC

The work may be recreated and built upon non-commercially.  The creator/owner must be credited, but the same licenses as the original does not have to be used.

Attribution-NonCommercial-NoDerivs

CC BY – NC – ND

The work may be downloaded and shared with others.  The creator/owner must be credited, but the work cannot be changed or used commercially.

The main six licenses can be combined in several ways.  The long-term efficacy of these licenses has yet to be determined in litigation.  To date, there have been several cases that actually went to the courts.  So far, the justices have found in favor of the holders of CC licenses.  However, the future, in terms of litigation, has not been assured.

 

 

Navigate 3.1.1 Tool Categories

3.1.1

tools

The tools most needed in an LMS for the students and teachers to function well could start with the Content.  Here is where the teacher can post a syllabus, introductory material and the course content itself.  This is sort of like the textbook+ in a regular classroom.  The content can include images, audio and video.  The teacher can have an announcement or news widget that opens on the homepage as the student enters the course.  Other widgets can include teacher info and an image, links to learning assets, resources…the list is rather endless.

The teacher can post checklists for one or two weeks or the full term.  There is a place for assignments to be submitted, a dropbox.  The discussion forum gives the students and teacher a way to exchange ideas with each other right in the course…teacher and student or student and students.  The teacher has a class list of students and can email individuals or an entire group from there or the grade book.  These are in addition to the email function itself.

Teachers can enter grades in the actual grade book or by assignments in the manage grades area.  In manage grades teachers can give valuable feedback to the students.   Students are able to see their grades as soon as they are posted.  If enabled, parents can have direct access to their students’ grades.

Teachers can keep attendance and use the seating chart to record communications with the students.  Teachers can divide students into sections and/or groups.  Content, checklists, and news items can be set to release to only certain students if there are needs to differentiate or if students are on different “calendars.” Portfolios and LOR’s enhance the production and storage of information

Participate 3.1.1 Digital Access

3.1.1

The use of the Internet and other digital technology is a critical segment of core subjects that our students must learn to be educated citizens in the 21st century. It is also a critical knowledge base for citizens beyond school age.

http://www.haikudeck.com/access-to-the-digital-world-uncategorized-presentation-KtOyjj0OP8

There are many communities that are reaching out to make digital access more available to people who need more tools to be full digital citizens. In communities across the nation, almost every public library is providing computers, fast access and training. In my area, however, it is sad to see that the public libraries have significantly curtailed their hours because of economic reasons. Some do not open at all on Saturday…a true loss to students and adults who have Monday through Friday responsibilities. Sunday hours do exist at some libraries, but have been cut at others.

Here are a few worthy providers.

The Cambridge Housing Authority (CHA) teaches literacy skills at three computer centers.

The New Mexico State Library’s Fast Forward New Mexico project provides literacy skills and small business development workshops at public and tribal libraries in the state.

The Texas State Library & Archives Commission has upgraded public computer centers at 11 libraries throughout the state.