Poquito de Nada
Wednesday, December 10, 2014
DIGITAL SAFETY TIPS
DIGITAL SAFETY
The most important steps we can take to ensure our own digital safety is to be aware and stay informed. Parents should make sure they know what sites their children are using, what they are downloading and what they are posting on the web.
Additionally, it is important for people to know where they are downloading information (Apps, too!)
Consumer Reporter Clark Howard's new report on new threat to Iphones
Sharing some Symbaloo ♥: Digital Citizenship Webmix
DIGITAL CITIZENSHIP ON SYMBALOO
Digital safety tips
1. IDENTIFY YOURSELF -- Don't hide behind a fake name or persona. Nothing is ever completely anonymous, so behave in a way that won't embarrass yourself, your friends or your family.
2. REMEMBER THE GOLDEN RULE -- Do not write, post, tag or send something that you wouldn't want published about you.
3. DON'T SPAM - Do not send junk emails or mass forwards of messages that may be unwanted by the original sender or the new recipient.
4. RESPECT PRIVACY -- Respect the privacy of others and do not post or forward anything that might be embarrassing to anyone involved.
Si lo necesitas este informacion en espanol:
Monday, November 10, 2014
Evaluation of teachers is a challenging task. It requires a great deal of observation, assessment review and student surveys. All of this is combined into measuring the level of teaching proficiency for a certified teacher. In Georgia, the public school system uses the TKES model.
Last year, I feel like I fared well on the measures.
I scored a bit higher in communication, differentiated instruction, professional knowledge and assessment strategies. I agree that these are my strengths.
Here are my evaluator's comments on differentiated instruction.
BRYSON WORLEY 12/16/2013 12:49 PM |
The nature of the ELL classroom allows itself for differentation. You provided both remediation and enrichment to assist ELL students in further understand the English material.
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2
| BRYSON WORLEY 10/29/2013 11:18 AM |
The level of creative thinking was appropriate, and you allowed students to demonstrate high expectations for learning as you did not allow any students to sit passively. You effectively questioned and had students compare the two versions of Romeo and Juliet. Student responses made it evident that they were engaged and thinking at a creative level - you made them choose which Romeo/Juliet they liked better and had them defend their answer).
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Planning | Exemplary | Proficient | Needs Development | Ineffective |
---|---|---|---|---|
![]() View Feedback | 1 | 3 6 | ||
![]() View Feedback | 1 3 6 | |||
Instructional Delivery | Exemplary | Proficient | Needs Development | Ineffective |
![]() View Feedback | 2 3 6 | |||
![]() View Feedback | 6 | 2 3 | ||
Assessment of and for Learning | Exemplary | Proficient | Needs Development | Ineffective |
![]() View Feedback | 6 | 3 4 | ||
![]() View Feedback | 3 4 6 | |||
Learning Environment | Exemplary | Proficient | Needs Development | Ineffective |
![]() View Feedback | 3 5 6 | |||
![]() View Feedback | 3 5 6 | |||
Professionalism and Communication | Exemplary | Proficient | Needs Development | Ineffective |
![]() View Feedback | 3 6 | |||
![]() View Feedback | 6 | 3 |
Adjusting courses based on Data
Adjusting courses based on Data:
This graphic show the past lexile scores of a class of my students. This shows that all of them are reading below grade level. This is understandable, since all of the students are English Learners. Only 14 percent of the 12th graders are on level. This tells me that I must adjust the reading level of class material and perhaps give assistance on reading assignments.
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This graphic show the past lexile scores of a class of my students. This shows that all of them are reading below grade level. This is understandable, since all of the students are English Learners. Only 14 percent of the 12th graders are on level. This tells me that I must adjust the reading level of class material and perhaps give assistance on reading assignments.
Current Grade
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Classroom Lexile Performance
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09
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10
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11
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12
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This image shows the ACCESS test scores on a particular student. This data shows areas of strength and weakness. A teacher would be able to make adjustments to meet the needs of this student based on this data.
Linking Course objectives with assessments
Linking Course objectives with assessments
Some LMS allow teachers to match course objectives or competencies.

This allows the teacher to associate a grade or assessment with a particular course objective.

This allows a teacher to document mastery of the student learning objectives

Some LMS platforms to not allow for matching to objectives. Instead, the teacher might weight categories instead and match assignments to those categories.
Some LMS allow teachers to match course objectives or competencies.

This allows the teacher to associate a grade or assessment with a particular course objective.

This allows a teacher to document mastery of the student learning objectives

Some LMS platforms to not allow for matching to objectives. Instead, the teacher might weight categories instead and match assignments to those categories.
Using Data
Using Data
Student Enrollments and Student Progress

Using this data, we know that there are almost twice as many students in the regular ed social studies class as compared to the AP section. This is understandable, as generally fewer students are willing to attempt a college level course.

This graphic shows when students access the lessons. Generally, it seems that some students are progressing steadily, while others haven't viewed any pages at all. The ones toward the bottom seemed to have not been working.

This graphic shows the student's completed assignment, the grade, the number of items correct and the teacher's feedback. This is a way for the student to have direct knowledge of how to improve.
Student Enrollments and Student Progress

Using this data, we know that there are almost twice as many students in the regular ed social studies class as compared to the AP section. This is understandable, as generally fewer students are willing to attempt a college level course.

This graphic shows when students access the lessons. Generally, it seems that some students are progressing steadily, while others haven't viewed any pages at all. The ones toward the bottom seemed to have not been working.

This graphic shows the student's completed assignment, the grade, the number of items correct and the teacher's feedback. This is a way for the student to have direct knowledge of how to improve.
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