Evaluate 3.1.2 Self-Reflection on Teaching Abilities Quest

Reflection Individual Teaching Abilities 

Reflections

-After reviewing the teaching observation rubric used by Georgia Virtual School, I can reflect on my current knowledge in the area of online learning. I feel that I will be able to preform well in organizing the course and the synchronous sessions. My experience in the classroom is with elementary students. I hope that I am able to provide the effective feedback necessary for my students to grow and learn from. 

Professional growth plans

- While I don't have a formal professional growth plan, I do have some goals for areas that I feel I my skills are lacking. In order to be an effective online educator, I plan to improve my ability to communicate to my students through the use of news items. I hope to have them up to date, informative, and interesting to my students. Another goal is to provide feedback to my students that will help them to improve their work. 

link to eportfolio

https://students.ga.desire2learn.com/d2l/eP/presentations/presentation_preview_popup.d2l?ou=1798&presId=35428&pageId=5042&contextId=35428&ak=

Below are several artifacts that demonstrate my work in the Teaching Online Open Learning platform.  

You have earned this achievement!

Well done on the Participate Skill! Through the completion of the Participate Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively participate in a digital learning community. 

Being able to consistently and effectively participate with students, parents, and other educators in a digital learning community is an essential skill. To earn this distinction, proficient candidates must demonstrate that they possess qualities that allow effective participation and promote a safe, digital learning environment.

You have earned this achievement!

Well done on the Navigate Skill! Through the completion of the Navigate Quests, you have successfully demonstrated the distinct qualities that enable an educator to effectively navigate throughout digital learning spaces and management systems.

Online educators remain comfortably conversant in the language of online learning environments, familiar with the digital landscape, and are able to masterfully distinguish between and move through different types of management systems. Moreover, the highly effective online user is cognizant of subtle and profound changes in electronic learning and is able to navigate into future advances in hardware and software freely.

Well done on the Create Skill! Through the completion of the Create Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively create courses that heighten student achievement, offer differentiated instruction, and represent innovative learning.

Create explores the knowledge and tools necessary for developing authentic educational experiences for all students, and the skill examines methods of organizing content resources and understanding formatting to ensure a more consistent and efficient process.

Georgia Virtual Learning has issued you a digital badge: "Communicate". To save it or share it on social and professional networks, click the button below.
Below is the feedback I received regarding my demonstration of understanding in the Teaching Online Open Learning platform.

Communicate "Well done on the Communicate Skill! Through the completion of the Communicate Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively communicate with all stakeholders in an online learning environment." Navigate Well done on the Navigate Skill! Through the completion of the Navigate Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively navigate throughout digital learning spaces and management systems. Participate Well done on the Participate Skill! Through the completion of the Participate Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively participate in a digital learning community. Evaluate Well done on the Evaluate Skill! Through the completion of the Evaluate Quests and Capstone, you have successfully demonstrated the distinct qualities that enable an educator to effectively evaluate student performance in the online classroom. Create Well done on the successful completion of the TOOL course! As a Registered Participant, Quests, you have successfully demonstrated the distinct qualities that align with ÊEffective Online Teaching . Many thanks for the outstanding work! Georgia Virtual Learning has issued you a digital badge: "Create". To save it or share it on social and professional networks, click the button below.

Evaluate 3.1.1 Differentiation Quest

I would put students in group of 4 with 2 students that showed competency in expressive sign language and 2 students who showed they need improvement in sign language expressively and receptively. 

American Sign Language: Expressive 

	Vocabulary	Sentence Structure	Fingerspelling
Student 1	80	60	75
Student 2	75	80	79
Student 3	100	100	80
Student 4	100	100	100
Student 5	70	75	67
Student 6	50	45	60
Student 7	90	95	100
Student 8	100	90	100
Student 9	60	70	75
Student 10	100	100	100

The data can be used to identify needs of students by analyzing the student competency. Student 6 seems to be struggling ion all area of American Sign Language. I would advise the student to create flash cards and practice sign language vocabulary in the mirror. I would also advise the student to utilize online fingerspelling quizzes and read the fingerspelling while sounding out the word phonetically. 

This data could also be used to develop individual learning paths. It is clear that students 3,4,8, and 10 are ready for some more complex sign language skills. They would be able to continue on to a deeper level of understanding of American Sign Language sentence structure. 

Evaluate 2.1.2 Rubrics and Competencies Quest

ASL Unit 1
Basic Sentence Structure: Sentences with Identifying Nouns
Basic Sentence Structure: Sentences with Pronouns and Nouns
Basic Sentence Structure: Adjectives and Nouns
Descriptive Adjectives

In this unit, students will be able to sign sentences with the above basic sentence structure. In order to demonstrate competency in this unit, students will be able to choose the final assessment. Either submit a video showing the sentence structure of each of the lessons, or analyze a video and explain what is being signed.   

Evaluate 2.1.1 Data Driven Instruction, Analytics, Reporting Tools Quest

Review the artifacts above on student enrollments and student progress in the course. Then, provide a detailed description of all that this information tells you about the hypothetical course. Include how the teacher might adjust the course in the future based on the previous activity of these students. Document in a reflection on your blog.

The artifacts provided show information about an online course. The first charts shows course name, start date, end date and class size. The second chart shows how students will pay for the course, the type of student, and the type of assessment they will be taking at the end of the course. The third chart is an example of a communication chart. 

The chart below is a very valuable chart that shows how students are performing in the class. It shows how and when the students are accessing the material. 

the next charts show teacher feedback and the teacher's grade book. I think this is a great example of teacher feedback as it was encouraging and motivating to the student. The student is also able to see what he or she got wrong.

Based on the activities of these students, in the future I would adjust the course by contacting students that were not accessing the curriculum as much as is required to achieve a passing grade. I would also give more detailed feedback for instance "I think you did a great job." needs more explanation. 

Evaluate 1.1.3 The Summative Assessment Quest

A lot of assessments in learning online American Sign Language will be done through video submission. This will increase test security because the students must be the one signing in the video. Through the use of a rubric, the test validity will be increased because students will not have knowledge of the vocabulary or sentence structure before the learning occurred. It will also be a reliable measurement tool because as long as another teacher understands sign language, they will be able to grade the students video the same as the instructor.

The assessment below shows different signs. Students are asked to indicate the correct sign associated with the word. This is a valid test because it is measuring what the students learned, American Sign Language vocabulary and aligned with learning objectives. The assessment will be secure because there will be a time limit. The students are required to know the material before starting the test. They will not be able to search the internet during the test or the students will run out of time. The assessment is reliable because all students will be given the same photos, showing consistency.  

Evaluate 1.1.2 Quality Feedback Quest

Quality feedback is an important part of online learning. Feedback should be encouraging to the learner as well as motivating for the student to improve. The goal of the feedback is to assist students to meet expectations and to communicate progress to all stakeholders. Below is an example of a rubric that can be used to guide students in their learning as well as provide effective feedback.

Below is an essay about American Sign Language history from www.wonderstruckthebook.com.  I am not currently teaching American Sign Language so I have used a student example form this website to show how I would use a rubric to give quality feedback. My comments are at the bottom of the essay in blue.

American Sign Language, or ASL, is one of the most widely used sign languages in the world.  There are an estimated 200- to 300,000 signers of ASL in the United States and Canada and many more who have learned it as a second language. ASL is not universal, meaning that it is not understood by signers of other sign languages around the world. No one knows how many different sign languages there are; a recent survey of all documented human languages lists 130 sign languages, which include Brazilian Sign Language, Japanese Sign Language, Portuguese Sign Language, French Canadian Sign Language, among others.

Where spoken languages use the voice and movement of the mouth to communicate, signers use their hands and their face and bodies to convey precise meaning.  One handshape is like one consonant; the English words bat, rat, cat all differ only with the first consonant. Likewise, the signs BLACK and SUMMER are almost identical except for a different handshape.

In Wonderstruck, Ben learns to fingerspell English words. Fingerspelling is not the same as signing, but it is a useful way to include English words. In the same way that speakers of English borrow Spanish or French words for names and places, signers use fingerspelling when they want to represent an English word such as someone’s name or to identify a place.  Signers might say “my name is….” and then they fingerspell their name, letter by letter.

ASL traces its history to 1814 when the first school for deaf children was founded in Hartford, Connecticut. ASL was created partly from French Sign Language which is even older, having its origins in Paris sometime around 1790. This means that ASL is likely about 300 or more years old. But fingerspelling is even older. There are charts showing fingerspelled handshapes in books published as early as 1620. These books describe how Spanish monks used fingerspelling to teach their deaf students to read and write.

Every sign language exists in a community of signers with a long history. ASL’s history parallels that of schools for deaf children in the United States and Canada. Today deaf children attend different types of schools, not only special schools for deaf children but public schools as well, along with hearing children. Maybe you have seen deaf students in your school with a sign language interpreter?  Today, ASL is taught in high schools, in colleges and universities. An ASL class may even be available in your school.

Deaf communities are made up of deaf people and ASL signers (who may be hearing) and they can sometimes be very large and active communities.  In some places, the deaf community has a long history of social and cultural activity including clubs, sports, theater in sign, and services to support the needs of Deaf people.  Indeed, there may be a whole other world of deaf people for you to discover in your own community.  You can see deaf actors on television, on the web and especially  on YouTube where deaf people post videos in ASL. You can find old stories reflecting the history of deaf people and their culture on DVDs or on the web. In many of the same places, you can find modern adaptations of ASL in the form of poetry, narratives, and creative use of signing. Like all human languages, ASL is alive and always changing to meet the needs of communicating in the modern world.  Whether language is in speech or sign, human beings seem to have a powerful ability to find ways to communicate and to identify closely with their language. Think about how valuable your language is to you.  This is how deaf people feel about ASL.

This is a very thoughtful and well written essay. Your spelling, grammar, and word choice show that you put a lot of thought into your writing. (4) You had excellent of examples of the history of American Sign Language including the use of fingerspelling by Spanish monks. Deep thought is apparent and there is a logical flow to you writing. (4) You provided a lot of information that can be used to spark some interesting discussion on the history of American Sign Language. (4)

Total points=12 

Grade= A

This feedback clearly shows best practices in information students on their progress. It is encouraging and customized to the student. 

Evaluate 1.1.1 Formative Assessment Quest

The 5 parameters of sign language are essential for a student to understand in order to express thoughts and ideas in American Sign Language as well as understanding American Sign Language receptively. By creating a poster that explains the 5 parameters and gives examples, it will be apparent to myself as the instructor if a students fully understands the concepts when I evaluate the student's poster.  

Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.

Create 4.1.3 Aggregating Lesson Material Quest

Blackboard is a great way to present learning material to students in a synchronous format as well as an asynchronous way. They have great video and audio options. Learners are able to engage with the material presented, the instructor, and other learners. It is a very pricey system so Blackboard is really only feasible to a school system.

Moodle is a FREE was learning platform that allows teachers to create online courses. It is an open sources software program so it is developed collaboratively. It uses a system of plugins so teachers area able to build their learning platform based on their needs.

Edmodo is a free network where educators can share resources and interact with other educators. Teacher are able to share quizzes, content and assignments with other teachers. They are also able to manage communication with students. 

Create 4.1.2 Principles of Building Portable Learning Objects Quest

Teacher often say "Don't reinvent the wheel" but with learning objects in the online classroom, it is important to have a high quality, portable wheel that can be used over and over again. So many times a learning object is created that can no longer be found. The link won't work or the computer has been wiped clean over the summer.

For this quest, I explored making a learning object through the website Kahoot. I was able to create an interactive discussion where students are able to log on with their mobile devices.

I also used the online game greater Wisc-online to create a fingerspelling practice game. Students have a specific amount of time to find and make the sign for each letter of the alphabet. 

Create 4.1.1 Define and Explain Learning Object Authoring Tools Quest

A learning object is a stand alone piece of learning. This quest explores a variety of different learning object authoring tools that are available for free and several that are available for a fee. 

1. Slideshare is a presentation tool much like powerpoint, however, it is web based. 

2. What2Learn is a game site that shares educational activities. Instructors are able to make their own games to use in their classroom. 

3. Blabberize is a learning object authoring tool that allows the user to add audio to an image. This is great!

The following learning object authoring tools are available for a cost. 

4. Storyline is a great resource if an instructor is creating a course on his/her own. It is very expensive

5. Explain Everything seems like a waste of money to me.  They advertise that instructors can upload any document or presentation and then they will create an annotated interactive whiteboard. Active inspire can be put on any computer for free.  With that program any document of presentation can already be annotated by clicking annotate over desk top. Simple and free. 

Create 3.1.3 Locating Resources Quest

https://youtu.be/c8WIr61r1Do

The video above was found using the google advanced search for videos that are able to be shared under the creative commons license. Being able to use videos and pictures of signs is going to be a major part of my ASL instruction. This has been a great quest.

https://en.wikipedia.org/wiki/American_manual_alphabet

Below is a sample quiz about common American Sign Language signs. They is free to use and share user the creative common license.

The answers to this version of the quiz are not posted.  This quiz is used as a homework assignment for certain ASL classes.  If you want to take a similar test with answers available, visit the "First 100 Signs Test" page. To do well on this quiz you should study each page in the "First Hundred Signs Tour."Instructions: Take the following quiz.  Type or write your answers onto a sheet of paper and turn in the paper at our next regularly scheduled class session.  There is no need to include the question with your answer.  A simple list of 100 signs will be fine. 1. The sign for "__________" is made by holding one or both of your hands horizontally in front of you. Your palms should face you, right hand a couple of inches above the left. Move your hands in a circular motion up, out, down, and back in again a couple times. The hands move in the same direction in a simultaneous fashion, not alternating. 2. The sign for "__________" is made by forming both hands into the letter "a." With the thumb side pointing upward, place both hands near your shoulders (or at the base of your neck) an inch or two out from the body. Now move both hands downward and together, coming to rest on your lower belly. 3. The sign for "__________" is made by placing your right index finger in front of your lips, palm back. Draw a circle in the air around your lips a couple of times. Alternate Method: Place the thumb on the chin and "flutter" the right index finger in front of the lips. 4. The sign for "__________" is made by holding your left arm horizontally, palm down and pointing right. Put your right wrist on the back of your left hand. Point the fingertips of your right hand downward. 5. The sign for "__________" is made by placing both of your hands in an open, relaxed position just below your waist, fingers pointing down, palms back. Bring both hands up to your waist. As your hands come up, bring your fingers together and touch them with your thumbs. 6. The sign for "__________" is made by shaping both hands into fists, (the letter "S" or "A."), palms down, right hand above left. Tap the back (or thumb side) of your left hand a few times with your right hand in a downward striking motion. 7. The sign for "__________" is made by pointing your left index finger up, palm right or slightly down. Place the tip of your right index finger on the tip of your left index finger. Move the tip of your right index finger in a clockwise motion around your left index finger once with the finger coming to rest again on the tip of the left index finger. 8. The sign for "__________" is made by placing the palm of your right "5" hand on your chest. Move your hand forward away from you a few inches while changing the handshape from a "5" to an "8," (or 9). ( The fingerprints of your thumb and middle finger are together). Note: Some people use the thumb and index finger to make this sign instead of the thumb and middle. 9. The sign for "__________" is made by extending your left hand outward. Move the tip of your right index finger downward across the left palm.  (Note to Vista curriculum users, this sign is not the variation used in the Vista curriculum.) 10. The sign for "__________" is made by placing one or both index fingers under your eyes. Bring your fingers down over your cheeks a few times. The motion can be either alternating or simultaneous.

Create 3.1.2 Fair Use and the TEACH Act Quest

Eric Faden explains the ins and outs of copy right laws and fair use in his video A Fair(y) Use Tale. He creatively uses bits of movies to illustrate that copy righted material can be used if it follows some specific parameters. 

Understanding the Fair Use laws is crucial for all educators, especially online instructors. There are four factors to consider when determining if use a particular material is appropriate.  They are:

1. The purpose of the character and use

2. The nature of the work

3. The amount and substantiality of the portion used in relation to the whole

4. The original piece will not be affected in the market place

As a classroom teacher, I never felt particularly concerned about copyright laws.  I made sure that I did not reproduce items form books that said "Do not reproduce" and everything that I used was to teach my students and I assure you, I made no money off of the copy righted materials. Teaching online makes me much more motivated to understand the laws of copyright.  The TEACH act helps to protect teacher in face-to-face education as well as the online learning format. In 1998, with the enactment of the TEACH act expanded Fair Use in the following ways

1. Transmitting performances of all of a non-dramatic literary or musical work 

Non-dramatic literary works as defined in the Act exclude audiovisual works.

2. Transmitting reasonable and limited portions of any other performance

3. Transmitting displays of any work in amounts comparable to typical face-to-face displays

Create 3.1.1 Open Educational Resources and Creative Commons Quest

In an online format, many instructors want to share extra resources with their students in order to supplement the curriculum they are using. It is important to understand what Open Educational Resources and Creative Commons are and to differentiate between the two.


Materials are considered open educational resources is they ar4 freely available online for everyone to use. Examples include but are not limited to full courses, syllabi, lectures, homework, quizzes, lab and classroom activities, pedagogical materials, games, and simulations.


Creative Commons make it easier to find and share Open Educational Resources. Creative Commons is the legal infrastructure that allows creators to grant copy right protection to their work.  Allowing their work to be used but under the guidelines of Creative Commons.


I found the YouTube video explaining the google advance search filters a valuable resource for finding resources that are completely free to use, share, or modify. After this quest, I feel more comfortable using Open Educational Resources without infringing upon copy rights.

Create 2.1.3 Using Web 2.0 Tools to Differentiate Student Assessment Quest

Differentiated student assessment can be tricky but it crucial in the online classroom. Giving studetns an option of what type of assessment that is used is one way to make learning fun, ingaging, and fair.