For this particular project, students can make a video or a comic strip or some other creative outlet to show their understanding of writing the equations of polynomials given specific information.
Here is the rubric:
Monday, August 14, 2017
Evaluate 2.1.2
In my GSE Advanced Algebra Course, the projects are graded on a rubric. For the Graphs of Polynomials Project, the rubric is shown below. I like grading this project with a rubric because it gives students the flexibility to make a small mistake, but still show their overall understanding. Giving students the opportunity to show their mastery of a concept via an alternate form (from a test) is essential to differentiate to students.
For this particular project, students can make a video or a comic strip or some other creative outlet to show their understanding of writing the equations of polynomials given specific information.
Here is the rubric:
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
For this particular project, students can make a video or a comic strip or some other creative outlet to show their understanding of writing the equations of polynomials given specific information.
Here is the rubric:
Evaluate 2.1.1
Using data, analytics, and reporting tools is very useful for
educators to assess individual student performance, progress and needs.
As we look at the data, we can see patterns of behavior to predict
future performance and guide our students towards success. Let’s look
at the artifacts in this quest and examine our hypothetical course.
Enrollments and Attendance:
Once we click on a specific course, part of what you will see is shown above. In the example, we can see that there are two gifted students and four regular ed student. If a student was in the special education program, it would show in the student type column as well. In compliance with FERPA laws, other aspects of this page is not shown. However, in a real course, you would see the student names, gender, expected graduation date, enrollment group, date of enrollment, and the date of completion of the student orientation course. There is an export button on this page that allows the teacher to obtain all this data on a spreadsheet to help organize contact information of students and stakeholders. I also use this spreadsheet to keep track of communication and enrollment switches throughout the semester.
The communication log above shows the type, person, nature of the call, date and any comments written by the teacher. Communication is a very important aspect of online learning and documenting this is vital in keeping administrators informed about each student. When a problem arises, they can read the communication log to get a general idea of a student’s situation and address it appropriately.
Monitoring Course Progress with Observational Data & Analytics:
The heat map above shows student grades on the left column and the colored squares shows student activity within the course. This image gives the teacher a quick assessment of which students are making progress or not. Teachers can use this information to explain why a student is struggling and suggest ways to improve performance when contacting stakeholders.
Feedback:
Feedback is an important element provided to students so they can improve their performance. Below is an example of what a student would see when they click on their gradebook. The assignment name is first, the raw score, grade percentage, then the feedback given by the teacher.
Here is a what a student would see when reviewing a test or quiz that has been graded. In the math courses, there is feedback for each question so they can see the solutions to the problems they missed.
When looking at the dropbox assignments, they will see their grade the number of submissions.
Clicking on the paper icon will show them specific feedback given by the teacher.
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
Enrollments and Attendance:
This image shows the three courses that are assigned to this teacher.
We can see the number of students enrolled in each course and the
start and end date of the semester. When courses are assigned, the
first course to be filled is ‘section 1,’ second to be filled is
‘section 2’, third to be filled is “‘section 3’, etc.
Once we click on a specific course, part of what you will see is shown above. In the example, we can see that there are two gifted students and four regular ed student. If a student was in the special education program, it would show in the student type column as well. In compliance with FERPA laws, other aspects of this page is not shown. However, in a real course, you would see the student names, gender, expected graduation date, enrollment group, date of enrollment, and the date of completion of the student orientation course. There is an export button on this page that allows the teacher to obtain all this data on a spreadsheet to help organize contact information of students and stakeholders. I also use this spreadsheet to keep track of communication and enrollment switches throughout the semester.
The communication log above shows the type, person, nature of the call, date and any comments written by the teacher. Communication is a very important aspect of online learning and documenting this is vital in keeping administrators informed about each student. When a problem arises, they can read the communication log to get a general idea of a student’s situation and address it appropriately.
Monitoring Course Progress with Observational Data & Analytics:
The heat map above shows student grades on the left column and the colored squares shows student activity within the course. This image gives the teacher a quick assessment of which students are making progress or not. Teachers can use this information to explain why a student is struggling and suggest ways to improve performance when contacting stakeholders.
Feedback:
Feedback is an important element provided to students so they can improve their performance. Below is an example of what a student would see when they click on their gradebook. The assignment name is first, the raw score, grade percentage, then the feedback given by the teacher.
Here is a what a student would see when reviewing a test or quiz that has been graded. In the math courses, there is feedback for each question so they can see the solutions to the problems they missed.
When looking at the dropbox assignments, they will see their grade the number of submissions.
Clicking on the paper icon will show them specific feedback given by the teacher.
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
Evaluate 1.1.3
Below is a small sample of questions from an assessment in the AP
Calculus AB-A course from fall 2015. This assessment is a unit test,
cumulative over Applications of Differentiation.
Validity: The questions are aligned with the AP Calculus AB standards and objectives stated at the beginning of the unit. The library was modified to include multiple choice questions, in order to more accurately reflect the AP exam. The content that is covered in the module and that has been covered in the live sessions is reflected in the unit test.
Reliability: Multiple choice questions are scored as either correct or incorrect; meaning the work students show is considered only for feedback purposes and not partial credit. Free response questions are scored using a rubric so that all students are scored the same way for each answer, depending if they have parts correct, much like an AP exam is scored.
Security: The assessment has a time limit, as all GAVS courses do. In this case it was 60 minutes for 12 questions since it was a test. The students were limited to one attempt and the question library is at least twice as big as the number of questions asked. If you view the screenshot below, the purple line between each question restricts the assessment to one question per page.
**This post represents a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
Validity: The questions are aligned with the AP Calculus AB standards and objectives stated at the beginning of the unit. The library was modified to include multiple choice questions, in order to more accurately reflect the AP exam. The content that is covered in the module and that has been covered in the live sessions is reflected in the unit test.
Reliability: Multiple choice questions are scored as either correct or incorrect; meaning the work students show is considered only for feedback purposes and not partial credit. Free response questions are scored using a rubric so that all students are scored the same way for each answer, depending if they have parts correct, much like an AP exam is scored.
Security: The assessment has a time limit, as all GAVS courses do. In this case it was 60 minutes for 12 questions since it was a test. The students were limited to one attempt and the question library is at least twice as big as the number of questions asked. If you view the screenshot below, the purple line between each question restricts the assessment to one question per page.
**This post represents a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
Evaluate 1.1.2
Leaving quality feedback is essential in an online course because
students cannot ask their questions and get immediate feedback from the
instructor like in face to face courses. In order to be sure students
understand what they’re doing wrong AND how to correct it, the feedback
must be timely and specific. It is also important to recognize that
students are doing things well to reinforce that content as well.
Evaluate 1.1.1
As we collaborated, Heather shared this formative assessment with me for her AP Calculus AB course. I am excited to teach this course in my face-to-face school this fall so I can definitely use it!
I try to incorporate formative assessment during all of my classes - I do a Bell Work problem every day and will often give students a "Ticket Out the Door". In an online setting, the learning objects are essential for checking student understanding. Students can take ownership of their understanding and ask their instructor specific questions regarding the topic they are working on!
The graph of the first derivative, f’(x), on the interval [-2, 3] is provided below. Determine each of the following based on the graph.
**This post represents a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
I try to incorporate formative assessment during all of my classes - I do a Bell Work problem every day and will often give students a "Ticket Out the Door". In an online setting, the learning objects are essential for checking student understanding. Students can take ownership of their understanding and ask their instructor specific questions regarding the topic they are working on!
Title of Learning Object: The graph of the derivative
Content for Learning Object (including answers):
The graph of the first derivative, f’(x), on the interval [-2, 3] is provided below. Determine each of the following based on the graph.
- State the x-values of the critical numbers for f(x).
x =-1, x = 2.
For an incorrect answer: Critical values for f(x) will appear as x-intercepts on f’(x)
- Determine if the critical values of f(x) are a relative maximum, relative minimum, or neither.
x = -1 is a relative min x=2 is neither.
For an incorrect answer: f’(x) changes from negative to positive at x=-1 so it is a relative minimum. f’(x) is positive on both sides of x=2 so it is a critical number but not an extremum.
- Determine the interval(s) where f(x) is increasing.
(-1, 2) and (2, 3)
for an incorrect answer: f’(x) is positive in the intervals (-1, 2) and (2, 3) which indicates that f(x) is increasing
- State the x-values of the inflection points for f(x).
x = 0, x = 2
For
an incorrect answer: The inflection points of f(x) are the locations of
the relative extrema for f’(x) or where the slope of the tangent line =
0.
- Determine the interval(s) where f(x) is concave down.
(0, 2)
For an incorrect answer: f’(x) is decreasing on (0, 2) which indicates that f(x) is concave down
Create 4.1.3
Locating and saving content can be a tedious process, but many tools can help.
Weebly (www.weebly.com) is a free website builder. This platform is extremely easy to use, even for the less-than-tech savvy; building a site is as simple as drag and drop. The best part to a weebly site is the cost: it’s completely free. An additional perk is that the number of files that can be uploaded is UNLIMITED! This is really great, because many sites limit storage on a free account. There are constraints on the size of the files. Weebly allows you to link to videos and content and can also receive student uploads as well. Weebly does have a paid option which for $39.95 a one year subscription will give multiple options, including files up to 250MB in size, a video player and the ability to embed documents. You can also password protect individual pages.
Below is an example of a weebly site that I built for an AP Calculus course I was planning on teaching last year (the course never came to fruition.) Note that I did pay for a subscription in order to receive the premium features.
The full site is located here: http://whsapcalbc.weebly.com/
Livebinder (www.livebinder.com) is a free web tool that serves as a central location for content. It is organized into a notebook with tabs, on which you can type your own content, embed code or link to a website. I started using livebinder to collect resources for new courses I was teaching and decided to make my own binder as a resource for a geometry course to use in class.
This photo shows the seven unit tabs and some of the sub-level tabs in Unit 1 which is linked to CK-12, another site that’s great for aggregation of content.
This binder is located at http://www.livebinders.com/play/play?id=880320
There is no charge for livebinder, but you are limited to just five binders total. Educational subscriptions are at half price of business subscriptions and livebinder offers three separate plans, each with the option to purchase per month or per year. The Pro plan (middle level) gives users unlimited binders and storage up to 50GB as well as other options.
CK-12 (www.ck-12.org) is a website that maintains content and allows users to create their own flexbooks which can be copies of existing modules, units, videos, books, links or user created content. The existing content that can be found in the CK-12 library is entirely editable, so users are free to expand, add, and modify as they see fit. The flexbooks can be organized by chapter and then published. Users have the option of assigning all or part of a chapter to a class and set due dates. CK-12 is completely and totally free, and integrates with multiple learning management systems: Braingenie, Edmodo, Canvas, and Google Classroom.
Below is an example of a flexbook I started to design in order to set up a remediation opportunity for students. Do note that I didn’t get terribly far with it, as it was a very time consuming process, but the potential is very exciting. This flexbook can be located at this link: http://www.ck12.org/user%3Aag1jy29ybwlja0bozw5yes5rmtiuz2eudxm./book/Advanced-Algebra/section/1.2/?utm_medium=email&utm_source=share-content-share-this-resource&utm_campaign=product
**This post is a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
Weebly (www.weebly.com) is a free website builder. This platform is extremely easy to use, even for the less-than-tech savvy; building a site is as simple as drag and drop. The best part to a weebly site is the cost: it’s completely free. An additional perk is that the number of files that can be uploaded is UNLIMITED! This is really great, because many sites limit storage on a free account. There are constraints on the size of the files. Weebly allows you to link to videos and content and can also receive student uploads as well. Weebly does have a paid option which for $39.95 a one year subscription will give multiple options, including files up to 250MB in size, a video player and the ability to embed documents. You can also password protect individual pages.
Below is an example of a weebly site that I built for an AP Calculus course I was planning on teaching last year (the course never came to fruition.) Note that I did pay for a subscription in order to receive the premium features.
The full site is located here: http://whsapcalbc.weebly.com/
Livebinder (www.livebinder.com) is a free web tool that serves as a central location for content. It is organized into a notebook with tabs, on which you can type your own content, embed code or link to a website. I started using livebinder to collect resources for new courses I was teaching and decided to make my own binder as a resource for a geometry course to use in class.
This photo shows the seven unit tabs and some of the sub-level tabs in Unit 1 which is linked to CK-12, another site that’s great for aggregation of content.
This binder is located at http://www.livebinders.com/play/play?id=880320
There is no charge for livebinder, but you are limited to just five binders total. Educational subscriptions are at half price of business subscriptions and livebinder offers three separate plans, each with the option to purchase per month or per year. The Pro plan (middle level) gives users unlimited binders and storage up to 50GB as well as other options.
CK-12 (www.ck-12.org) is a website that maintains content and allows users to create their own flexbooks which can be copies of existing modules, units, videos, books, links or user created content. The existing content that can be found in the CK-12 library is entirely editable, so users are free to expand, add, and modify as they see fit. The flexbooks can be organized by chapter and then published. Users have the option of assigning all or part of a chapter to a class and set due dates. CK-12 is completely and totally free, and integrates with multiple learning management systems: Braingenie, Edmodo, Canvas, and Google Classroom.
Below is an example of a flexbook I started to design in order to set up a remediation opportunity for students. Do note that I didn’t get terribly far with it, as it was a very time consuming process, but the potential is very exciting. This flexbook can be located at this link: http://www.ck12.org/user%3Aag1jy29ybwlja0bozw5yes5rmtiuz2eudxm./book/Advanced-Algebra/section/1.2/?utm_medium=email&utm_source=share-content-share-this-resource&utm_campaign=product
**This post is a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
Create 4.1.2
I have flipped my classroom a few different times and have created quite a few portable learning objects.
This video I created for students in my GAVS GSE Advanced Algebra course. They often struggled with the Measures Handout and this video helped to explain how to get started:
I created this video for the same course. It was for the Inverse Functions Handout to help students to get started on problem #1.
This video I created for students in my GAVS GSE Advanced Algebra course. They often struggled with the Measures Handout and this video helped to explain how to get started:
I created this video for the same course. It was for the Inverse Functions Handout to help students to get started on problem #1.
Create 4.1.1
Free tools:
Paid Tools
- Pixton (https://www.pixton.com)
is a site that with a basic subscription allows users to create their
own cartoon strips. This is a fun way to explain content, specific
topics, or to have students work on creative ways to show their
understanding of the content. Pixton also allows collaboration in real
time, which is a great option for group or partner work.
2. Classtools (http://www.classtools.net)
has many different activities and objects that you can embed in a blog
or on a website. Items include drag and drop sorting activities, games
(such as pac-man arcade review game), multiple ways to review,
categorize and summarize information, timeline creators and random name
generators. This site has multiple formats to choose from which make
creating engaging lessons easy.
3. Khan Academy (https://www.khanacademy.org)
this well known site began as a personal tutorial for Sal Khan’s niece.
His videos on youtube had so many views and positive comments, Khan
decided to make videos for everyone, for free. The videos are available
on the website as well as youtube, broken down by topic, sub-topic and
the main site contains additional practice questions as well.
Paid Tools
- Snagit (https://www.techsmith.com/snagit.html) this tool allows users to capture the screen and includes the capability of scrolling and panoramic views as well as markups and stamps to highlight information. The captures can be uploaded to a variety of places, including youtube. There is a fully functional free trial which lasts 15 days. Snagit is a great way to make instructional videos.
- Flipsnack (https://www.flipsnack.com) creates a book of information and images which has pages that actually turn. It’s like having a real book on your device. Flipsnack is available in an educational format as well, at flipsnackedu.com with a free version that allows ten student slots. This product lends itself easily to content that can be presented in a flip-book format.
**This post represents a collaborative effort between Alice Johnson, Heather McCormick, and Cameron Wood.
Create 3.1.3
One of my favorite open resource websites is YouTube! Here is an excellent video about parabolic mirrors:
Image located at http://montessorimuddle.org/2012/01/28/parabolic-mirrors/ and used under the creative commons license.
The excerpt below from a Wiki page describes applications of parabolic mirrors.
Parabolic Mirror Applications
A parabolic mirror (or reflector) is a reflective device used to project and collect energy like light and sound. Parabolic mirrors can either be on-axis or off-axis. When they are on-axis, parabolic mirrors produce collimated reflected light. Off-axis parabolic mirrors focus reflected light to a focal point off-axis.How parabolic mirrors are used to extend the intensity of car headlights:
Energy radiating from the focus to the mirror can be transmitted outward in a beam that is parallel to the axis of the mirror. Which if we are talking about Car headlights will intensify the light and make the light beam glare in no particular direction.
https://grade10optics.wikispaces.com/Parabolic+Mirror+Applications and licensed under Creative Commons.
*This post is the collaborative work between Alice Johnson, Heather McCormick and Cameron Wood.
The excerpt below from a Wiki page describes applications of parabolic mirrors.
Parabolic Mirror Applications
A parabolic mirror (or reflector) is a reflective device used to project and collect energy like light and sound. Parabolic mirrors can either be on-axis or off-axis. When they are on-axis, parabolic mirrors produce collimated reflected light. Off-axis parabolic mirrors focus reflected light to a focal point off-axis.How parabolic mirrors are used to extend the intensity of car headlights:
Energy radiating from the focus to the mirror can be transmitted outward in a beam that is parallel to the axis of the mirror. Which if we are talking about Car headlights will intensify the light and make the light beam glare in no particular direction.
https://grade10optics.wikispaces.com/Parabolic+Mirror+Applications and licensed under Creative Commons.
*This post is the collaborative work between Alice Johnson, Heather McCormick and Cameron Wood.
Create 3.1.2
- How does an understanding of Fair Use affect one’s role as an online instructor?
- The purpose and character of the use
- The nature of the work
- The amount of substantiality of the portion used in relation to the work as a whole
- The effect of the use on the market or potential market for the original work
- How do Fair Use and the TEACH Act correlate to the delivery of reliable content?
- The institution must be an accredited, non-profit educational institution.
- The use must be part of mediated instructional activities.
- The use must be limited to a specific number of students enrolled in a specific class.
- The use must either be for ‘live’ or asynchronous class sessions.
- The use must not include the transmission of textbook materials, materials “typically purchased or acquired by students,” or works developed specifically for online uses.
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
Create 3.1.1
Open Educational Resources (OER) are openly licensed material that
are free to use by the public. Teachers may use these in the classroom
for teaching, learning, and research purposes. Creative Commons
copyright licenses sets standards on sharing creative work. Here are
the different types of licenses:
- Attribution – CC BY – This license allows others to use and edit the work as long as the copyright holder receives credit for the original work.
- Attribution – CC BY SA – ShareAlike – This license allows others to use and edit the work commercially and non-commercially as long the copyright holder receives credit for the original work and the new creation carries the same lisence.
- Attribution – CC BY-ND – NoDerivs – This license allows redistribution of the original work commercially and non-commercially as long as the copyright holder receives credit for the original work and the work is unchanged.
- Attribution – CC BY-NC – NonCommercial – This license allows others to use and edit the original work non-commercially as long as the copyright holder receives credit for the original work. However, the new work does not have to carry the same license.
- Attribution – CC BY-NC-SA – NonCommercial ShareAlike – This license allows others to use and edit the work as long as the copyright holder receives credit for the original work and the new creation carries the same lisence.
- Attribution – CC BY-NC-ND – NonCommercial-NoDerivs – This license allows others to download and share the original work as long as the copyright holder receives credit for the original work. However, the work can not be changed or used commercially.
Create 2.1.3
Web 2.0 Tools have offered us an effective medium to differentiate
student assessments. Usatestprep.com is a subscription based site that
allows teachers to create practice assignments, quizzes and test based
on specific standards. These can be used for enrichment or remediation.
The assessments are auto-graded and gives students immediate feedback
on problems they missed which is great! Teachers teaching the same
courses can collaborate and share assessments as well. In addition,
students can explore other parts of the website and practice specific
concepts on their own by selecting the standards they need more help
with. There are puzzles and games aligned with each standard to offer a
more engaging way to master the content.
With my collaborators, we discussed sharing this extra learning opportunity with students so that they can remediate some information from their course!
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
With my collaborators, we discussed sharing this extra learning opportunity with students so that they can remediate some information from their course!
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
Create 2.1.2
Web tools 2.0 allows teachers and students to present material in a more
interesting way that is creative and fun. Alice and I discussed a new way of presenting material to help make it more visually interetsting. Similar to a PowerPoint
presentation, it is capable of including texts, images, audio and
videos. However, the images are created outside of Prezi and inserted
onto your canvas. The presentation path is non linear instead of linear
slides which gives you an unlimited space to layout your ideas and
freedom to create your own paths. Here is an example of a
lesson on Probability. Click on the link below to access the
presentation.
http://prezi.com/q8hvqcxh7fky/?utm_campaign=share&utm_medium=copy&rc=ex0share
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
http://prezi.com/q8hvqcxh7fky/?utm_campaign=share&utm_medium=copy&rc=ex0share
*This post is the collaboration work between Alice Johnson, Heather McCormick and Cameron Wood.
Wednesday, June 21, 2017
Evaluate 1.1.1-2.1.2
I collaborated with Alice Johnson and Heather McCormick on these blog posts. Here are links to the posts:
1.1.1: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-1-formative-assessment/
1.1.2: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-2-quality-feedback/
1.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-3-the-summative-assessment/
2.1.1: http://alicejohnson.edublogs.org/2016/07/26/evaluate-2-1-1-data-driven-instruction-analytics-reporting-tools/
2.1.2: http://alicejohnson.edublogs.org/2016/07/26/evaluate-2-1-2-rubrics-and-competencies/
1.1.1: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-1-formative-assessment/
1.1.2: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-2-quality-feedback/
1.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/15/evaluate-1-1-3-the-summative-assessment/
2.1.1: http://alicejohnson.edublogs.org/2016/07/26/evaluate-2-1-1-data-driven-instruction-analytics-reporting-tools/
2.1.2: http://alicejohnson.edublogs.org/2016/07/26/evaluate-2-1-2-rubrics-and-competencies/
Evaluate Reflection
Again, for this course, I worked with Alice and Heather and I was so excited to see how they evaluate some of their students. Heather shared how she formatively assesses students in her AP Calc AB class and Alice showed how she uses student analytics to inform her interaction with students. I appreciate being able to see how other teachers implement different aspects of TOOL in their classroom.
Create Reflection
At this point in my TOOL journey, I began to collaborate with Alice Johnson and Heather McCormick so you can find links to their blog posts in my blog. This was so valuable for me because I got to see how they create things in their classroom and learn from some of the tools they use. I am not a big Prezi person but I loved seeing Alice's Prezi on probability. These blog posts provide a good reference place to go back and think about different tools that might be helpful for me now.
Create 2.1.2 - 4.1.3
I worked with Alice Johnson and Heather McCormick on the Create Blog Posts: 2.1.2-4.1.3. Links to those are below:
2.1.2: http://alicejohnson.edublogs.org/2016/07/21/create-2-1-2-using-web-2-0-tools-to-differentiate-teacher-instruction/
2.1.3: http://alicejohnson.edublogs.org/2016/07/25/create-2-1-3-using-web-2-0-tools-to-differentiate-student-assessment-quest/
3.1.1: http://alicejohnson.edublogs.org/2016/07/25/create-3-1-1-open-educational-resources-and-creative-commons/
3.1.2: http://alicejohnson.edublogs.org/2016/07/26/create-3-1-2-fair-use-and-the-teach-act/
3.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/12/create-3-1-3-locating-resources/
4.1.1: https://gavstoolheathermccormick.wordpress.com/2016/08/13/create-4-1-1-define-and-explain-learning-object-authoring-tools/
4.1.2: https://gavstoolheathermccormick.wordpress.com/2016/08/14/4-1-2-principles-of-building-portable-learning-objects/
4.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/14/create-4-1-3-aggregating-lesson-material/
2.1.2: http://alicejohnson.edublogs.org/2016/07/21/create-2-1-2-using-web-2-0-tools-to-differentiate-teacher-instruction/
2.1.3: http://alicejohnson.edublogs.org/2016/07/25/create-2-1-3-using-web-2-0-tools-to-differentiate-student-assessment-quest/
3.1.1: http://alicejohnson.edublogs.org/2016/07/25/create-3-1-1-open-educational-resources-and-creative-commons/
3.1.2: http://alicejohnson.edublogs.org/2016/07/26/create-3-1-2-fair-use-and-the-teach-act/
3.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/12/create-3-1-3-locating-resources/
4.1.1: https://gavstoolheathermccormick.wordpress.com/2016/08/13/create-4-1-1-define-and-explain-learning-object-authoring-tools/
4.1.2: https://gavstoolheathermccormick.wordpress.com/2016/08/14/4-1-2-principles-of-building-portable-learning-objects/
4.1.3: https://gavstoolheathermccormick.wordpress.com/2016/08/14/create-4-1-3-aggregating-lesson-material/
Communicate Reflection
The Communicate course helped me to summarize the different and important forms of communication we use with our students. First, by reviewing the different "rules" of online communication and then by itemizing the different types of communication teachers can use with their students: email, phone calls, news items, feedback from quizzes and tests, etc. The communication course also gave me a chance to show artifacts of some of the different types of communication I provide for my students.
Navigate Reflection
The Navigate Course helped me to concisely share what I know about general online learning. From flipping the classroom, to how instruction is presented, to other forms of online learning - you can view the extent of the internets ability to share information. I also was able to share the different roles I've help within Ga Virtual and how each one impacts students differently.
Participate Reflection
The Participate Course made me reflect on how the internet has changed my life and the life of my students. Information is so readily available, and can be so "all-consuming". The participate course helped me to have some perspective on that and to remind my students to do so. I can better understand how my students use the internet and how to help support them to be better online students.
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Parabolic Mirrors reduce light pollution in big cities because it uses a reflective to collect energy, like light. So any incoming ray that is parallel to the axis of the dish will be collected to a central focus. Many types of energy can be reflected this way, parabolic reflectors can be used to collect and concentrate energy entering the reflector at a certain angle.