Learner and Professional Evaluation
Learner Evaluation
Ms. White, the science teacher I mentored, offered the evaluation letter found here.
Professional Evaluation
*How were the goals or objectives for the lesson achieved? What is the specific evidence for your answer? .
The learning goals from the recorded session were
Installation of the add-ons begins at 2:45 on the video. Learners were guided through the installation process.
Learners are given a demonstration of Goobric and Doctopus at 5:50.
Flippity instructions begin at 12:35.
KEEP
Discussion of Google Keep begins at 17:25. Learners begin sharing ideas at 21:16.
• How did you ensure fairness, equity, and access to learning for all learners in your training class? How do interactions in the video recording illustrate your ability to help all your learners explore and understand the idea being studied?
In order to ensure fairness, equity and access during the training, I offered all teachers an opportunity to attend. If teachers were unable to attend, I created a Google Classroom for teachers to access all training material.
My interactions in the video demonstrate my ability to help all learners explore is that I asked them specifically how they would use it in their content areas. I have lots of ideas on how to use the material in an English class, but limited experience in science or math. It is important to be knowledgeable in diverse content areas. Seeking teacher input expands my knowledge of how these tools can be used in other areas.
• What interactions on the video show learners learning to reason and think and to communicate that reasoning and thinking? With reference to specific interactions in the video recording, explain why the interactions demonstrate reasoning and thinking and promote learner understanding of the topic for these particular learners.
At 21:40 a teacher mentions that introducing new technology such as Keep could be confusing to students. This represents a reluctance to embrace new technology, not because it is not useful, but because of fear the students will not be able to adapt to the changes quickly. This demonstrates reasoning and thinking because the teacher was considering his specific student population. While it wasn't an immediate positive response to the material, it demonstrates the teacher's consideration.
At 22:10 a teacher discusses that it would be more useful for one type of class (Career Prep) than it would be in his other classes. We have a brief discussion on ways it could be used in the class. This demonstrates reasoning and thinking, because, again, the teacher considered a class where it would have immediate benefit. This would allow the teacher and students to become comfortable with Keep in a smaller, non-core class before introducing it on a larger scale.
• How did your use of specific materials affect the learner’s learning experience?
There are many ways I could have prepared better for this portion of the training. I took the teachers through the process of creating materials in Doctopus in real time instead of having each step staged. This resulted in a lag time in the class. I should have also created an assignment in the Google Classroom for the teachers to create their own Doctopus spreadsheet. If I had a prefilled spreadsheet and made each student a copy, they could have followed along on the demonstration.
This was a huge disadvantage through the entire process. I did not have enough samples prepared to illustrate how the tools could be used. I was focused on the installation process rather than the use process. This had a negative impact on students implementing these tools within their classes.
While the learning goals were met, they were not met at a level to suggest that the learners would actually do anything with the training.
Rubric for Evaluating Instructional Goals
Ms. White, the science teacher I mentored, offered the evaluation letter found here.
Professional Evaluation
*How were the goals or objectives for the lesson achieved? What is the specific evidence for your answer? .
The learning goals from the recorded session were
- Learners will be able to install the Flippity extension, Goobric extension and Doctopus Add-on.
- Learners will be able to identify ways to use Google Keep
- Learners will be able to create a rubric in Google Sheets, ingest an assignment using the Doctopus Chrome extension and attach the rubric using Goobric Chrome extension.
Installation of the add-ons begins at 2:45 on the video. Learners were guided through the installation process.
Learners are given a demonstration of Goobric and Doctopus at 5:50.
Flippity instructions begin at 12:35.
KEEP
Discussion of Google Keep begins at 17:25. Learners begin sharing ideas at 21:16.
• How did you ensure fairness, equity, and access to learning for all learners in your training class? How do interactions in the video recording illustrate your ability to help all your learners explore and understand the idea being studied?
In order to ensure fairness, equity and access during the training, I offered all teachers an opportunity to attend. If teachers were unable to attend, I created a Google Classroom for teachers to access all training material.
My interactions in the video demonstrate my ability to help all learners explore is that I asked them specifically how they would use it in their content areas. I have lots of ideas on how to use the material in an English class, but limited experience in science or math. It is important to be knowledgeable in diverse content areas. Seeking teacher input expands my knowledge of how these tools can be used in other areas.
• What interactions on the video show learners learning to reason and think and to communicate that reasoning and thinking? With reference to specific interactions in the video recording, explain why the interactions demonstrate reasoning and thinking and promote learner understanding of the topic for these particular learners.
At 21:40 a teacher mentions that introducing new technology such as Keep could be confusing to students. This represents a reluctance to embrace new technology, not because it is not useful, but because of fear the students will not be able to adapt to the changes quickly. This demonstrates reasoning and thinking because the teacher was considering his specific student population. While it wasn't an immediate positive response to the material, it demonstrates the teacher's consideration.
At 22:10 a teacher discusses that it would be more useful for one type of class (Career Prep) than it would be in his other classes. We have a brief discussion on ways it could be used in the class. This demonstrates reasoning and thinking, because, again, the teacher considered a class where it would have immediate benefit. This would allow the teacher and students to become comfortable with Keep in a smaller, non-core class before introducing it on a larger scale.
• How did your use of specific materials affect the learner’s learning experience?
There are many ways I could have prepared better for this portion of the training. I took the teachers through the process of creating materials in Doctopus in real time instead of having each step staged. This resulted in a lag time in the class. I should have also created an assignment in the Google Classroom for the teachers to create their own Doctopus spreadsheet. If I had a prefilled spreadsheet and made each student a copy, they could have followed along on the demonstration.
This was a huge disadvantage through the entire process. I did not have enough samples prepared to illustrate how the tools could be used. I was focused on the installation process rather than the use process. This had a negative impact on students implementing these tools within their classes.
While the learning goals were met, they were not met at a level to suggest that the learners would actually do anything with the training.
Rubric for Evaluating Instructional Goals
No
|
Some
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Yes
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A.
Congruence with Organization
Needs Is/are the instructional
goal statement(s):
|
x
|
1. Linked
clearly to an identified problem in the organization?
|
||
x
|
2. Clearly
a solution to the problem?
|
||
x
|
3.
Acceptable to those who approve the instructional effort?
|
||
B. Clarity Do the
instructional goal statement(s) describe the:
|
|||
x
|
1. Actions of the learners (what they will do)?
|
||
x
|
2. Content clearly?
|
||
x
|
3. Intended learners?
|
||
x
|
4. Tools available to learners in performance
context?
|
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