JD- Masters in Instructional Tech from American College of EducationWhen I graduated in my undergraduate in 2005, I could operate my email, I had never heard of facebook, and while I had taken a class in educational technology where we were instructed to created a PPT presentation, I could never dreamed what strides could have been made in educational technology in such a relatively short time spanJR – Talk about use in college vs. instructional use.
JDGive brief history of the schoolStarted at as an agricultural school with 200 students, grades 1-12
JDJD – INTRODUCE TOOL- create a question, with criteria, schedule a time for the students submit answer, Then schedule self evaluation times to self evaluate, the to peer evaluateFrom the beginning, this amazing tool, helps to transform your classroom to teacher led to a student led classroom.Put in own words.
JR - This chart helps to visualize where instruction needs to go in order for students to be able to take the reigns, so to speak.Level 3 = proficiency, too work toward a 4, we must be able to show that students can work together, and be able to ask higher order , deep thinking questions to each otherThe Self and Peer Evaluation Tool can do this.
This means showing examples of student work, teaching students how to analyze rubricsJD-Statewide guide to assessment, shows various levels of student work – students learned to assess student examples. Once students have submitted the question onto bb, they will self evaluate, then peer evaluate anonymously.MODEL
Location of tool: in content folder, top tabs (Assessments), Self and Peer Assessment, process of building an assessment, go through an assessment that has been built and how to add criteria and monitor progressLink to BB course: https://bb9.apsb.org/webapps/portal/frameset.jsp?tab_tab_group_id=_14_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_10393_1%26url%3D 6th grade versus 8th grade questions – how to start this process , types of questions and rubrics.
Initially – this needs to be a paper and pencil activity. While our goal is to be paperless, we have found that writing is familiar and develops understanding of the taskAdd checklist/ question handout
According to common core curriculum, and PARCC Assessment, it is important students to write across all content levels – not just ELA. It is also imperative for students to read nonfiction with high text complexity, this tool allows every teacher to work toward this goal. If you can pose a question, you can use this tool.
Growth in leap, iLeap scores (comprehension, writing)
Build a peer/self assessment with group—those with BB accts open can work on their own while following steps from presenters
The Most Helpful Tool on Blackboard 2013
THE MOST IMPORTANTTOOL ONBLACKBOARDSelf and Peer AssessmentJENNY DIXON, 6TH Grade ELA TeacherJOLIE ROUSSEL, 8TH Grade ELA TeacherDutchtown Middle SchoolAscension ParishBayouBug 2013
About MeJenny Dixon6th Grade ELA TeacherDutchtown Middle Schooljennifer.firstname.lastname@example.orgI have used Blackboardfor three years.Jolie Roussel8th Grade ELA TeacherDutchtown Middle Schooljolie.email@example.comI have used Blackboardfor two years.
About Dutchtown Middle SchoolBuilt in 1936First classroom outfitted with dial-up Internet connection in 19951:1 Initiative and Blackboard implemented in 2010.DMS projected to be 100% 1:1 by the 2014-2015 school year.
TIPS AND TRICKS ON USINGTHE SELF AND PEEREVALUATION TOOL ONBLACKBOARD.WHAT WE ARE GOING TO LEARNTODAY
Self-assessment is more accurately defined as a processby which students1) monitor and evaluate the quality of their thinkingand behavior when learning and2) identify strategies that improve their understandingand skills.McMillan and Hearn(2008)THE SELF ASSESSMENT & PEERASSESSMENT TOOL
OUR CHALLENGELevel ofImplementationEstablishingCriteriaTeachingStudents How toApply CriteriaProvidingFeedback toStudents onApplication ofCriteriaSetting LearningGoals andStrategiesBeginning Criteria given tostudents for theirreactionExamples ofapplying criteriagiven to studentsTeacher providesfeedbackGoals andstrategiesdetermined byteacherIntermediate Students selectcriteria from amenu ofpossibilitiesTeacherdescribes how toapply criteriaFeedbackprovided by bothteacher andstudentsA menu of goalsand strategies isprovided by theteacherFull Studentsgenerate criteriaTeacher modelshow criteriaapplyTeacher engagesstudents injustifyingfeedbackStudentconstructs goalsand strategiesStage 1 Stage 2 Stage 3 Stage 4McMillanand Hearn(2008)
Students must have a clearexpectations of the task at handin order to successfully assessthe work of his or her peers.PEER ASSESSMENT
QuestionCriteriaSubmission Time FrameEvaluation Time FrameTHE SELF AND PEEREVALUATION TOOL
6th Grade QuestionBeginning of the YearQUESTIONWHAT IS YOUR FAVORITEGENRE?CRITERIA(How is the question beingassessed?)1. Is the questionanswered using acomplete sentence?2. Did the author explainhis or her reasoning?
6th Grade QuestioniLeap PracticeDuring the California Gold Rush of 1849, theworld’s supply of gold more than doubled,and hundreds of thousands of peoplerushed to California to find theirshare. Boom-towns popped up toaccommodate the visitors. A boom-town isa community that receives sudden andexplosive growth and development. SanFrancisco had around two-hundred residentsin 1846, and about 36,000 in 1852. The fewmerchants in these boom-towns sold goodsfor more than ten times what they cost backEast. For example, a single pound of flowersold for as much as $17. Not everyone whojoined in the California Gold Rush got rich,but most of the boomtown merchants did.Why were boomtownmerchants able to selltheir products for somuch money?How do you know this?Use evidence from thepassage to support youranswer.
Compare and contrast“Paul Revere’s Ride” with“The Star SpangledBanner.” Provide detailsfrom both texts tosupport your answer.Criteria:Likeness with detail fromeach text.Difference with detailfrom each text.Complete sentences8th Grade QuestionBeginning of the Year
8th Grade QuestionEnd of Year/LEAP PracticeTask:Students studying Civil War inSocial Studies (backgroundinfo)Read “O Captain! MyCaptain!” by Walt Whitman &Whitman Bio in ELAView dramatic readingListen to dramatic readingwhile reading along, payingattention to punctuation andimpact.Criteria:12-point-rubricContent (One Passage):CentralIdea, Development, andOrganizationStyle: Word Choice, SentenceFluency, and VoiceWriting Conventions:SentenceFormation, Usage, Mechanic
Younger grades - Start with a paper and pencil activityInference ActivityTips and Tricks
ALL subject areas can engage in constructedresponseELA: Writing prompts (12-, 4-, and 2-point rubrics)Science: Writing prompts similar to standardized testsSocial Studies: Writing prompts similar to standardizedtestsMath: Explanation of steps to solve, constructedresponse questions similar to those on standardizedtestsArt: Critiques of artHERE IS HOW WE USED THEPEER & SELF EVALUATION TOOL
Students were engaged and actively consideringcriteria, rather than passively accepting their gradesStudents gained a stronger understanding ofexpectationsOUR RESULTS
http://youtu.be/x_G1QzCPrL4Self and Peer Assessment Building BlockWHAT DOES THIS TOOL LIKE?
If you have an active Blackboardclass (we still do from lastyear), feel free to create a promptusing the self and peer evaluationtool.DO THIS NEXT