Name: June 16, 20053:30 AM (1) Record Keeping: Teachers have a professional responsibility to monitor, record and communicate student progress. Many schools and districts have adopted networked grading systems, and some publish grades on secure websites. Use a your school's gradebook program to develop a report for a real or hypothetical class of ten or more students who are assessed on five or more assignments. Submit a printout of your gradebook and the detailed report card (progress report) for an individual student. If you do not have access to such a program, you may use Gradekeeper or download a sample shareware "gradebook" program. 1
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Name: June 16, 200512:22 AM
(1) Record Keeping: Teachers have a professional responsibility to monitor, record and communicate student progress. Many schools and districts have adopted networked grading systems, and some publish grades on secure websites.
Use a your school's gradebook program to develop a report for a real or hypothetical class of ten or more students who are assessed on five or more assignments. Submit a printout of your gradebook and the detailed report card (progress report) for an individual student. If you do not have access to such a program, you may use Gradekeeper or download a sample shareware "gradebook" program.
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(2) Assessment: Teachers must regularly assess student progress. Many textbook publishers make test construction easier by providing test generators, software which allows the teacher to quickly compose tests and keys from question databases. Test generators allow the teacher to input questions, and often provide databases of questions the teacher can select from. *TPE-tip A well-structured exam may be used as an artifact for TPE3, Interpretation and Use of Assessments.
Use a test generator to construct an exam composed of questions you have selected from existing question banks.
Software such as Examview allows teachers to develop tests and post them on the Internet. Take this short physics quiz generated with the Examview, or this geology quiz made with Quizmaker. Include a screen capture of your score (actual score is inconsequential) and discuss the benefits and problems associated with online testing.
CAUSES OF THE CIVIL WAR QUIZ I. Which part of the country does each statement describe? Write the word “NORTH” or “SOUTH” in the
blank next to each statement. (2 pts. Each) 1.____________ Steamships were used on rivers as a means of transportation.
2.____________ The invention of the cotton gin in this part of the country made cotton
“King”.
3.____________ Warm summers and snowy winters combined with rocky and hilly soil made this land difficult for farming.
4.____________ Cities were centers of trade and commerce. They also became cultural and educational centers.
5.____________ Better roads and railroads allowed for easy transportation in this part of the country.
6.____________ The economy was heavily based on agriculture and cash crops, including tobacco (or tobaccie!), rice, sugar, and indigo.
7.____________ Most immigrants settled in this part of the country. By 1860, the population in this region of the U.S. was 31 million.
8.____________ People in this region lived on farms and spread-out communities. Only a few large cities developed as trading centers.
9.____________ Large plantation owners controlled much of society in this family-centered part of the country.
10.____________ Textiles, ships, iron, and lumber were driving forces in the economy of this part of the country.
II. Write “TRUE” or “FALSE” (write the whole word) in the blank provided to correctly confirm the statement
(2 pts. Each) 11.____________ The Compromise of 1850 established that slavery is not allowed in the territories
north of the 36°30’ line. 12.____________ California entered the Union as a free state, and slavery was allowed in the Utah
territory after the Compromise of 1850. 13.____________ The Fugitive Slave Act successfully solved the problem of returning runaway slaves
from the North to the South. 14.____________ Dred Scott was given his freedom after his owner took him north to work in the
Wisconsin Territory, where slavery was illegal. 15.____________ Maine entered the Union as a free state, and Missouri entered as a slave state after
the Missouri Compromise.
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I took this test without being prepared, so I didn’t take the time to answer the questions with any care. This reminded me of the challenges you might face with online exams in that students who are not ready will try and plow through it as fast as possible. They will tell their folks they did their homework, and while there will be consequences for his grades later, there is no control over his testing environment. The benefits of the online exam is that students can work on a test and keep retaking different versions until they reach a level of competency. This could be a good arrangement for students to check their own understanding, which might make them work on their work until they can succeed on the exam (in an ideal world, with ideal students).
(3) Communication: Students benefit when teachers clearly state their expectations in written form. When these expectations are availalbe on the Internet, all students and parents can benefit, particularly students who have been absent. A variety of commercial resources exist with which teachers can post calendars, homework assignments, and other important documents.
Put your class assignments on the web at Yourhomework , SchoolNotes or similar service. Include a screen capture of your published assignment schedule.
(4) Presentations: Presentation software provides teachers the opportunity to display text and graphics in a slide show fashion. PowerPoint and Keynote are two of the most popular presentation tools. Teachers and professors make extensive use of presentations, but many are concerned about the potentially negative effects such presentations can have on instruction. *TPE-tip A well developed educational presentation can serve as an artifact for TPE 4, Making Content Accessible, or TPE 10, Instructional Time, if used
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with presenter tools.
After reading the articles on the educational use and abuse of presentation software, summarize how presentations should be constructed and delivered to maximize learning and minimize abuse.
Locate and download one or more PowerPoint presentations relevant to your teaching needs. Include the URL of the location from which you obtained them and summarize the PowerPoint and where in your curriculum you will use it.
Make a PowerPoint presentation to teach a lesson in your subject area, keeping in mind the principles you have outlined above and the guidelines provided (see tutorial). Your presentation should include numerous graphics and be at least 10 slides in length. (a) Provide an electronic copy of your presentation (ppt format) on your website. (b) Embed screen captures of your presentation in the template. Make sure the content is easy to read.
Using iPhoto (Mac), Picasa (Windows), or similar slide viewer software, create a photo library for your discipline. You should include photos you have taken plus ones retreived from a graphic search engine. Create two or three slide shows from the library. Include a screen shot of the slide sorter window for one of your shows. Create a photopage for your website.
Presentations that use powerpoints and similar software need to be provided in conjunction with activities that the students are better prepared for by viewing the powerpoint presentation. I’ve used presentations, where students are asked questions through a powerpoint presentation, and students then work on responses. The point is that the presentation should not be a replacement of my interaction with students and my interaction with the content. It should provide a form of support—reinforcement of content through images that help students contextualize and visualize aspects of content that helps them learn the information. PPTs should have a limited amount of text, use bullet points, and have more graphics and images than words. Colors should have good contrast between images and background, and the sentences, or words, should be constructed in simple comprehensive language. And most importantly, the teacher needs to still TEACH even if there is a ppt—he needs to move around, lecture in a speaking voice, not a reading voice.
I downloaded a ppt on the Civil War. The presentation was good in that it simply provided images of famous battles during the civil war. This would basically provide background entertainment while I could lecture and discuss the battle’s relevance to the issues we are studying. What was nice about the ppt was that I could develop questions about image analysis to give the students as we view each image. I would use this during my coverage of the civil war.
Please see my website to explore the civil war photo library I created. Here is my photo sorter screen capture and slideshow screen capture:
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(5) Other resources: Complete three of the following, using content related to your curriculum whenever possible.
Use Timeliner to create a timeline relevant to the curriculum you teach. Develop an educational digital video. Construct a professional resume using Word. Develop a concept map with graphics and text. Create a crossword puzzle or other puzzle relevant to your class.
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Create and conduct an on-line survey form for one of your classes. (a) Find the lowest cost of a specific piece of equipment (projector, computer,
digital camera, etc.) for your classroom, (b) identify the next national conference for your discipline, AND (c) determine the best airfare to attend the conference.
See website to view resume.
There is a NCSS conference in San Diego this summer, and the cheapest airfare for me to fly there roundtrip with three weeks advance reservation is on United through cheap tickets at $228. I used the search engine, Mobissimo.com, which is a great collection of cheap airfare sites:
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(6) DVD: Develop a lesson using a computer-based DVD-player that includes bookmarks and video clips to access speficic scenes.
Identify the DVD and explain why you chose this for a lesson.
Include a screen capture showing your catalog of bookmarks and video clips.
Describe how the scan fast, scan slow, step, mute, bookmark, video clip, and screen size features can be used to enhance your lesson.Lesson:
Lewis & Clark Journal Entry
After watching the Lewis and Clark film, research a number of days along the journey that interest you on the website, www.pbs.org/lewisandclark. Write a journal entry from the perspective of one the members of the Corps of Discovery.
Your entry should be in the 1st person, writing as if you are actually experiencing the journey yourself. You may NOT be Meriwether Lewis or William Clark, but you must include your opinions of these two men and their leadership. You may write from the perspective of any of the real crewmen, Sacagawea, or you may pretend that you were selected by Lewis
and Clark for the expedition.
Be sure to include the following information:
Heading: “Corps of Discovery Journal Entry” along with a date (sometime between 1803 and 1805)
1 st Paragraph : - Your name, age, and your duties as a member of the Corps of Discovery (at beginning of entry)- Your opinion of both Captain Lewis and Captain Clark
- A description of your travels along the Missouri River- An account of the events of the day you are writing about (ideas: weather, events, scenery, wildlife, challenges, thoughts, fears, etc.)
3 rd Paragraph :- A description of at least one encounter with Native Americans that you met during your travels
Conclusion: 1 or 2 sentences about what you expect or hope to see in the next few days of your travels.
Include a separate page with some sketches and drawings of things that you saw during your journey across the western frontier. Effort and accuracy will be rewarded.
Use your video guide and the three websites listed on the second page for additional information and ideas. I also have a few books you may wish to examine. Assignments should be done in INK or TYPED (double spaced, 12 pt. font) and are expected to be in FINAL DRAFT format. Journal entries should be a minimum of ONE PAGE in length. Do your best to
provide a detailed and historically accurate account of events in your journal entry.
Good Luck!
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Here are screen captures of the bookmarks and video clips I created with iDVD.
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The use of the scan commands can help you move from time frames within a DVD in a more efficient manner to keep the lesson moving along. I also used them in being able to figure out where I wanted my video clips top start and finish. The bookmark command is particularly useful in being able to establish start times for certain segments of a movie you’d like the students to see. The video clips feature is something I wish I was aware of when I showed this movie before this class began, as it would have been helpful in establishing pre arranged clips, and not having to worry about being ready to stop the
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movie in time. Screen size features are also good for being able to conduct other searches in sub-windows, or expanded to full size.
