I created a lesson utilizing a two chapters of The Wolf at Twilight in the foundations course as a means to introduce non-western views on education to the students. Additionally I created an audio reading and video accompanying that reading for this assignment.
I was the lead designer of the BSU summer block co-hort, face-to-face, track for the BSU graduate program.
I am dissatisfied with my progress in this area. In some areas I have made improvements. I did have success with creating a class structure that encouraged a safe place for student collaboration and discussion. Many comments in the evaluations from students indicate that the class discussions and small group discussions as a primary method of content delivery was very effective and appreciated over traditional lecturing. However, I do not feel that I modeled well for my students more structured cooperative learning in the form of student research, projects, presentations, etc. that required students to work in cooperative learning groups. This area requires more attention in the coming academic year.
I have become quite proficient with D2L. Many student comments in the evaluations attest to my skill at creating an online environment for the courses that supports the in-class instruction. I have experimented with two different methods of organizing the content (by day or by type of activity) and will seek feedback regarding this structure from the students during the final exam (quick survey at end of exam about this and a couple of other logistical arrangements of the course). In addition to the use of D2L to provide a repository for course documents, I created a shell that replicated all presentations, powerpoints, videos, discussions, etc. of the in-class experience. My goal is for students who miss class to be able to not miss a beat when returning to class. The resources are available for this, however, I still had many students return from an absence and ask for handouts and what they had to do to make up class. I will provide better up-front expectations that if a student misses class, they are to return to class with all work caught up so they can effectively participate in class discussions.
I am capable of using the LAT side of Taskstream to the point that I have needed to learn—evaluating student submissions, scoring students’ dispositions, and progress on SEPs. I am still not proficient with the purpose and use of the AMS side of Taskstream.
On February 17th, I facilitated the staff discussion in which we “unpacked” the ED-TPA rubrics. This was a process developed by the Assessment Committee to help the faculty become more proficient in understanding the ED-TPA rubrics. This was the first step in helping the department establish practices to better support students in preparation for success on the ED-TPA during their student teaching experience.
On April 17th I attended the “Looking at Candidate Work Through the Lens of edTPA” Workshop in Roseville at the TIES educational center. I found this day very helpful in both understanding the purpose, logistics, structure, strengths, and limitations of the ED-TPA. Additionally, while participating in this workshop I developed a better understanding of the purpose, logistics, structure, strengths, and limitations of the P-TPA as a Mid-Point Assessment which students complete in ED 3350. Based on these new insights and my experience in ED 3350 this year I have proposed a change in use of the P-TPA as a single, high stakes event to serve as the Mid-Point Assessment, and proposed spreading out the tasks of the P-TPA throughout the course resulting in a “portfolio” of work in which students dig deeper into the skills required for the ED-TPA and ultimately shift the Mid-Point Assessment from a single event to successful completion of the ED 3350 course and portfolio. I will continue to develop this idea over the summer and make a proposal to the department in August.