Sharon Thompson - Self Assessment - March, 2008
|
|||
Strengths
|
Weaknesses
To Work on
|
Goals
|
Resources
|
1.Strong background in teaching experience in MS/HS
2.Broad content knowledge and level expertise.
3.Good writing skills – able to communicate well in writing.
4.Motivated to adjust to teaching online.
5.Willing to learn, be flexible and take criticism
6.Able to ask a variety of questions which deepen discussion.
|
1.Tend to reflect too long because of lack of confidence.
2.Need to work on questioning skills.
3.Need to work on integrating technology into coursework
4.Need to practice skills of facilitator
5.Need to use more self evaluation.
|
1. Finish certificate by September, 2008.
-Practicum in Summer, 2008
2. Finish developing my Group Dynamics course.
-Practicum
-complete list of revisions.
3. Improve questioning techniques
-gather resource documents for reference.
-use resource documents to incorporate more questions into my f2f classes now.
4. Integrate technology more into present classes to make them hybrid.
-write a tip sheet for online resources relevant to each of my classes.
-require use of internet resources in my f2f classes.
|
Internet Resources:
People:
David Thompson –dathompson2@madison.k12.wi.us - Teaching & Learning Methods, Content expert.
Linda Palmer lpalmer@mail.lakecitychurch.org
–experienced middle school teacher – grade level expertise, motivational methods
Kirk Guest – kguest@mail.lakecitychurch.org -IT and networking specialist
Karen Mitten –kmitten@mail.lakecitychurch.org Library Science – Media Specialist
Susan Manning – mannings@uwstout.edu E-learning expert.
|
Ways to Connect
with students and between students
Group Dynamics Course
My To-Do List – Sharon Thompson
Collaborative Communities (761) – Module 4
|
|||||||
Goal
|
Methods of connecting*
Note: Some of the methods may be eventually combined in a CMS or with several features in one application.
|
Who/what needs to connect here*
|
Materials needed
|
Resources I have
|
Resources I need
|
By What Date
|
Done
|
To develop community in the whole group
|
A -Email
S - Skype
A - Discussion board (Wetpaint Wiki)
S – Chat (Skype)
|
P <>P
P<> I
|
Email and Discussion board could be part of a CMS. Skype contains a chat component that works well
|
-I have Skype, and personal email.
-Class Wiki with discussion board
-Chat available on Skype
|
Find how to set up a course on Moodle, which includes Discussion board.
|
Sept. 2008
|
|
To communicate for the group project
|
S - Skype
A – Google Docs
S - Voicethread
|
SGP<> SGP
|
Individual student accounts for each of these applications.
|
-Established account -Skype
-Tip Sheet for Google Docs
|
Tutorials and instructions for each application
|
March 2008
|
|
To produce and present the group project collaboratively
|
A, S - Mind mapping
A - Voicethread
A - Wiki - Wetpaint
|
SGP<> SGP
SGP > LGP
I > LGP
|
Individual and group setups for each application.
|
MindMeister – group accounts set up by instructor
|
Tutorials and group set-up instructions for each application.
|
March2008
|
|
To offer formative/summative feedback
|
A - Survey
A - Blog
A - Email
|
P <> I
|
CMS survey tool or Survey Monkey.
Blog tool – Blogger.com
|
Survey Monkey account
|
Blogger.com tutorial. Survey Monkey tutorial, or
CMS survey
tool
|
April, 2008
|
|
To record individual reflection
|
blog
|
P <> I
|
Participant blog sites at blogger.com
|
Personal blog site.
|
Tutorial
|
April 2008
|
|
To post learning materials for students
|
Googledocs
Mypodcast
CMS – Moodle?
WetPaint Wiki
|
I >LGP
|
Preferably a CMS, capable of embedding podcasts, etc.
Use Googledocs as additional site for documents.
|
Google Docs
CMS – Moodle?
-Google Account setup Tip Sheet
|
CMS
Gmail accounts (Gmail is an option, but other email ok.)
Google Docs
|
June, 2008
|
|
To offer private communication
|
Email
|
P<>I.
P<>P
|
g-mail account to access applications such as googledocs, wetpaint,
|
-My own account
|
Tutorial and instructions for setup.
Gmail Setup at
|
April, 2008
|
|
*P = Participants; I = Instructor; SGP = Small Group Participants; LGP = Large Group Participants; L = Learning materials
A = asynchronous S = synchronous
|
You can use any email address here.
|
You can use your email password or any other to make it unique to your Google Account. Then re-enter the password in the next box.
|
Type the letters you see. If you type the incorrect letters it will return to this screen after you click “accept” and give you new letters.
|
Click on the “accept”
|
Notice that you are signed in to your Google Account.
|
Fill in your name above, if you chose to, then click “continue.”
|
Your document, new or uploaded, will show up in this window
|
You can Browse to find the document on your computer, or type in a URL for a file.
You can also rename your uploaded file here.
|
Type your message and add an attachment. Click “send”.
|
Cut and Paste this address into the “ To:” on your email.
|
Click here when you have found your file.
|
Discussion Prompt:
|
Purpose:
|
How it can be Used:
|
What is the “muddiest” point in this module? (or discussion, lesson)
|
This could be used to promote critical thinking. It would be a good question to generate evaluative comments about the course/module/discussion and syntheses of the ideas.
|
Prompt to start a discussion.
|
Could you predict an outcome of your decision (or conclusion) if it turns out you were right? How about if it turns out you were wrong?
|
This prompt encourages synthesis of the conclusions already drawn by a student, and encourages them to look at it from the opposite point of view.
|
Prompt to start a discussion about a stated position.
|
Give an example from your life, personal or professional that illustrates your conclusion.
|
This is an attempt to lead the student to find the relevance of the information they’ve learned.
|
Prompt or as an Extension of a discussion
|
How do you know “this” to be true?
|
“this” can be inserted by facilitator who has proposed a particular thesis, or it can be used to extend discussion, when the student has already made a position statement. This asks for proof.
|
Extension of a conversation.
|
In what situation or for what reason would ________be better than ________?
|
This prompt can be an exercise asking the student to think critically about two related arguments, methods or ideas.
|
Prompt to initiate discussion or Extension to deepen discussion
|
What if…..? (insert a difficult example or a real life situation.)
|
This one is from Jeanne! The purpose is to challenge find answers to a real life or a hypothetical situation.
|
Extension to establish relevance and application
|
That is a unique perspective! How did you come to that conclusion?
|
Encourages creative thinking and calls for analysis and substantiation.
|
Extension to encourage and promote substantive conclusions.
|
Let me challenge you to dig deeper into your thinking. Can you give me an example when “this” would NOT be true?
|
Encourages metacognition and an uncommon shift in perspective that is opposite of the stated opinion.
|
Extension for an “I agree” response.
|
What evidence do you have to support the opinion/ idea that……….
|
Asks the student to offer reasons for agreeing with a statement or echoing someone’s disagreement with the statement.
|
Extension for an “I agree” response.
|