My first rubric was designed to accompany a unit on molecular bonding, which was also the basis for my unit map.
I utilized the rgrade rubric system to generate the rubric. I had never used the rgrade system before, but once I established that rubrics can only generated under the instructor function, I was able to easily compose the rubric and to help other Fellows do so, too.
Communications and expectations between school and home must be current and fluid. A 21st century teacher must use and maintain a thoughtful web presence for her students and stakeholders. Continue reading Classroom Webpage
My first test design cwas created to accompany a unit on molecular bonding. The exam I created utilized binary and multiple choice items, matching, short answer as well as a single essay item. I included an answer key and alignments to Popham’s kinds of test items. I employed my unit map outline to help align standards and objectives in constructing this test.
I lead the class discussion over two readings covering the areas of both special education and bilingual education, including Hochschild & Scovronick’s chapter on separation and inclusion from their book The American Dream and Public Schools and Olneck’s article “What Have Immigrants Wanted From American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language and American Schooling.” I offered the group a list of 35 traits of special ed and bilingual ed and asked the class to divide them according to what they felt were controversies and successes of each, without repeating topics. The relay of this information was done electronically, with a goal to construct a real time web of concepts utilizing bubble.us to showcase a potential technology to my cohort fellows. The map that they constructed during the discussion is below: Continue reading Discussion: Special Ed v. Bilingual Ed