Graduate Assistance

This is for a STEM Course (Secondary Algebra) Please answer the discussion questions in 150 words each and responses in 100 words each.

Discussion Question 1: Provide an example of a technology strategy or collaborative tool you would use to promote creative and innovative thinking. Explain the potential value when effectively used in teaching and learning.

Response 1:

Jill wrote : Padlet is an electronic bulletin board that allows for the posting of a plethora of media types. It can be accessed via computer, tablet or smartphone and requires no account for student use (“Padlet”, n.d.). This platform has many potential uses. One such use of this platform would be as a digital workspace for student group work on a collaborative project. Students could post ideas, links, pictures, and data.

Padlet could also be used as a way to engage or kick start a class discussion for in-person as well as virtual learning. Students have the ability to add content with their name or as an “anonymous” poster for the other students to read. The teacher is always able to see you posted what content through their account.

Padlet could also be utilized as a stream for assignments, reminders and parent communication. With the wide variety of media that can be posted, this platform can certainly be tailored as a communication channel for a myriad of uses (“10 Ways to Use Padlet”, 2020). Recently, I used this platform to create a "virtual gallery" for student work. Students were asked to explore materials and specimens to view under a FoldScope (an incredible "paper" microscope that can be attached to a phone or tablet, https://www.foldscope.com). All students shared their digital, microscope pictures. Students were then able to engage in discussion of what they thought that the material or specimen pictured was. Great activity and a way to display student work from multiple sections in one place for viewing

Response 2:

Allecia wrote: Artsonia is a platform that allows students and educators to upload their work, share with the community, and also fundraise through sales of work on shirts, mugs, backpacks, etc (Artsonia, n.d). In my visual art classes, students create an online portfolio so that they can see how their work progresses and changes over the course of their high school career. This tool also allows family members and community members to see student work if the student chooses to allow that in the platform settings. Once a year, the art department within our district does a fundraiser and informs parents of the opportunity to buy their student's work on a keepsake. This money goes directly back into the art department. In terms of collaboration, uploading work to Artsonia allows students to quickly and digitally share their work in a streamlined way. Students can leave comments and feedback for their classmates as well as gain insight, tips, and creative ideas to influence their own work.

Discussion Question 2: Analyzing student assessment data is key to driving instruction. Imagine your class performed poorly on the last assessment. What questions would you ask yourself? What steps would you take next?

Response 1:

Stefanie wrote: Reflection is an important aspect of teaching, whether the class performed great or poorly, I believe that all assessments and lessons should have time built in for reflection, both by the teacher and the class. Asking the class how they felt about the assessment and lesson gives the teacher the opportunity to know what types of questions and information the students enjoyed and what questions may have been challenging or could have been worded different. Students should also be asked how they studied for the assessment, not just if they studied. I honestly don’t remember being taught how to study, I just did it, but it brings up an interesting avenue for improvement.

When performing reflection on an assessment that the whole class performed poorly on, I would start with asking the class what they think went wrong. Secondly, ask if the test was valid, did it do what it was supposed and measure what you wanted to measure and if the answer is yes, then the results told you that the students have not mastered the topic or they didn’t understand the test (Jack & Jose, 2020). Now the question is if the students actually knew the material they were being tested on. This may be the part where you need to start over with a different approach to teaching the same information, regardless of the pacing guide because the most important part is that the students know the information. Differentiating of material could be the next step with students that did not pass the test. Go back over the test and find questions that most of the students got wrong and target it (Jack & Jose, 2020). Other steps include a targeted study guide, writing a different version of the test, hold study sessions for students interested in targeted help, and offer points by having them correct and explain the questions they got wrong (Jack & Jose, 2020).