Teacher Use of Technology for Assessment
Brownfield Interview
Demographics
· How many years have you been teaching?
2 or fewer years
3 - 5 years
6 - 9 years
10 or more years
· Where is your school located?
Urban
Suburban
Rural
Other
· Is your classroom an eMINTS classroom?
NO
· What is the grade level of your class? Sophomores
· How many students are in your class? 35 students
· What is the classroom computer/student ratio (e.g., 1:3)?
1: 17
· How many computers are in your school's computer lab/media center?
30 for 1,300 students
Instruction and Assessment
· What subject area were you teaching or assessing? English 2
· What was your instructional goal? Students will demonstrate full understanding of the parts of speech by creating a PowerPoint to help teach ESOL students in our building.
· Describe the instructional activity. (e.g. instructional strategies, delivery methods, technologies and instructional materials used, student grouping strategy, etc.)
See attached
· Describe the assessment process in detail. Include technologies and instruments used as assessment tools, products or process of assessment, and the students’ knowledge or performance you were assessing.
See attached
· What was your primary motivation for using technology for this activity or assessment? Were there other reasons?
See attached
· Did you encounter any problems when using technology for instruction or assessing student performance? If so, what strategies did you use to solve the problem(s)?
It was a challenge to find the needed computer labs and technology for the students.
· What advice would you give other teachers who want to use technology for instruction or to assess student performance?
Be sure to allow your self extra time in case of computer malfunctions and allow yourself as the teacher to find students that may know more about the technology than you.
· Did you encounter any unanticipated outcomes when using technology for instruction or to assess student performance? If so, please describe those unanticipated outcomes.
I assumed too much. I thought that most students would know how to do a Powerpoint. However, they did not. Therefore, paring students is so important.
· What benefits did you encounter from using technology for instruction or student assessment?
Students love to use technology and they truly walked away with something that they were proud of and enjoyed to share with their fellow students.
· What drawbacks did you encounter from using technology for instruction or student assessment?
I had to deal with other teachers’ schedules and time lines to get the technology.
312 East Broadway
Sedalia, MO 65301
(660)829-6355
Dear Staff,
On behalf of the Smith-Cotton High School English Department, I wish to invite you to an exciting event. The first Annual Parts of Speech English Forum is scheduled for Thursday and Friday, October 28-29, 2004, at the Smith-Cotton High School Auditorium.
As an English teacher, I hope to collaborate with you, an ESOL English teacher, using the Parts of Speech PowerPoint Project Module. For some time we have tried to find a way to integrate authentic learning in the classroom and the grammar unit in my class. This looks like a viable solution. It's already on-line and it is problem-based learning, something we both want to see in our classrooms. We are looking forward to teaming and getting our students to work together. I believe that there is a need for students to gain mastery of grammar and real-life applications.
The Parts of Speech PowerPoint Project Module is an assignment for English II students to complete and present to ESOL. English II students are to create a presentation including the elements of definition, elements and assessment to be able to teach ESOL students. It must include teaching, checking for understanding and assessment. The students are to be sure to include enough images to make it interesting, as well as enough explanation to make it clear how they think your students would benefit from this. They may use picture images or written word, whichever they believe works best to explain the information covering the parts of speech.
The project may be executed through PowerPoint rather than other methods because students will learn to create presentations in PowerPoint; gain experience in oral presentations; listen to, take notes from and ask questions about classmates' oral reports; reports are better organized, more interesting, and professional looking with PowerPoint; students are more motivated to present and to listen with PowerPoint visual aids; and, lessons become accessible for students online.
I have written several grammar labs that will integrate nicely with this unit. I plan to introduce these to reinforce the concepts in the module. Labs on the eight parts of speech parallel this module. The Writers Craft text has a Grammar Lab and a Sentence Structure Lesson that will serve to connect text to module.
I am excited about using authentic learning in my classroom this year through the use of many computer technologies as PowerPoint. Traditionally, the textbook has been my major source of information for the students. I believe that this module will be a great way to get my students involved in integrating technology with English. I hope for students to cite this project as one of the most worthwhile English experiences they will have in high school. To quote from a couple of students who used PowerPoint modules, "…I actually looked forward to coming to class even though it was first period." "The modules are interesting and give even more variety to the class...... I like the real life ideas. I like the computer."
As part of the English collaboration we plan to have our high school students actually perform the presentations in the module to your ESOL class. My students will work on the eight parts of speech while they will collect presentation information. The classes can then share data and compare characteristics of each part of speech to their fellow high school students and to your fifth-grade students.
The problem-based learning experiences that the modules offer my students involve issues that get them hooked. Students are doing research and becoming more literate.
I have students who are not English oriented and who do not intend to major in English in college. Several are interested in construction, math, science, etc. I hope to have these students produce assessment products for the evaluation section of the modules that will allow them to use their artistic talents.
I have many reasons for wanting to expand on this type of evaluation as an end-product in the Grammar unit, but the major reason is the expression on the students' faces when they are proud of what they have accomplished.
Finally, I find that this module has the potential to enhance some of the work I am trying to do in regards to integrating other disciplines, (e.g. history, math and computer technology) into English. Sections of the module on design, data and graphic analysis, and module writing elements have excellent potential applications for this interdisciplinary project.
One of my colleagues asked me why I like these modules and I told him to ask the students. They are the ones who realize the valuable worth of this type of learning situation and they are the first to tell you this.
Sincerely,
Julia Lewis
English Literature Instructor
Smith-Cotton High School
Presentation Evaluation
Your team needed to work collaboratively to make certain that everyone finished his/her work and succeeds. The evaluation guidelines below will maximum points to a student’s contributions to the team.
Please Circle One: Self Peer:______
Meeting Deadlines
1. Participated fully
(20)______
2. Completed project by Block Day Five and took pride in doing quality work.
(20) ______
3. Arrived on time ready to work with partner.
(20) ______
Collaborative Team Effort
4. Accepted offers of help from team members, work hard, and helped others on team.
(25) ______
5. Offered help to partner and provided cooperative support.
(30) ______
Add up all of the above credit points for each section and put the total on the total line.
Total:______
115
Grading Scale
70-79=C 80-89=B 90-100=A 101-115=At
Note:
English and be a collaborative learning experience. The greatest number of points are given to students who work cooperatively with their group and who helps others.