Create 2.1.1 – Web Tools Quest

Create 2.1.1 – Web Tools Quest

Find the appropriate Web 2.0 tools to use to enhance your classroom can be an overwhelming and daunting task. The world wide web is filled with thousands of resources at your fingertip for educators to implement into their classroom.

Educators must weed through all of "junk" to find the "right" tool to use in their classroom. Web tools need to be interactive, accessible, and collaborative. 

In exploring the web for this quest I divided Web Tools 2.0 into 3 categories to help in this expedition. These are just a sampling of what is out there live on the web. However, sites come and go and some of your favorites may disappear, but rest assured something else will be there to replace it.

Category 1: Presentations

Many are familiar with Prezi- this is basically a storyboard powerpoint that looks like a piece of art. It can really help to give your presentations some flair.

Photostory is another great presentation tool to make slideshows from your digital photos.

280Slides is a another unique presentation tool for FREE on the web.

Glogster is a cool and creative presentation site that you can really make your powerpoints come to live.

Slideshare- is a very neat tool to use to share your slide show or powerpoints with anyone that has access to the internet.

Catergory 2: Video and Audio Enhancements

Animoto- is probably one of my favorite sites. This is a creative way to enhance your slideshow with editing.

Audiacity- is a great way to record and install sound into slideshows or assignments.

Audioexpert- is another way to incorporate sound into lessons or presentations for free.

Category 3: All that Jazz- Sites to make your classroom Jazzy and Glitzy!!!

Quizlet- flashcards that can be created and shared

Sharendepidty- a place to be creative and share and build games

Go!Animate- a place to make your own characters and cartoon strips

Blabberize- a place to make characters, animals, etc.. talk and insert them into presentations

Communicate Capstone

Communicate Capstone

Communicate 1.1.1 Definitions of Communication Quest:

http://govignonsopinions.blogspot.com/2014/10/communicate-1.html

Communicate 3.2.1 News Quest:

http://govignonsopinions.blogspot.com/2014/10/communicate-321-newsletter-quest.html

Communicate 4.1.2 Rubric Quest:

http://govignonsopinions.blogspot.com/2014/10/communicate-412-rubrics-quest.html

Communicate 4.2.2 Digital Feedback Quest:

http://govignonsopinions.blogspot.com/2014/10/communicate-422-digital-feedback-quest.html

The Communicate Module was highly informative and insightful for working in online education. This module really made me stop and assess how I communicate with all stakeholders as an educator. I had to really think about how to successfully communicate with students, parents, administrators, and colleagues when you are working online in an asychronous setting. It is very different and the needs are not the same as in face-to-face classes.

Create 1.1.3 – Appearance Quest

Create 1.1.3 – Appearance Quest

The following are 5 instructional sites that exemplify sound design ideals and are visually and aesthetically appealing in appearance.

1. National Association for Gifted Children- this is a very clean and simple home page. The website is very user-friendly.

http://www.nagc.org/

2.  Georgia Odyssey of the Mind- has great color, good graphics, and easy to find information. It has a simple home page with quick links.

http://www.georgiaodyssey.org/

3. Duke Talent Identification Program- has a simple, clean look for each section. It has embedded videos that easy to click on. This site is excellent in its design.

http://tip.duke.edu/

4. William & Mary- School of Education Center for Gifted Education- this design is outstanding and easy to you for anyone that visits. The home page has tabs on the left to click on the location you want to view. Easy to read and easy to use.

http://education.wm.edu/centers/cfge/

5. Khan Academy- very elegant, simple, and easy to use. Great color and graphics.

https://www.khanacademy.org/

The following are 5 instructional sites that DO NOT exemplify sound design ideals and are not visually and aesthetically appealing in appearance.

1. Hoagies' Gifted Education Page- it is too crowded, there is no rhyme or reason to the format of the webpage. It hurts your eyes to look at it and gives you a headache. This is unfortunate because there is a lot of valuable information on this page.

http://www.hoagiesgifted.org/

2. Georiga Association for Gifted Children- again it is not appealing to the eye. There is too much going on in the home page. The home page should be neat and simple.

http://www.gagc.org/

3. AP Central Collegeboard- This site is basically a "hot mess." It takes a parent, student or teacher 20 clicks before you get to your desired location. The font is extremely small and there is too much crammed in on the home page.

http://apcentral.collegeboard.com/home

4. Georgia Professional Standards Commission- is horrible. The home page has too much going on. It hurts to look at this site. It takes you forever to figure out where to go to and how to go to it.

http://www.gapsc.com/

5. National Odyssey of the Mind- this has too much on the home page, words are too small, too much text. Not visually appealing.

http://www.odysseyofthemind.com/learn_more.php

Create 1.1.2. – Creating a Content Map Quest

Create 1.1.2. – Creating a Content Map Quest

“A journey of a thousand miles begins with a single step.” – Lao Tzu    

Content Map for Gifted Endorsement Program in

 Floyd County Schools

Create 1.1.1 – Time Management Quest

Create 1.1.1 – Time Management Quest

5 Time Management Tools for the Online World

1. Schedule time for your online course in your day or week- specifically for the asynchronous sessions. We schedule time for having lunch with friends, going out with friends, so make an appointment in your daily calendar or schedule to get assignments or work done on your online courses. If your online courses do not have a specific time each day or week to login- it is easy to forget that you need to keep up with discussion boards and assignments, so you need to schedule it yourself.

2. Turn off the TV- Make sure to tune out outside distractions. Students spend anywhere from 5-8 hours a day watching TV, netflixs, etc...Get assignments done first or things on your to-do list to ensure you are reaching your goals.

3. Unplug from Social Media- Get off Facebook, Vine, Instagram, Snapchat, Twitter or any other social media outlets. Again, you need to make your on-line course the priority and get that work done first before you play on social media. Once you log onto your social media accounts, you can loose valuable time and become easily distracted and your goals and tasks for the day will fall behind.

4. Make a list- Lists are a great way to stay on top of your goals, assignments and priorities for the week. The is an app for that! There are tons of apps that can help you keep up with your lists. I prefer the old-fashion paper lists that I can scratch through the items that I have completed. The busier a person is the higher the chance something can fall through the cracks- lists are a great way to help remind you of what needs to get done!

5. Set your own deadlines and goals. Online courses tend to be more asynchronous- therefore a lot of the assignments and work deadlines will be be determined by the student. Don't procrastinate or put off the inevitable. Set weekly goals and deadlines so that you do not get behind and have everything hit a one time.

Communicate 4.3.1 – The Synchronous Session Quest

Communicate 4.3.1 – The Synchronous Session Quest

How does integrating synchronous learning sessions within the online environment assist in developing a learning community for students?


Synchronous or "live" learning can be a factor that makes or breaks your online class. Students need a chance to "interact" with their instructor and their peers during the online course. Google Hangouts are a great tool for students to use for study sessions, group assignments, etc.... GotoMeetings, Adobe Connect, Wimba/Collaborate, Join Me, etc.... are other avenues to explore and utilize in the class. These interactive sessions allow for students to interact by asking questions in a chat box or with a microphone, raising their hand, giving a smiley face, and/or taking a "poll." This allows teachers a chance informally assess students knowledge of the concepts being taught to guide their instruction.
Skype and facetime can be immensely helpful for tutorial or help sessions for students that may be struggling or having a hard time with a new concept.

It is a balancing act to try to keep the online course with asychronous activities, assignments, etc... but give students the support they need with integrating synchronous sessions too.

Communicate 4.2.3 – Discussions Quest

Communicate 4.2.3 – Discussions Quest

• What role or purpose do discussion forums serve in the online classroom and are they effective?

Discussion forums or boards are an extensive part of the online classroom. Forums give students a chance to post their thoughts, reflections, reactions and comments on topics, questions, etc... Teachers are able to see from the posts which students have insight or those that are struggling.

• How do discussion forums function as a teaching tool?

Discussion forums function as a teaching tool as a place for teachers to formatively assess students understanding of ideas, concepts, and topics. It also can allow for higher levels of questioning with open-ended questions based on Bloom's higher levels of learning including analysis, synthesis, evaluation and creativity.

• How could they be used effectively and ineffectively? Furthermore, what are some best practices for facilitating forums online?

Discussion boards can be used both effectively or unfortunately ineffectively but both students and teachers. Feedback and responding to other posts can make the forum more effective and authentic. However, if a students responds or posts in a forum and no one looks at their post then it is highly ineffective to the assignment. Instructors need to respond in a timely manner to all posts made in the forum and require the students to respond to other posts made by classmates. Some best practices for facilitating forums online is to respond in timely manner to students' posts, give feedback on their posts, have students respond to each others posts, make the posts relevant and authentic to the course, topics, concepts, etc..., utilize higher levels of DOK or blooms, open-ended questions.

Communicate 4.2.2 – Digital Feedback Quest

Communicate 4.2.2 – Digital Feedback Quest

Feedback is such a crucial part of the evaluation process whether it is a face to face class, on-line or hybrid. Digital Feedback is taking it to the next level. This can really help in an online class to make sure students understand what points you are trying to stress to them. Sometimes in the written context- tone, emphasis, exaggeration, enthusiasm, is lost. With digital feedback of "speaking to students" this can clear up any misconceptions or confusion.

I look at a view programs that could be implemented in an online classroom to utilize digital feedback. Audacity, Evermore, Quicktime Pro and Voice memo are all great apps or platforms to use to introduce digital feedback to your classroom.

I also think you can take it a step further and actually create a video from your iphone, ipad, or smartphone to give digital feedback. When you are doing this you can see expressions, body language, and actually show examples.

I have utilized video and voice memo from my iphone to embed in this blog for you to watch and listen to- fingers crossed that it has uploaded correctly!!!!

Communicate 4.2.1 – Feedback Quest

Communicate 4.2.1 – Feedback Quest

Floyd County Schools

Gifted Endorsement Program

Transition Level 3- Differentiated Tool Box Instructions

Course 2- Methods and Materials for Gifted Learners

Assesses: Content Knowledge for Teachers Candidates

Dispositions: 2, 3, 5                                 Goals:     1, 4                           Proficiencies: 1, 3, 4                               NAGC Standards:  3, 6

Information:

• Activity is worth 20 points of your final grade.
• There is a rubric with 10 components worth 2 points each for the tool box.
• Follow the instructions below for the Differentiated Tool Box.

Instructions:

1. Read chapters 2, 3, 4, 5, 6, 7 in Winebrenner’s book.
2. Refer to Mile Marker Series- Exit #2- Exploring the World of Gifted and Talented.
3. See lessons and PPT’s on Moodle for Differentiation Strategies.
4. The Tool Box must be organized in a "Livebinder" or in google docs with tabs or folders for dividers.
5. Must have a Tab/Folder for the following sections:

• Grade Level Strategies- have  a TAB for each grade level represented
• Subject Area Strategies- have a TAB for each subject area represented
• Content Strategies
• Process Strategies
• Product Strategies

6. Place strategies that you have found, create, borrowed, researched, ect… behind or in the appropriate tab for your tool box.
7. Organize binder in a neat, creative, and authentic manner.
8. Post to class for session 10.
9. Be prepared to share with class your 3 favorite or most unique strategies.

Floyd County Schools

Gifted Endorsement Program

Transition Level 3- Differentiated Tool Box Rubric

Course 2- Methods and Materials for Gifted Learners

Assesses: Content Knowledge for Teachers Candidates

Candidate: _____________________________________________________________

Dispositions: 2, 3, 5                            Goals:    1, 4                          Proficiencies: 1, 3, 4                          NAGC Standards:  3, 6

Toolbox is worth 20 points, each component is two points each.

Criteria	Does Not Meet Standards- 0 points	Meets Standards- 1 point	Exceeds Standards- 2 points	Points
Live Binder/Google Doc   organized with Tabs/Folders for Toolbox.	Does not have toolbox organized into tabs/folders in an online binder.	Toolbox is organized with tabs/folders in an online binder.	Toolbox is organized neatly with tabs//folders in an online binder and is aesthetically pleasing to the eye and easy to use.
Differentiation Strategies	Toolbox has less than 5 strategies.	Toolbox has 5 to 9 strategies.	Toolbox has 10 or more strategies.
Different Grade Level Strategies: 3 different grade levels represented	Toolbox has less than 3 different grade levels represented.	Toolbox has 3 different 3 grade levels represented.	Toolbox has more than 3 different grade levels represented.
Different Subject Areas Represented.	Toolbox has less than 2 subject areas represented.	Tool box has 2 subject areas represented for middle and high school and 3 subject areas for primary and elementary teachers.	Toolbox has 3 or more subject areas for middle and high school and 4 or more subject areas for primary and elementary teachers.
Content Differentiation	Toolbox has no content differentiation strategies.	Toolbox has 1-3 content differentiation strategies.	Toolbox has 4 or more content differentiation strategies.
Process Differentiation	Toolbox has no process differentiation strategies.	Toolbox has 1-3 process differentiation strategies.	Toolbox has 4 or more process differentiation strategies.
Product Differentiation	Toolbox has no product differentiation.	Toolbox has 1-3 product differentiation strategies.	Toolbox has 4 or more product differentiation strategies.
Room for Growth	Toolbox has no room for more strategies to be added.	Toolbox has room for more strategies to be added to binder.	Toolbox has room for more strategies to be added to binder in many areas.
Authenticity to Classroom	Toolbox has no authenticity to candidate’s classroom.	Toolbox has some authenticity to candidate’s classroom.	Toolbox is highly authentic to candidate’s classroom.
Choice Menus	Toolbox has no choice menus.	Toolbox has 1-3 choice menus.	Toolbox has 4 or more choice menus.

0-9 points Does Not Meet Standards             10-19 points Meets Standards        20 points Exceeds Standards

Comments:

Communicate 4.1.2 – Rubrics Quest

Communicate 4.1.2 – Rubrics Quest

Honor’s Program Interview Rubric

Student’s Name: _______________________________________________________________________

Interview Elements	4 points	3 points	2 points	1 point
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time; mispronounces more than one word.	Often mumbles or can not be understood or mispronounces more than one word.
Comprehension	Student is able to accurately answer almost all questions about the topic.	Student is able to accurately answer most questions about the topic.	Student is able to accurately answer a few questions about the topic.	Student is unable to accurately answer questions about the topic.
Uses complete sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Posture and Eye Contact	Sits up straight, looks relaxed and confident.  Establishes eye contact with everyone in the room during the presentation.	Sits up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes sits up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.

Total Points on Rubric:  (*16 is maximum score on the interview rubric.)

 

Instructor Comments:

Interviewer’s Signature: ______________________________________________________________________

Communicate 4.1.1 – Evaluation Methods and Communication Practices Quest

Communicate 4.1.1 – Evaluation Methods and Communication Practices Quest

• How do communication practices in the online environment correlate to effective feedback? Open, honest and authentic communication is a critical part of the online educational world. Educators must make sure to provide constructive feedback on assignments in a timely manner. Discussion board posts should always be repsonded to by the instructor. Feedback- positive and constructive suggestions should be shared on all assignments posted online. Instructors should do this as soon as possible so students are able to get feedback and back adjustments if they are not on track with assignments.

• Why is authentic feedback important for online learners? Authentic feedback is "real" and "quality" feedback to share with your students. This provides students with more than a gold star, sticker, thumbs up, smiley face or GOOD JOB. It gives students specific details that were correct, on target or needs help with. If assignments are authentic then authentic feedback is much easier to manage and give to your students. To make feedback even more authentic- teachers should have students give each other feedback and teach them how to give feedback positive and negative!

• In what ways might an instructor enrich a student’s online experience through feedback? Online learning can be enriched in many capacities, but offering authentic feedback can help to make this experience even more valuable for students. Self-reflection is another avenue for online classes to explore. Self-reflection in any class can help students to ownership for their learning and really helps them to see their strengths and weaknesses.

Communicate 3.2.2 – Differentiation Quest

Communicate 3.2.2 – Differentiation Quest

Differentiation is critical in all aspects of education. Communication should be differentiated by making sure to communicate with all stakeholders to meet their various learning styles- auditory, visual, kinesthetic, or a mixture of these.

I created a welcome announcement for the Methods and Materials Course for Floyd County Schools on Goanimate.com. It is an animated way to produce auditory and visual announcements, reminders, and much more into an online course.


http://goanimate.com/videos/0yDGQaUnmE4Q?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent

Communicate 3.2.1 – The Newsletter Quest

15

AUG

2014

Communicate 3.2.1 – The Newsletter Quest

Communication is a critical part to the online education experience. There are numerous tools that can make online classes more accessible and keep the lines of communication open and flowing.

Remind 101- It a valuable tool that can allow teachers to send out important messages, reminders, homework assignments, project reminders, test reminders, etc... to all students and parents by sending one text. Parents and students do bare the burden of signing up for the teacher's class.

Newsletters are another critical tool for teachers to utilize in the classroom for online learning. Newsletters can be weekly or monthly. They are a great way to keep parents and students informed of upcoming events, contact information, and much more.

Please see an online newsletter created in "Smore".

https://www.smore.com/q87a9

Announcements- Announcements are a wonderful way to remind students of important upcoming events in your classroom. An animated announcement can really get the attention of your stakeholders. Please see this link to look at an announcement I made from Voki.

http://www.voki.com/pickup.php?scid=10478026&height=267&width=200'

Communicate 3.1.2 – News Quest

Communicate 3.1.1 – Homepages Quest

Communicate 2.1.3 – Ongoing Communication Quest

Integrating the ideas presented in Communicate: Stakeholders quests, create a blog post in which you discuss reasons why effective communication remains an essential part of online instruction. In the blog post, create an example of an ongoing communication that could be sent to all stakeholders. Ensure the product is creative, informative, and adheres to FERPA guidelines

Ongoing communication can be the key to a successful online course experience. Instructors need to keep in touch and keep the lines of communication flowing throughout the course and not just at the beginning and end. Ongoing communication for an online class can be implemented in various modes: 

* weekly newsletters

* reminder posts

* Group email or email blasts

* Remind 101's

* Phone calls

* Conferences- phone, virtual, facetime, or face to face

* Posts on Social Media

* Updates on websites

* Home visits

* Feedback emails- privately 

* Progress Reports- can not be posted publicly.

* Grade updates- remember that grades can not be posted in public domain!

Communicate 2.1.2 – Communication Guidelines Quest

• Welcome email (generic for all courses)  :This should set the tone for the course and make all stakeholders especially students and parents feel excited and positive about this course.

• Personal notes versus mass communication to stakeholders (appropriate times): Personal notes of welcome, encouragement, praise can really make a person feel special. Mass communication is a helpful tool but should never take the place of that personal touch of  a teacher taking the time to go that extra mile to support parents and students.

• Stakeholders- need to all have a voice in decisions and planning at the school.  It is best for all involve to have a place at the table in the decision making process so all sides have voiced their views and concerns.

• School Policies regarding Communication- school policies should have in place numerous ways to be able to reach out to all stakeholders. This should involve: website, emails, phone calls, conferences, newsletters, Remind 101, parent portals for grades, news releases, social media- twitter, facebook, etc...

• Tools available for effective Communication should include but not limited to phone calls, notes- paper or text messages, newsletters, class and school newsletters and websites, social media.