EDT 626

One of the items that sticks out to me with this learning module is the teaching demo video of the teacher who personalized student learning through a workshop model. I found it refreshing and provides some insight on how we can structure Senior Capstone in the high school in the future – to make the student learning more personalized. Often, if I am speaking to the class, it’s geared towards those pursuing the 4-year college/university route, and my students going into the Trades mouth off and don’t pay attention because it’s not relevant to them. I can see how breaking into small groups could be beneficial because I could speak to the 4-year college/university students in one group, 2-year college route in another, trades for another and those who want to take a gap year/go directly into the workforce. I need to reflect a bit on the assi gnments and how I would college evidence of student learning.     I also know that GVSU’s AHS 100 – Medical Terminology course utilize...

  Reflecting upon weeks 3 and 4, I have learned a lot about assessments and how they can be utilized . I feel that I didn’t put as much thought into why assessments happen, and how we can truly use the data to enhance and drive student learning. The curriculum I teach, and the assessments that have been used, are what I inherited from the faculty coordinator. I really want to take a more in-depth look at the assignments my students are doing, and if the assessment to measure success/progress helps to promote student learning, o r if it’s being done to check a box off.   I do utilize rubrics for discussion posts and journal entries, and I find that when I explain the rubric to the students and how they can get the best possible score, I have more students who write to the higher-level criteria. I use the student reflection pieces about assignments that were the most meaningful to them, and the ones that they didn’t like, and see what improvements I can make to the content ...