Create 3.1.3 – Locating Resources Quest

Locating Resources: The Awakening and Feminism Unit 

Image: "The Gilded Cage" by Evelyn DeMorgan 

"De Morgan - Guilded Cage" by Evelyn De Morgan. (30 August 1855 – 2 May 1919) - from: http://www.mezzo-mondo.com/arts/mm/preraphaelites/demorgan/MOE029.html. Licensed under Public Domain via Commons - https://commons.wikimedia.org/wiki/File:De_Morgan_-_Guilded_Cage.jpg#/media/File:De_Morgan_-_Guilded_Cage.jpg


Applicable Text: "Duality in Kate Chopin's The Awakening" by Evan Luzi

http://www.theblackandblue.com/2008/04/01/duality-in-kate-chopins-the-awakening/


Multimedia Object: The Awakening, Audio Book (Youtube)
https://youtu.be/9BgMpTn5J60

https://www.openteachertraining.org/blog/quest/create-3-1-3/

Create 3.1.2 – Fair Use and the TEACH Act Quest

Fair Use and TEACH Act 

• How does an understanding of Fair Use affect one’s role as an online instructor?

In an online teaching environment, the instructor will be distributing materials online, usually to a large group of individuals. In doing so, they must be diligent to employ the four prong test for Fair Use, perhaps even more so than a more traditional, face-to-face instructor that will usually have access to textbooks and other tangible resources. When considering the materials for an online course, the instructor must first look at the materials that align to curricular goals, then how to legally obtain those materials under Fair Use. Controls have to be in place in the course itself as well, governing how students share and disseminate materials. 

• How do Fair Use and the TEACH Act correlate to the delivery of reliable content?

Although Fair Use applies to anyone, TEACH relates specifically to how teachers can access and utilize materials. For the TEACH Act, teachers have several other criteria that must be met to properly use materials. TEACH allows online instructors to bring in materials for their students, in that specific class, for one time use. The TEACH Act, opens up more opportunities for students to engage with more diverse content. Ultimately though, if Fair Use standards are met, teachers do not have to concern themselves with moving into the standards for TEACH. These standards combined allows teachers to use the most up to date and engaging materials with their students in an online teaching environment. 

https://www.openteachertraining.org/blog/quest/create-3-1-2/

Create 3.1.1. – Open Educational Resources and Creative Commons Quest

 Open Educational Resources and Creative Commons Licenses 

Open Educational Resources are teaching and learning resources that open to anyone who wants to use them, be it a teacher at a public/private school or a student at home wishing to learn more about a particular topic. 

Creative Commons Licenses: 
1. Attribution: Other can distribute, edit, built-upon and generally use your materials as long as they give the original creator credit. This is best for mass distribution of content and materials. 

2. Attribution-Share-Alike: This license, used by groups such as Wikipedia, has the same allowances as Attribution, except they must license their creations identical to the attributing license. 

3. Attribution- Non Commercial: This is similar to Share-Alive, but they do not have to license under the same identical terms. 

4. Attribution-No Dervis: This can be distributed but not can not be changed. It must be whole and attributed. 

5.  Attribution-Non Commercial- Share Alike: Unlike the one's above, this is not for distribution. It can be remixed and built upon for non-commercial uses as long as the creator is attributed. 

6.  Attribution-Non Commercial - No Dervis: This is the most restrictive. Users can download and share for non commercial purposes, but they can't change the work in any way. 

Source: https://creativecommons.org/licenses/


https://www.openteachertraining.org/blog/quest/create-3-1-1/

Create 2.1.3 – Using Web 2.0 Tools to Differentiate Student Assessment Quest

Google Docs

Start with Minute 3

Students, you will use Google Docs to submit all of your work in AP Literature. Please watch the video above and follow the easy steps below to utilize Google Docs. Using Google Docs will allow me to give you feedback, for you to edit easily, and to collaborate with fellow students in the course for projects. 

1. Log-In to Gmail 

2. Go to Google Drive 

3. Click Create: Doc

Create 2.1.2 – Using Web 2.0 Tools to Differentiate Teacher Instruction Quest

Tools to Differentiate Teacher Instruction

Although Web 2.0 tools are important, teachers must not rely on Web 2.0 tools to teach the students, just as teachers shouldn't rely on the textbook to do so either. The teacher is responsible for choosing tools or creating an environment where students can choose tools to help them understand the content and concepts. The tools are just that, tools that assist teachers and students to differentiate the material.

I used Wordl to create this Word Map to introduce the concept I discussed on the Content Map. I could use this to begin a unit and ask students to choose words they didn't know or understand to research. Students that were familiar with all of the terms could take a specific term and create their own Wordle, including more in-depth information.

Create 2.1.1 – Web Tools Quest

 Web Tools

https://www.openteachertraining.org/blog/quest/create-2-1-1/

Teachers

Tool	Use	Cost	Implementation
NoRedInk	Teaching Grammar	Free	Students need access to computer labs to complete assignments.
Ted Ed	Ideas and Lessons	Free	Students are engaged easily with Ted talks because they are far reaching in topic and are presented in an interesting way.
DropBox	Share and Collaborate	Free	Teachers just have to register to use this tool. Then, they can share lessons and ideas easily.

Students

Tool	Use	Cost	Implementation
Popplet	Brainstorming and Collaboration	Free	Introduce students to the site through a group project.
Prezi	Creating Presentations	Free	Students need some instruction on how to use the tool. They can watch the video provided by Prezi.
Khan Academy	Remedial / Review / Enrichment	Free	Students can use this site as a tutor or as a way to explore a concept further.

Parents

Tool	Use	Cost	Implementation
GoogleCalendar	Course Information / Deadlines / Assignments	Free	Parents and students need to have a Gmail account.
Remind101	Course Information / Deadlines / Assignments	Free	Parents need access to a cell phone to receive reminders.
ClassDojo	Behaviour Management	Free	Parent Buy-In

Create 1.1.3 – Appearance Quest

Sound Design Ideals

1. Mountain Heights Academy: http://www.mountainheightsacademy.org/
I like how they utilize free space and have a floating icon that follows you down the page for sharing on social media. 

2. CK-12: http://www.ck12.org/student/
I like how they use images with words. This makes the site more accessible to students of all grade-levels and reading levels. 

3. GA Virtual School: http://www.gavirtuallearning.org/Resources/SharedLandingPage.aspx
This site is streamlined and easy to navigate because the sidebar always contains menus and drop down to navigate as a teacher. I have used this site to pull resources for my students. 

4. Floyd Board of Education: http://www.floydboe.net/
This site is nicely organized and fits the needs of all of stakeholders. It is easy to navigate and access the information sought. It also sets the tone for the mission and vision of the system and shows how we focus on our students and their success. 

5. Curious World: https://www.curiousworld.com/
This site is visual for those early learners, includes informational graphics for parents and is easy to navigate based on the demographic, early education students. 

Unsound Design Ideals

1. Cool Math Games: http://www.coolmath-games.com/
The visuals here are a bit distracting and there are so many choices that students may spend too much time choosing a game. 

2. Kid Stories: http://www.netrover.com/~kingskid/108b.html
This is an outdated format with too many things that draw the viewers eyes away. This is supposed to appeal to students and get them interested in reading, but this would be a better site to teach how not to design a website. 

3. Kids Dinos: http://www.kidsdinos.com/dinosaurs-for-children.php
It is difficult to see where to go and how the website is organized. The graphics are cheesy. They do not use the space of the site effectively. 

4. Introduction to Reading Music: http://datadragon.com/education/reading/
The site is hard to navigate. You can only see one page at a time without being able to navigate to the other screens. Plus, the tone is condescending and not didactic in nature at all. 

5. Washington University in St. Louis: http://wustl.edu/
It doesn't represent the mission of the university at all. It appears outdated. Plus, it's difficult to access on a mobile app, which is how most college students would access it. It doesn't seem appropriate for their audience. 

https://www.openteachertraining.org/blog/quest/create-1-1-3/

Create 1.1.2. – Creating a Content Map Quest

Creating a Content Map

What should be included in the Content Map? 
I like the idea of over-planning for Content Map because it allows the teacher to see connections to other curricular areas and also allows for differentiation for students that may want to extend their knowledge regarding a particular topic or concept. Content maps should have all associated ideas with the concept, including texts, websites, and other resources the teacher and student can use. 


What aspects of online learning are essential to integrate in the process? 
Content mapping can be used to preview a concept or also as starter for an online discussion. It could also be used to pre-assess as students begin to generate questions about the topics presented or allow students to build on prior knowledge. 

Create 1.1.1 – Time Management Quest

Time Management Tools

1. Google Calendar 

Everything I need to do is there. I can attached files. Google Calendar helps me coordinate my course and communicate with students and parents. It helps students who are absent as well. I use Google Calendar both personally and professionally. 

2. Google Keep 

Google Keep helps me capture ideas in visual or list form. I can check off things as I complete them, and it works nicely with Google Calendar. I can also share lists and work collaborative with peers. This tool helps me stay focused in both my personal and professional life. 

3. Stay Focused

It's easy to get distracted, especially when my list of tasks is overwhelming. An App like Stay Focused helps me to block the things that draw my attention away the most. I think this would a great professional tool to introduce to students to use as well. 

4. Silence Notifications 

Notifications of social media are a time kill, especially if I am using my personal phone for work. Something as easy as turning off the notifications helps productivity. It's also nice to take a break personally for always staring at my device. 

5. List.ly

I love making lists. I always feel more productive when I can mark off tasks I have completed. It helps to set realistic goals as well. Instead of thinking, I'm going to do everything today; I'm able to be more realistic and prioritize the things I will complete that day. List.ly again is an application that works well, both professionally and personally. 

Communicate 4.3.1 - Synchronous Sessions

Synchronous Sessions

Reflect upon the importance of utilizing a synchronous session to “create a true classroom culture” online. How does integrating synchronous learning sessions within the online environment assist in developing a learning community for students? 

In an online learning environment, synchronous sessions are key to maintaining the exchange between instructor to student and student to student. 

First, synchronous ensure that all students are engaging in the material and engage with their fellow learners. In a synchronous session, students must be active participants in their learning and show evidence that they have been engaging with the material. 

Second, synchronous sessions allow students to collaborate in an online learning environment. Although students may share ideas and provide peer feedback, synchronous sessions allow students to ask those pressing questions in real-time and collaborate on projects and ideas without meeting face-to-face. 

Thirdly, students have a chance in synchronous sessions to follow their own pacing and guide those that may need more assistance in certain areas. Students may be able to move through the course at their own pace; whereas as others may wait on instructor and peer feedback before progressing. Students who excel in one area can help those who may require assistance in other. 

Lastly, synchronous learning sets the tone for the course. The students and the instructors interactions during a synchronous learning session can directly impact the enthusiasm and engagement with the course and the content.  

https://www.openteachertraining.org/blog/quest/communicate-4-3-1/

Communicate 4.2.3 – Discussions Quest

Discussions Quest

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

Discussion forums serve several roles and purposes in the online classroom. First, they are flexible and not limited by time or space. Often in the classroom, discussions have to be cut short due to time limitations, but online allows for an open forum for discussion. Second, students can use online discussions to give and receive feedback on their work or ask questions of each other. Students that may be introverted can use the online discussion to reflect and respond to ideas as well. 

• How do discussion forums function as a teaching tool?

As a teaching tool, it allows me to integrate the communication standards for AP in a way that allows all students to interact and express themselves. It also allows students to create their own study groups in a way. I have students post on Blogger before reading quizzes to help guide their reading and focus in on a particular aspect of the texts. Students can use these posts to 'mine' for textual evidence and ideas when writing papers as well. 

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

Effective: 

-Allows more students to participate. 

-Less time restrictions. 

-Fosters collaboration and feedback. 

Ineffective: 

-Too teacher centered. 

-Not focused on learning objectives. 

-Too many discussions, less focus on content. 

Some best practices include: 

1. The teacher must set the tone for the discussion. 

2. The discussion must be aligned to learning objectives. 

3. The discussion must be beneficial to the students, not just 'busy' work. 

4. All students must be encouraged to participate. 

5. There should be closure or summary from the instructor and/or students at the end of the discussion. 

https://www.openteachertraining.org/blog/quest/communicate-4-2-3/

Communicate 4.2.2 – Digital Feedback Quest

Digital Feedback

1. Link to a Website for Further Assistance
http://www.chompchomp.com/
Often, I will send students links to Grammar Bytes to help with specific grammar skills.

2.  Images for Excellent Job

3. Sound Feedback

http://soundbible.com/1377-Woop-Woop.html

https://www.openteachertraining.org/blog/quest/communicate-4-2-2/

Communicate 4.2.1 – Feedback Quest

Link to Assignment, Rubric, Student Sample with Feedback

https://docs.google.com/document/d/1eOtiNPAWjQJlsxTAhYpqQtXr_zAsStNXyo69JsWk0fI/edit?usp=sharing

https://www.openteachertraining.org/blog/quest/communicate-4-2-1/

Communicate 4.1.2 – Rubrics Quest

Rubric for A Product 

https://docs.google.com/document/d/1bB2wUZWDNwCjeRvtGISKi2JhPHi5yq-3nwZ26Hy0iTY/edit?usp=sharing

https://www.openteachertraining.org/blog/quest/communicate-4-1-2/

Communicate 4.1.1 – Evaluation Methods and Communication Practices Quest

• How do communication practices in the online environment correlate to effective feedback?

First, the feedback can be as immediate at the teacher can accommodate. Immediate feedback allows for a richer interaction between teacher and student. I have found by communicating online with students, they are more likely to ask questions and respond to feedback because the intimidation factor isn't there as much as face to face interactions. 

 

• Why is authentic feedback important for online learners?

Online learning requires the same interaction and attention, if not more, from the instructor than face-to-face learning. Learning itself is an interaction and authentic feedback allows students to understand what they did well, what they need to improve, and how to go about making those improvements. Teaching writing in particular is well suited to providing authentic feedback in an online learning environment, such as Google Classroom. 

• In what ways might an instructor enrich a student’s online experience through feedback?

In the online format, more than face-to-face, the feedback is tailored to the student's particular needs, rather than whole group feedback. It also allows me, as the instructor, to tailor the needs for re-teaching and review. If I find myself making the same comment, on a large percentage of the assignments, then I can upload documents to assist students in making changes. 

Also, the feedback can be more focused on the particular skill. If students are having an issue with comma usage for example, I can post a link to No Red Link/ Comma Usage for them to practice. This is a great benefit to online learning. 

https://www.openteachertraining.org/blog/quest/communicate-4-1-1/