Rules For Posting To This Blog and Weekly Blog Question
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Sunday, February 28, 2010
See you guys Tuesday Night !!
After being walked through it and using it for a while I have become more comfortable with it.
It has allowed us to learn from each other and to come together as a group, when we might not
have been able to otherwise. It does seem a bit cold at times without actually being able to see
and be in the same room as each other, but it is the closest thing available. I do not think the white board is all it is cracked up to be, but it serves as a good platform for power point and
other examples of work. Getting knocked off right in the middle of class is a draw back, but
I have always been able to log right back on. I think the technology is great and all I can see is that it will just get better and better. I look forward to Tuesday evenings beacause I always learn something and it is my night for ordering out. I agree with a lot more of the post I have read than disagree. I think for the most part we seem to have all learned and that is what Elluminate was made for, right? It is a great learning tool and it has made it possible and a lot more convenient for the entire class.
Of course, internet issues are extremely frustrating. Because the sessions are taped, those few occurrences do not prevent learners from accessing the lesson. Based on my experience with Elluminate Live, I would consider taking online classes in the future.
Saturday, February 27, 2010
The only Con I have is my earphone cord isn't long enough.lol..because it is as if we are in class....I really can't cook my dinner as if I am home. Tuesdays have become a take-out or fend for yourself day unless I get home early enough. I am not complaining ...I'm just saying....I love it. It gets out of cooking at least one day a week..;)
Friday, February 26, 2010
Thursday, February 25, 2010
Tuesday, February 23, 2010
The cons are limited interaction with classmates and instructors, and of course the always present danger of technology meltdown. One aspect that took getting used to is giving an answer or opinion in a very concise format, as to give others the mic in a timely manner.
This is most likely the direction of education, especially at the higher education level. Being a nurse from the old school I still believe in human interaction for the basics, but this has made learning very enjoyable.
Monday, February 22, 2010
E - xtra time to do school work before beginning class
L - ess time in traffic
L - ove the headset
U - nable to stay focused at times
M -ore hassle than a traditional classroom with technology glitches
I - nteresting topics with more freedom to explore them further by googling during class
N - otes are easier to take because I can type in a word document while we are in class
A - djusting to the use of all the whiteboard buttons - UGH
T - ime is allowed to step away and keep the laundry running at school while I am in class
E - xceeds expectations as a lecture class
L - ack of face to face interaction
I- nterruptions can be frustrating at times like when the system kicks you off
V - ery 2010 - the new way of teaching!
E - veryone can participate since it is online rather than in a classroom.
Sunday, February 21, 2010
Make each day count and capture each teachable moment!
Instead of teachers working harder, why aren’t we being allowed to work smarter? Let me explain. When I took over teaching drafting, I acquired a closet full of old drafting junk that I was asked to go through and clean out. Among the rubble I found a complete set of the Drafting curriculum that was created by the University of Georgia and was provided by the State of Georgia to be used to teach the Beginner, Intermediate and Advanced Drafting Classes. The teacher’s books were provided with all lesson plans, tests and teaching objectives. The student workbooks contained study blocks which listed all of the requirements that the students needed to complete in order to meet each objective. Reading materials, worksheets and scripts for a slide show were also provided for each study block. It was designed to accompany a text book. All of the material was reproducible. This curriculum allowed for the teacher to instruct the class as a group or for the student to work ahead at his own pace. Students were required to show competency in each book before they could move to the next study block. Either way, it insured that every student received the training that the state required before moving on to the next level. You see, teachers were then provided with all of the tools they needed to achieve almost all of the requirements that teachers are now being expected to create for themselves today. As one of the students who took those classes, back in the day, I know that we were better prepared to enter the workplace than our students are today. I believe that that anyone can do any thing as long as they have the proper training, proper tools and material and enough time, which leaves me with one question. Why does each of us need to create our own wheel?
someone else influence you and how you feel then you are not in control. I
feel like I'm out in left field most of the time, but I still try my best to be a
positive influence on my students. I think you can always find some good in
anything if you look long enough. I know the economy is bad and people are
worried about jobs and money, but I believe things will improve and that
sometimes we worry just to have something to worry about. As long as I have
a teaching job and I can try and have a positive influence on a student I will
be there for them. I try and focus on the ones I can help and let that be my
reward. I can only pray for the ones that seem lost.
All I can say is WOW. Where do you find yourself?
I Love TEACHING !
Saturday, February 20, 2010
Thursday, February 18, 2010
I believe that teachers have always given way more than they got in return. Taking work home, sponsoring clubs, and coaching all seem to be in a days work. In our arena CTO's have been around for a long time. All this to supplement the classroom education of students. Unfortunately in this climate money has become tight, basic salaries are being cut, & I fear we have not reached bottom. In addition most teachers are asked to do more planning, be more creative, challenge students more in the course of the day. Parents are stressed with daily life and the volunteerism and support does not appear to be increasing. (I had 2 parents for open house!) The thought of pay for student performance gives me the shivers.
So what are we do to? Well I can honestly say that I have never worked harder at a job, and I have had more than a few jobs in my working days. As my program ramps up, I find that weekends away at workshops or CTO competitions have taken time away from home, with no financial support from my employer. Yet I am expected to continue extra offerings for the continuation of the program.
Having said all this, I truly believe that each of us has to make our own personal decisions as to what we choose to give beyond our basic curriculum. Our family responsibilities and personal financial situation must come first. In addition, we must be pro-active to ensure that what we are asked to do beyond the classroom is what we really want to do.
Tuesday, February 16, 2010
Monday, February 15, 2010
Does anyone else deal with this type of thing? Maybe I am just being ungrateful but I went many of years doing extra work in the restaurant industry and I always left those jobs. I plan to teach until I am ready to retire and am not sure how to do this balancing act.
Sunday, February 14, 2010
My students have learned that no-matter what they will be evaluated with fairness My students are held to higher moral standard therefore, they are expected to do the right thing. I trust them with anything from razors to Marcel irons and stoves so they are expected to conduct themselves appropriately.
Honesty - Through self evaluations, I encourage honesty. I allow students to describe things that they did incorrectly while in the kitchen and tell me the correct way to do it. This encourages the students to be honest with mistakes they made while also teaching them the correct way that they should do next time. If in their self evaluation, they are honest about mistakes then I take off less points for the mistakes. Honesty is important in a kitchen because if you have done something like accidentally left the chicken out of the refrigerator too long, you need to tell someone rather than just cook it and hope for the best. I ate somewhere recently and my food was spoiled rotten (literally) and I am certain that it happened because an employee was scared to tell their boss of the mistake.
Work Ethic - Through my classroom/lab management evaluation, I encourage work ethic. It is designed that there is one manager at every table and they are in charge of the 3 employees at their table. This encourages the students to take charge and be leaders. It also teaches them that it can be fun to be the boss but that the boss is ultimately responsible for everything that happens. The manager gets 30 points for each week they work but can lose points for the employees not doing their assigned jobs.
Teamwork - Most of my evaluations are done as groups which encourages teamwork. In a kitchen, nothing can happen just with one person. The group must work as a team. It is tough sometimes to work as a team especially when you have team members that do less than their share. I tell my students that in the real world that happens all the time and you must learn to adapt and find those individuals strengths.
I feel that overall many of my evaluations focus more on teaching lessons on how to be a great employee regardless of what career they go into. I may not be able to make all of my students into great chefs but I do want them to learn traits that will make them successful in whatever they do.
For the most part I make my own evaluations, whether it be rubrics or tests. I never realized that the way tests were set up or the way questions were asked could affect the students so drastically. I felt good going into the day of the test that the students were ready and understood the material. SO, when the majority of them failed I just couldn't understand why. I decided to re administer the test, but create one of my own and cover the exact same material that the pre-made test did. We did this two days after the first test was administered. I didn't recover material in class or even review for the test. I just told the students they would have a retest in two days to give those that failed a second chance. Guess what--they all took it and I just had a couple that did not pass.
So yes, my evaluations reflect my personal values or personality. Also, I believe that my tests reflect what I consider to be important or key concepts that I value. I think that is why the students did so well on my test rather than the pre-made test. I unintentionally emphasized the concepts that I felt to be important and the students picked up on that from my lectures and interactions in class.
I walked into NTI the summer of 2009 without a clue in the world what a the letters—R U B R I C meant. I quickly realized that it was a tool that I had used over and over again to complete tasks in an efficient and effective manner, the familiar check-list. The use of the rubric for the evaluation of student work gives the student a plan for success. It is the student’s responsibility to use the tool to develop the product based on the guidelines listed on their personal check-list. As a professional, I have found the rubric to be a friendly support in the success of my educational endeavors. As a parent, my first questions to my children center around the criteria listed on the assigned rubric. As an instructor, I develop a step-by step check-list that walks the student down the pathway of success. I value a complete product. I value knowing what is expected of me prior to executing a plan. I value the success of completing a task the way it designed to be completed. I feel that a rubric gives each student the opportunity to seize the success that I hold in high esteem.
Saturday, February 13, 2010
Overview of Evaluation
When I use evaluation I am keenly aware that evaluation has many aspects to it. There are many ways to describe the process of evaluation. The student achievement testing that we do so often is only one aspect of a much larger pie. Any form of gathering information, analyzing that information and arriving at a conclusion based on that information is called evaluation. One can think of formal and informal evaluation. When you look out the window to see what kind of weather the day may become, and when you use that information to choose the kind of clothes to wear on that day, then you are conducting an evaluation. If there are snow flurries outside, then you will choose clothing that can handle colder weather to keep you from freezing. You are using the information to determine what the weather might turn out to be like, and therefore what type of clothing to wear under those harsh conditions. The same is true on a bright clear day in the summer. This is informal evaluation and almost everyone performs some kind of informal evaluation at some point in their lives.
Another large category of evaluation is formal evaluation. This is characterized by formal enquiries mostly written down on paper or coming over the internet or the telephone. A major distinguishing characteristic here is that information is written down, presented in written format. Information appraisals, analyses and results are similarly written down, communicated in written messages. Formal evaluation has many aspects to it as well.
One attempt at a definition is to look at formal evaluation as the systematic determination of merit, worth, and significance of something or someone using criteria against a set of previously set standards. On many occasions evaluation is used to characterize and appraise subjects of interest in a wide range of human enterprises, such as criminal justice, the arts, profit and non-profit organizations, government agencies and programs, and other human activities. Evaluation is also used in industry to appraise, maintain quality and produce goods that meet certain standards. There is no one definition of evaluation that is acceptable to all practitioners.
There are many types of evaluation. Some of these are as follows:
· Formative evaluation is a type of evaluation whose purpose is to improve a program or a project while it is being implemented.
· Summative evaluation is that type of evaluation that that is typically performed at the end of a program or project or cycle.
· Course evaluation is that type of evaluation that is used to appraise instruction of a given course.
· Educational evaluation is evaluation conducted specifically in educational settings.
· Program evaluation is used to determine the worth, merit or significance of a program. Programs are usually of long-term duration, such as K-12, elementary to middle school programs, etc.
· Project evaluation is used to determine the usefulness, worth or merit of a project, usually of shorter duration, such as a few weeks or months.
So, basically, when one gathers and analyzes information for the purpose of making a decision, then one is conducting an evaluation.
Evaluators use many different ways to compile or collect information for later analysis. Some of the ways in which evaluators collect and assess information include the following:
Action Research, Benchmarking, Clinical Trial, Cost-benefit Analysis, Electronic Portfolio, Field Experiment, Grading, Marketing Research, Multivariate Analysis, Participant Observation, Policy Analysis, Quality Audit, Questionnaire Construction, Rubrics, Structured Interview, and Student Testing.
As an educator, it is usually instructive to be aware of what type of evaluation activity we are engaged in when we test students. In class we went into detail about what we can do to improve the evaluative effort. We should be aware of what limitations we will encounter as a result of the type of evaluation we are conducting.
There is an international organization for professional evaluators. It is the American Evaluation Association (http://www.eval.org/), one of the foremost organizations in the profession. Its mission is to “improve evaluation practices and methods, increase evaluation use, promote evaluation as a profession, and support the contribution of evaluation to the generation of theory and knowledge about effective human action.” Its vision is “to foster an inclusive, diverse, and international community of practice positioned as a respected source of information for and about the field of evaluation.” Its values include “excellence in evaluation practice, utilization of evaluation findings, and inclusion and diversity in the evaluation community.”
Evaluation is a thriving profession in the US and elsewhere. A brief look at the companies whose members are affiliated with the American Evaluation Association (AEA) is shown at the following website: http://www.eval.org/find_an_evaluator/evaluators_found.asp. There is an informal microblog (http://eval.org/aeaweb.asp), which shares resources and updates regarding evaluators, evaluation, and the AEA community at large. Professional evaluators are involved in a wide range of activities on many facets of our social life. The AEA is in touch with a number of social media such as Evaluation Talk, Facebook, AEA365Blog, RSS, Twitter, Linkedin. Anyone may become a “fan” on any of these media. This may be seen as an attempt on the part of AEA to reach out to the community. (You may be taken to the websites if you click on these apparently empty squares.)
Evaluation and Personal Views
When I use evaluation to provide estimates of how much students have learned, I am all too aware of the limitations of obtaining information about a person when so many variables may alter the observed information. Just like we discussed in class, the observed score is an estimate of the true score. It is only when one removes all error scores from the observed score will one obtain a true score. That seldom happens, if ever. The more accurate the instrument is, the better prepared the student, and the more accurate the estimate will be. In general, therefore, it is always prudent to treat the scores as approximations of a person’s academic or cognitive or affective or psychomotor behavior.
With reference to Career and Technical Education, I would say that perhaps evaluation should be used more to document evaluation information and to present findings. When we talk of shrinking budgets at Congress, it may be useful for career and Technical Education practitioners to hire one or more of the professional evaluation firms to conduct formative or summative evaluations and to present such information to Congress. Congress may take a good second look at the proposals to increase funding when objective evaluative data is presented to them. Such evaluations are termed external evaluations because they are conducted by a consortium which has absolutely no ties with the parties requesting the evaluation.
Another way to tackle the problem of presenting credible information to Congress is to train and hire our own evaluators who can work with the CTE establishment. It is usually less expensive to train and hire your own people who can use the same techniques used by external evaluators. These would be called “in-house” evaluators because they are hired by the same parties that request the evaluation. I think we have a better chance of convincing Congress about the need to increase funding for CTE projects when we regularly present performance data to them. There seems to be a good case for the CTE establishment to seriously consider the role of professional evaluators in the future administration of the profession. The needs of the hour call for a different approach to be employed. This may be a profession worth embracing if the future of Carl D. Perkins funding is to be assured.
1. Formative evaluation
2. Definition of evaluation
3. Evaluation methods and techniques
4. American Evaluation Association (AEA)
5. AEA Web – Evaluation Esoterica