Capstone 2024 Portfolio-Rachelle Dené Poth

Analyst

ISTE Standard 7

23. Provide alternative ways for students to show competency.

24. Use assessment data to inform and guide instruction based on individual student needs.

25. Provide opportunities for students to reflect on their own learning data.

23. Provide alternative ways for students to show competency.

You will see examples of student assignments and projects that have been created using different digital tools that met their interests and comfort level at the time. Students had choices that enabled them to build their skills in a way that matched their needs and interests. In learning, whether in-person or virtual, providing different options such as HyperDocs, Choice Boards, open-ended discussion questions, and prompts promotes choice for students in what to create and how to show competency.

Students choose their own pathway, which promotes voice and choice in learning. Also completed for the learning modules, I designed a health project for my Spanish 3 and 4 classes to complete an INFOGRAPHIC alternative assessment.

Fostering Choice

Students are provided with a variety of ways to create in class. Options include digital tools and opportunities to collaborate in and out of the classroom. Using a rubric and project overview, students can then decide how to show what they have learned and their level of competency in the course. Some students have used presentation tools, videos, blogging, and other digital artifacts. In addition to digital tools, students can also create a skit or other presentation, whether done in class or recorded.

Medical Project- Robert, Will, Megan, and Celaine.mp4

Promoting collaboration and creativity

Students were studying a medical chapter and could choose to work in pairs or small groups. It was up to them to decide how to create their project, which focused on medical scenarios such as a doctor's visit, emergency, or other medical-related event. Some students performed live in class, memorized dialogues, and used props; others made videos with blooper reels, and one group really set the stage with medical attire, props, and special effects.

24. Use assessment data to inform and guide instruction based on individual student needs.

I have been using digital tools to provide real-time data to students to evaluate individual student needs. These tools help students to track their progress and help me to analyze the class as a whole and each student so I can adjust as needed.
The artifacts show examples and descriptions of the tools and methods I have used to assess students and how they use them for their own reflective purposes.
I used the data to decide which strategies to use or how to create different student lessons targeted more to an individual student's needs, the whole class, or to provide differentiation and adjust methods as needed.

Quizlet and Gimkit

Using digital tools that provide real-time data so I can evaluate individual student needs and also for students to see their progress.

Using gamified tools like Blooket, Gimkit, Kahoot!, Quizlet and Quizizz enables me to respond to each student’s needs and provide additional support and gives students notifications that they can act upon.

Adaptive learning and enrichment

Using digital tools like Quizalize enables me to assign additional activities based on each individual student’s results and the class. We use these tools so students can see which areas they need to work on, and I have access to data to refer back to so we can track growth.

For my yearly goals, I use these tools to work with students as they build skills in verb conjugation and vocabulary retention.

Assessment tools

Using tools like Quizizz, I can assign student-paced games; students can save them to go back and review and track their progress. Students reflect on their growth over time and engage in conversations with me.

I can use the individual or class results to adjust instruction as needed. Access to the data in real-time and for later review helps me analyze by student, standard, or question.

Sending reports to parents is also an option. This enables me to provide additional support for student learning and communicate student progress.

Quick glimpse of data in dashboard

Having access to these resources to obtain data from student learning activities is essential for better targeting my instruction, providing authentic and meaningful feedback and for giving students and opportunity to practice the content in a variety of ways that best meet their needs.

25. Provide opportunities for students to reflect on their own learning data.

Learning reflections

I am able to implement a variety of activities through additional tools such as Nearpod or Pear Deck for example. Then, I can look at each student’s response and provide specific feedback to each student, and have discussions about their growth.

When in class, I use this to address specific points where students need additional instruction and adjust my lesson as needed.

Because of the different activity options, I can be more effective in understanding student needs and accommodating learning style differences.

Interactive tools: Student data

With interactive tools like Nearpod or video lessons like Edpuzzle, students can receive personal feedback as they work through the questions that pop up during their video lessons. I can also record audio in the videos for my students.

These help identify learning differences and preferences and provide additional support/instruction as needed.

Also, using HyperDocs enables me to add some of these tools into a more detailed and engaging lesson that students can work on at their own pace.

Students have also used collaborative spaces such as Padlet to post reflections about their learning experiences and be able to learn about the experiences of their classmates. We use this as a guide to engage in further discussions about the topics and content we are covering. It is also useful for students to see how classmates reflect on their learning as well.

Video reflections

Students can talk about learning and reflect on their work in a space like Flip. I can provide video feedback that is more specific and meaningful for them. Assessing student speaking skills, listening to and providing feedback for their ideas, and creating a space for peer feedback have been valuable benefits of using Flip.

The added benefit is that the feedback provided can be sent only to the student and kept private, or students can have the opportunity to post comments and feedback on each other's videos. Depending on the task, I varied these options, in particular, to help students build confidence in speaking in Spanish and also in interacting with native Spanish speakers in some cases.

It provided an excellent opportunity for me to get feedback from students about the methods used in class and their specific needs and to have an open conversation in a comfortable space for them to share ideas and reflect on their learning. I appreciated that I could share a video or typed message to give them some feedback and support in the learning process.

Video options were also used for students to think about a presentation they had done, scores on an assessment, or feedback from peers, evaluate their learning journey and growth and set new goals. The videos provided a space for ongoing reflection on learning.

By using these methods and tools, I can provide feedback and engage students in reflection, and giving peer feedback.

Tools like these are also good for entrance or exit tickets and check-ins. For my own growth, learning how to provide more ways for students to connect globally also helped me to gain additional insight that I could bring to my classroom, such as learning about the different cultural traditions from students, their school experiences and better provide for my students.

The collaboration with teachers from Argentina and Spain also provided professional support within a global community, which is essential for ongoing growth as an educator.

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