E-Portfolio

Lets Go to the Movies:

The Color Purple

This movie is set in Georgia where a young girl named Celie ( played by Whoopi Goldberg) is living in a world full of abuse and fear. For years and years Celie deals with having to give birth just for her kids to be sold by her owner Mister ( played Danny Glover) . She meets a array of characters throughout the story. Sophia ( played by Oprah Winfrey) being one of the main characters goes through a tough time as well; being imprisoned for punching a White American. At the end Celie finally finds her strength and self worth to leave Mister. Powerful movie that will leave your emotions running.

The reason that this movie is special to me is for one, I love any Steven Spielberg movies. In addition the cast of The Color Purple are some big A list actors. Growing up African-American and seeing other African-Americans on screen gave me a sense that I could achieve anything I wanted to achieve. The movie gives you the chance to see a character go from being abused and raped to finding peace and safety.

LCL

What stood out to me in the reading is what I already do in my classroom, which is learner centered learning. In the classroom this works well because the students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. The big focus is cooperative learning. In addition blogs can create their own assessment by having students reflect on other students blogs, in addition to creating their own. The teacher can check for comprehension..

-Simeon

10/05/14 Week 3: Concept Map on Assessment Learning Objectives.

https://bubbl.us/?h=23bdf7/4852fc/23XDs4d/cAt7U&r=714820532

10/18/2014 Week 5: This is the rubric and taxonomy table that I created for my classroom. These two artifacts are solely used for students to create their own short story , and to use peer feedback.

Assessment Taxonomy Table Template

Review the objectives and activities from a module in your own (current or future) online course. Then select three or four objectives and decide where they and their activities belong in Bloom’s categories. It is not necessary to have all objectives in different categories, but please use at least three different levels.

This type of analysis will not only help you develop your course assessment plans but will also help you decide which assessment activities are most valuable.

Bloom categories/
Revised Taxonomy

Learning objective verbs

Objective/Activity

Knowledge /Remembering

(recall, list, define, identify, collect, label)

Identify

After listening to the flocabulary video on the five elements of a short story. Students will identify those key elements. https://www.flocabulary.com/fivethings/

Comprehension/Understanding

(summarize, describe interpret, predict, discuss)

Application/Applying

(apply, demonstrate, illustrate, classify, experiment, discover)

Illustrate, construct, use

Students will construct an outline of their short story. The student will use each element to create the background to their story. Students then will illustrate a book cover for their story. Students will do a rough draft of their story for homework.

Analysis/Analyzing

(analyze, classify, connect, explain, infer)

Explain

Students will explain their outline and illustration through a presentation to the class. The best Illustration gets displayed in the English corner.

Evaluation/Evaluating

(assess, recommend, convince, compare, conclude, summarize)

Recommend, evaluate, compare

After switching stories with a peer; students will evaluate the story for errors, recommend revision or enhancements, and compare the story to the short story writing rubric. Students will also compare similarities to their own stories if any. Students will provide a number according to the rubric (1-4).

Synthesis/Creating

(combine, integrate, plan, create, design, formulate)

Integrate, Create

After peer feedback students will integrate changes or enhancements, and create their final draft; including illustration.


10/26/2014: Survey for classroom management.

https://www.surveymonkey.com/s/XYJDBY8


Mind map 11/02/14

11/06/14: Final project.

http://uwstoutelearningfinal.weebly.com/

Tools and Objectives: 11/06/14

1. After listening to the flocabulary video on the five elements of a short story. Students will identify those key elements. https://www.flocabulary.com/fivethings/
The benefits of this website, is that the students will get the chance to watch videos in order to find the elements that go into a story. The challenges of this tool are that it might be too easy for the age range, and students might not get any knowledge from it. The relation between the tool and the objective are evident in finding the key elements of a story.

2. Students will construct an outline of their short story. The student will use each element to create the background to their story. Students then will illustrate a book cover for their story. Students will do a rough draft of their story for homework. Students will use http://www.readwritethink.org/files/resources/interactives/bookcover/ to get started on illustrating.

The benefits of this tool are for the students to get an extra push in creating. The tool guides the students in creating a front, front-back, and a full dust jacket. The challenges of this tool will be that the students will take too much time creating and not writing. This tool correlates with the learning objective because the students are creating.

3. Students will explain their outline and illustration through a presentation to the class. The best Illustration gets displayed in the English corner. Students will go over the public speaking tutorial on Sophia. http://www.sophia.org/tutorials/speaking-in-class

The benefits of this tool are that the students can get some extra tips on public speaking. The challenges of this tool are that the student will still be afraid to speak in front of the class and not take in any of the knowledge this tool gives. This tool correlates with the objective because it deals with public speaking.

4. After switching stories with a peer; students will evaluate the story for errors, recommend revision or enhancements, and compare the story to the short story writing rubric. Students will also compare similarities to their own stories if any. Students will provide a number according to the rubric (1-4).

1. The tool for this objective is the short story rubric. The students will have a print out of this rubric, and will complete. The students will then turn in this rubric for a grade. The benefits of this tool serve as a guide for students to follow. It is easy for the students to follow something that they have in front of them. The challenges of this tool are that the students might not give the proper rating for their peers. The tool and the objective are related in the sort that the tool is needed for the students to complete the objective.

5. After peer feedback students will integrate changes or enhancements, and create their final draft; including illustration.

No tool necessary.

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