[x] Enable sounds Invite... Send Participants: Connie **** Swiderski Rachel M. **** Newman Connie **** Swiderski: what goal do you really want to assess Rachel M. **** Newman: getting through teaching 3rd graders with out killing them Rachel M. **** Newman: that is my main goal :-) Connie **** Swiderski: personnal skills of what maintaining discllipine Connie **** Swiderski: getting ideas across Connie **** Swiderski: what Connie **** Swiderski: and do you have that listed as a goal Rachel M. **** Newman: ooh - like the getting ideas across one Connie **** Swiderski: what goal do you have that relates to that Rachel M. **** Newman: eason about the appropriate mentoring style for an elementary setting to develop a technology integrated lesson. Rachel M. **** Newman: Differentiate the needs of learners at various/diverse levels. Connie **** Swiderski: what would you see or hear that would tell you that Rachel M. **** Newman: you are in coaching mode :-) Connie **** Swiderski: pick one of those Connie **** Swiderski: you ask Rachel M. **** Newman: likethe last one Rachel M. **** Newman: diverse learners at various levels Rachel M. **** Newman: that would be the best I think Connie **** Swiderski: k what would you see or hear that would tell you that you have differentiated the needs of the learners at various diverese levels Rachel M. **** Newman: I would see that all learners are able to capture and create video Rachel M. **** Newman: that would tell me that all learners no matter what level have grasped the concept Connie **** Swiderski: what form of measure ment would show you that they were able to capture video Rachel M. **** Newman: during the lesson they are to get in groups and practice caputring each other saying their name etc Connie **** Swiderski: so what would you see or hear that would let you know they are successful at captureing video Rachel M. **** Newman has left the chat. Rachel M. **** Newman has joined the chat. Rachel M. **** Newman: sorrry Rachel M. **** Newman: where was I Rachel M. **** Newman: did you get my last answer Rachel M. **** Newman: Rachel M. **** Newman: during the lesson they are to get in groups and practice caputring each other saying their name etc Connie **** Swiderski: yep and I asked what form would that take Connie **** Swiderski: hang on and i will back up Connie **** Swiderski: so what would you see or hear that would let you know they are successful at captureing video Rachel M. **** Newman: the students will tell how they caputred each others video Rachel M. **** Newman: and the video itself Connie **** Swiderski: what would you like for me to collect in data tehn Connie **** Swiderski: and what form do you want that data in Rachel M. **** Newman: can you collect something like - do you see all diverse learners grasping the concept Connie **** Swiderski: that would be a judgement Rachel M. **** Newman: no matter what levle Connie **** Swiderski: i collect facts Rachel M. **** Newman: picky Rachel M. **** Newman: let me think then Connie **** Swiderski: if you were romming the room what would you see or hear that would let you know they have te concepts Rachel M. **** Newman: Can you see the videos of each child explaining their steps Rachel M. **** Newman: discussions Connie **** Swiderski: discussions of who Rachel M. **** Newman: each child telling the others and the teachers how they caputured the video Connie **** Swiderski: what in their discussion would you be listening for Rachel M. **** Newman: each child has to describe to the others how to capture Rachel M. **** Newman: corrrect steps Connie **** Swiderski: correct steps would be a judge Connie **** Swiderski: i have to gather factal Rachel M. **** Newman: then I honestly don't know Rachel M. **** Newman: can you see video Connie **** Swiderski: you would hear students providing steps to othes about how to capture the video Rachel M. **** Newman: something like - each child successfully captured video in theri practice example Connie **** Swiderski: is that correct Rachel M. **** Newman: yep Connie **** Swiderski: then i would gather comments from the students that i heard related to them captureing video Rachel M. **** Newman: k Rachel M. **** Newman: good Connie **** Swiderski: it is your part as the teacher to assess whether they are correct steps Rachel M. **** Newman: k Connie **** Swiderski: that would be your judgement Rachel M. **** Newman: to take a step off track Connie **** Swiderski: i just record the comments and present the data Rachel M. **** Newman: when i video this for you - I was going to have a student video - do you want them to walk around the room and record the entire time? Connie **** Swiderski: you video what you are asking me to gather data on Rachel M. **** Newman: k Connie **** Swiderski: if that is gathering comments from the students then yes they would video tape the studetns Rachel M. **** Newman: k Connie **** Swiderski: but in the lesson not interveiwed Rachel M. **** Newman: then that is what I want you to gather Connie **** Swiderski: what form do you want the data in Rachel M. **** Newman: right - I am going to have a student video the class period where I teach and video the presentations on that day Connie **** Swiderski: let me ask that again Rachel M. **** Newman: I don't care - don't know - written form is good Connie **** Swiderski: you have asked me to collect comments made by the students to each other as they relate to captureing video Connie **** Swiderski: is that correct Rachel M. **** Newman: yes Connie **** Swiderski: when i record this data of comments what other information do you feel is necessary Connie **** Swiderski: are you asking for comments alone Connie **** Swiderski: who said .... what time in lesson said Connie **** Swiderski: what group Rachel M. **** Newman: I am just sitting here not knowing what to type .... but for starters Connie **** Swiderski: that is the what form do you want me to present the data to you Rachel M. **** Newman: tell me what groups gave the most comments Connie **** Swiderski: think what would do you good to know in order to assess your goal Connie **** Swiderski: k you would like comments recorded and a number of times per group Connie **** Swiderski: is that correct Rachel M. **** Newman: yep Connie **** Swiderski: what layout of the data would be most beneficiall to you Rachel M. **** Newman: also - time of rotation - that might not make sense but what I am doing is a rotation Connie **** Swiderski: running list Connie **** Swiderski: chart Connie **** Swiderski: ? Rachel M. **** Newman: all groups not on the comptuers will work with camaeras and rotate through three areas Connie **** Swiderski: k comments, no of comments per group and time of rotation Rachel M. **** Newman: yep Connie **** Swiderski: i understand Rachel M. **** Newman: in a running list is fine Connie **** Swiderski: anything else Rachel M. **** Newman: not at this point Connie **** Swiderski: great Connie **** Swiderski: you just did your first pre conf Rachel M. **** Newman: whew