- Alternative Teacher License
- HOW TO BECOME A TEACHER WITHOUT A TEACHING DEGREE | Teacher Life ep.17
- 2019 2020 Oregon Private Alternative Education Registration
- Shaping the Way We Teach English: Module 10, Alternative Assessment
- Nadia Jaramillo – Oregon State University: Alternative Assessment in Asynchronous Courses
- Alternative Assessment: DISCUSSION SKILLS
- E3TC Oregon – Module 2: Transition
Alternative Teacher License
well it is 609 welcome back schools all,over the nation are experiencing teacher,shortages yeah and that is why,alternative or non-traditional teacher,certifications were initially introduced,and that was to help fill those,positions but some educators are saying,these alternative certifications are,creating a learning gap for new teachers,and happening in new this morning,Aaron fields joins us to tell us more,about the issues that people are having,with these non-traditional licenses so,Aaron what is this all about,yes stem Alicia so I think we all kind,of learn something new every day no,matter how long youve been in the,profession I know this be my first job,right after college Im learning,something every day from you you and,amber sure but some experts are saying,that three less years of education means,less experience in the classroom i sat,down with the teacher that has a,four-year degree and one that has an,alternative teaching license to see what,they thought I didnt essentially go to,school to be a teacher I went to school,to be a nurse and I actually when I,graduated was a nurse like most people,in life birth decided to change her,career path shes now a medical related,careers instructor at the Bismark Career,Academy instead of going back to school,for another four years to become a,teacher she decided to do a one-year,GAAP course that gave her an alternative,teacher certification she broke down the,process for me I had to have at least,eighty thousand hours of experience in,my specialty field and then once I got,hired here to bridge the gap because I,dont have an undergraduate degree in,teaching were required so we issued a,preliminary license for two years and,then within those two years I have to,complete a bridge course called,transition to teaching which will,essentially teach me how to teach,bare says during the year she learned,how to create syllabuses classroom,management curriculum development and,assessments and how to interact with,kids we know the superintendents and,other school boards perhaps want,different routes by which they can,license teachers so that they can get,people in front of those kids as soon as,possible,Archuleta whos been an educator for,years says by not going through,traditional training these teachers are,missing out on a lot of essential,practice today,a trained teacher would take courses in,child psychology or adolescent,psychology learn about brain development,and age appropriateness for different,lessons and actually have practicum in,the field as well as a student teaching,experience so that they are well trained,by the time they get into the classroom,Archuleta tells me that the average,person graduating with an education,degree in North Dakota graduates with,about $28,000 in debt he says these,agrees mean a lot to the teachers what,many of our members have expressed to us,is that by allowing many different forms,of alternative licensure that cheapens,the degree that they worked hard and,paid for it and and frankly it doesnt,do much to build a profession you know,some of it is we werent just picked off,of the street and given to anybody you,still have to meet qualifications and I,still had to show that I do bring in,value and knowledge and an area of,expertise to the students bears admits,that teachers with those four-year,degrees have a lot more background,knowledge than she does but says with,any profession nobodys gonna know,everything right off the bat you know,like my path I can bring a lot of value,in my experience to it and so you cant,discredit that because I havent had the,degree it was a really hard learning,curve but thats where I say honestly,when I graduated from nursing school the,first year of my being a nurse was a,really hard learning curve and it would,be interesting to hear a four year,teaching degree that first year was,probably really hard learning curve,bears told me each day she learned,something new from her students and,continues to grow as a teacher and she,also told me most of the teachers at the,Career Academy got their teachers,teacher licenses from an alternative,route but theres also a hundred and,seventy school districts that Ive,applied for the teacher loan forgiveness,program that we have in North Dakota so,this is a still a pretty big issue yeah,a big topic multifaceted issue you know,with interesting points on both sides I,agree thanks Erin Thank You Erin
HOW TO BECOME A TEACHER WITHOUT A TEACHING DEGREE | Teacher Life ep.17
hey everyone I am Tony and today I will,tell you pretty much how it became a,teacher without going to school for,education so I did not get my undergrad,in education not even my graduate degree,either but anyway did that entice you,make shake subscribe to my channel and,also just keep watching to see how it,became a teacher okay,okay so lets just jump right into this,because my story my back so hes a,little punk so I went to school for,business I did not go to school for,education I went to school for business,right and then my train job was means to,become a financial analyst for a fortune,500 company yeah,so when I did more research right I,realized that it would be best if I went,back to school for accounting for that,position so I wouldnt fool for,accounting and I hated it I hated it so,I dropped out so then someone came to me,it was like hey have you thought about,getting into education I was like oh not,only want to teach nobody shall I dont,have the energy kids or rude so I did it,about became less so so I can kiss up,and you know that was cool I was tough,at my kids school for convenience and,then someone came to me was I came my,school have a permanent teacher position,coming available you know come talk to,my principal and see how it goes so I,did they gave me the permanent off,supposition that came available because,the teacher walked off the job yes yeah,the teacher walked off the job middle of,the day and that was it after they put,me in that spot I built a good rapport,with the principal as well as assistant,principal because I was really reliable,and I was there on time every day and,very helpful I was really helpful like,anytime anybody anything I was you know,willing to help and things like that,because I was a sub so I didnt have,much responsibilities the business,teacher that was at the school where I,was serving lost her license due to not,be fulfilling the requirements and,I hope the principal counselor became,available to principal and he visited,interview me because he knew my work,ethic and he knew I didnt have any,prior teaching experience but he knew I,was getting the classroom and he with,the students and I knew the school so he,hired me so once I got hired right,[Music],Human Resources told me I had to fulfill,the beginning teacher requirements since,I did not have a teaching degree okay so,those beginning teacher requirements,right they consisted of education pretty,much going back to school or being,taught how to become how to be a teacher,classes management and things like that,taking your practice exam and fulfilling,and having a mentor at the third a,beginning teacher school requirement so,you know I have an immense for attending,the beginning teacher meetings and,things like that so those were the three,main things that you know I was proud of,me and I had to fulfill all three of,them within three years so yeah if,youre a beginning teacher or youre,looking for teaching positions right now,youre you know you just graduated dance,I think just looking at my video it came,across your you know your feed,I have another video for you that one is,beginning teacher tips that when I give,five basic tips every beginning teacher,should know and implement as soon as,they start so make sure you check out,that video but thats what I was saying,all right sorry to interrupt but I have,a quick question,hence subscribed and liked this video,yet okay why not you might want to,consider it because Im always giving,out good tips and tricks to help you,through your teacher journey so makes,you subscribe and make sure you like,this video because youve been watching,this long I was able to fulfill all my,requirements actually within two years,opposed to the three,I passed my practice on my first try and,yeah so like I was saying I did not go,stupid teaching but I did have to,fulfill some requirements Susan having,me teach so like you know classroom,management classes things like that I,had to I had to do because yeah you just,cant go in the classroom and you know,not know the basics oh so if you are,looking for a job and youre considering,teaching but you do not have a teaching,degree do not feel that you cannot teach,because you dont have a teaching degree,okay theres always a way,okay so right now I am licensed to teach,actually in two things so I think the,teaching of Kalama as well as Georgia,and all with Georgia,I had to fulfill a little bit of the,requirement what law I could fulfill so,our environments for them but it wasnt,I didnt have to go back to school or,anything because I was certified to,teach at North Carolina,dont feel as if you have to go to,school for education to become a teacher,so if you what does for something else,but you realize later on that you are,passive passionate about teaching go for,it and find out what you have to do and,just go for it okay so as I told you,before my name is Tony and I am a,teacher and I love the big valuable tips,to fellow educators so in that insight,soon anyway makes you subscribe to my,channel and make sure you like this,video and comment down below and let me,know what you want to see next week and,I will see you next week bye
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2019 2020 Oregon Private Alternative Education Registration
Morning everybody! Thank you for joining our webinar for the registration and,renewal of private alternative education programs and,schools for the 2019 2020 school year. My name is Jeremy Wartz and Im a,program analyst here at ODE. Ive been with the Department for a little over,two years and for the past couple months I have been assisting and overseeing,alternative education, the GED Option program, and Home School. I am joined here,by my colleague who will introduce herself. Hi everyone, this is Annie Marges.,Im the new Alternative Education Option Specialist. Im in week three and Im,thrilled to be here. Some of you know me because I was in,alternative education for ten years up in Portland and then came down to ODE,a couple of years ago, so Im really glad to be back in with community of,committed folks like yourself working with such an amazing population of,students. Thank You Annie, we are excited to be here and to do this webinar. This,year we wanted to begin the practice of conducting a webinar for registration,and renewal of private alternative education programs and schools as it,might not have happened in the past. A brief overview of todays webinar will,be to go over the outcomes and goals of this webinar; background information on,who is served by alternative education and why; reference to Oregon Revised,Statutes and Oregon Administrative Rules for alternative education; next, we will,go over the timeline for the registration and renewal process; and,lastly, provide a side-by-side list of ODE and approved private alternative,education responsibilities. At the end of this presentation, we will review the,2019 2020 application together and show where any changes have been made as well,as go through the alternative education webpage on the ODE website. Finally, we,will answer any questions you may have. We ask that you please type your,question in the question field in the webinars tool,and we will get back to them at the end. I will briefly show you how to do that,before we get started.,So if you are joining us by computer, if you have the. Looks like I,wont be able to show you exactly how to do that but on the little GoToWebinar,sidebar there is a section for questions that you can undock from the control,pane and you should be able to type in your questions there and we will get to,those back at the end. You may also use this question field to just provide,comments that you may have throughout the webinar. And if you are joining us by,phone, we will also give you the opportunity to ask those questions at,the end.,Lastly this webinar is being recorded and will be posted on the alternative,education web page along with this slide deck. We can now get started. Listed on,this slide are the outcomes and goals for this webinar that we hope you will,find helpful and informative. First, the 2019 2020 application will be,used as both the registration and renewal application for new and,previously approved private alternative education programs and schools. The,application has been updated in how it looks and as I will get into later what,is in the application when we go through the application you will see those,updates and changes to become more familiar with the application. Second, we,want to provide transparency and the timeline of the registration and renewal,process for all submitted applications. Third, we want you to become familiar,with the statutes and rules relevant to private alternative education programs,and schools. As mentioned before, we can point out where on the alternative,education web page you will find those laws and rules if you do not already,know them.,Here we have the Oregon Revised Statutes that govern alternative education. The,first bullet there is the definition of alternative education in the Oregon,Revised Statute which is a school or separate class group designed to best,serve students education needs and interests and assists students in,achieving the academic standards of the school districts and the state. The next,ORS 336.625 is one of several of the goals for alternative,education and this we wanted to call this one out because of its importance,for all of us and thats just that alternative education should be learning,situations that are flexible with regard to environment, time, structure, and,pedagogy. So why, why alternative education? Why might schools and programs,in the alt ed world be a good fit for many students? They ensure students,educational needs are met in a non-traditional setting. Re-engage,,support, and advocate for disconnected students. Provide opportunities for,credit recovery and a second chance or third chance or a fourth chance for you,to be successful in achieving their educational goals. To provide help with,navigation of post-secondary and career transitions, and of course all-important,wraparound services. Here were looking at who benefits from alternative,education and you all know who your students are. You know how resilient they,are and while their circumstances do not define them, the barriers that they face,are very real. Here are just some of the reasons to seek out alternative,education options. Students who need additional academic supports because,either they succeed or they do not meet academic standards. Theyre often,disengaged from school. They may identify as LGBTQIA. They experience barriers to,success. They may be pregnant or parenting. Maybe in the foster system, homeless, or are,highly mobile. They may want to move quickly into post-secondary education or,training, and quite often they require individual attention to succeed. Thank,You Annie. We had to just gone through the states definition,of alternative education including who is served,and why by being an alternative education programs and schools. We will,now get into the statutes and rules that necessitate registration of,private alternative education programs and schools. Oregon Revised Statute,336.625 and 336.631 call out that private alternative,education programs in schools must be registered with ODE prior to a school,district board contracting with or distributing funds to the private,alternative education program or school. Moreover, a school district board must,annually approve your private alternative education program which,includes the district written evaluation of your program or school. Oregon,Administrative Rule 581-021-0072, from this point forward will be,referenced as Rule 72 to avoid having to recall that number again, implement ORS 336.625,insofar that it states new registration and renewal applications,must be received by March 31st each year by ODE. Moreover, Rule 72 outlines the,requirements, assurances, and verifying documentation that you will submit with,the application.,Lets get to what has changed with the 2019 2020 registration and renewal,application. I will begin by stating that the bulk of the application has not,changed. The look has been updated and you will notice that it has three,changes. The first change is that I reviewed the previous application and,updated references to remembered and outdated rules. If you had tried to find,what a reference to OAR and had trouble finding it or have any questions,about it, you should now be able to find it more easily with this update. The,second change is after cross-referencing Rule 72 with our,application, there were some assurance statements missing which are now,included. We will point these out when we go over the application later. The third,change to the 2019 2020 application will apply to previously approved private,alternative education programs or schools submitting a renewal application.,You will now be required to submit the written annual evaluations of your,program or school by the contracting school district. In order for your,application to be complete, this slide lists the required components. The first,is a complete 2019 2020 private alternative school registration,application. Again, the application will fulfi
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Shaping the Way We Teach English: Module 10, Alternative Assessment
ALTERNATIVE ASSESSMENT IS A WAY, TO DIRECTLY EVALUATE LEARNERS LANGUAGE SKILLS., A PAPER/PENCIL TEST SHOWS KNOWLEDGE ABOUT THE LANGUAGE., ALTERNATIVE ASSESSMENT SHOWS LEARNERS ABILITY, TO USE THE LANGUAGE., THERE ARE MANY REASONS, FOR USING ALTERNATIVE ASSESSMENT TECHNIQUES., WITH ALTERNATIVE ASSESSMENT,, LEARNERS MAKE REAL USE OF THE TARGET LANGUAGE –, IN THIS CASE ENGLISH — FOR AN ACTUAL PURPOSE., LEARNERS DEMONSTRATE THE THINGS, THAT THEY HAVE LEARNED IN CLASS., LEARNERS TAKE RESPONSIBILITY FOR, AND SELF-DIRECT SOME OF THEIR OWN LEARNING., LEARNERS MOTIVATION TO LEARN AND USE THE TARGET LANGUAGE, MAY INCREASE, AND ALTERNATIVE ASSESSMENT, PROVIDES AN OPPORTUNITY TO DIRECTLY DISPLAY, STUDENT PROGRESS TO OTHERS IN THE SCHOOL AND COMMUNITY, AND TO FAMILY MEMBERS., THE FOCUS IN MODULE 10, IS ON FOUR DIFFERENT KINDS OF ALTERNATIVE ASSESSMENT:, SOME OTHER COMMON FORMS OF ALTERNATIVE ASSESSMENT ARE,SO KENJI…,AND MIDORI AND YUTAKA, IF YOU GUYS,COULD COME UP HERE FOR A SECOND…, HERE YOU SEE TWO EXAMPLES, OF TEACHERS WORKING WITH SMALL SUBSETS OF STUDENTS, WHILE THE REST OF THE CLASS COMPLETES TASKS ON THEIR OWN.,CAN YOU TELL ME ABOUT THIS CHART?,UM, ITS CALLED…, NOTE THAT NEARLY ANYTHING THAT YOU USE FOR A TASK IN CLASS, CAN ALSO BE USED AS AN AUTHENTIC ASSESSMENT,, SO LONG AS ITS ACCOMPANIED, BY APPROPRIATE ASSESSMENT CRITERIA.,WHAT DO YOU KNOW ABOUT THIS?, VIDEO SEGMENT NUMBER ONE., ONE FORM OF ALTERNATIVE ASSESSMENT, IS TO HAVE STUDENTS KEEP TRACK OF THEIR OWN WORK., FOR EXAMPLE, STUDENTS CAN TRACK PROGRESS, ON CHARTS SIMILAR TO THESE., STUDENTS MARK THE CHART WHEN THEY HAVE FINISHED THEIR WORK, AND TURNED IN AN ASSIGNMENT., GUIDELINES FOR STUDENT WORK CAN ALSO BE POSTED ON THE WALL., SUCH GUIDELINES SET CLEAR EXPECTATIONS FOR ASSIGNMENTS, AND FOR THE TRACKING PROCESS., LEARNERS CAN ALSO CORRECT EACH OTHERS WORK., THEY CAN READ EACH OTHERS WRITING ASSIGNMENTS, AND LISTEN TO EACH OTHERS ORAL ASSIGNMENTS., THEY CAN GIVE FEEDBACK ON CONTENT,, ON WORK THAT IS IN-PROCESS, AND ON THE END PRODUCT., A MORE PROFICIENT STUDENT CAN HELP CORRECT, THE WORK OF A STUDENT WITH LESS PROFICIENCY., OLDER STUDENTS CAN HELP CORRECT THE WORK OF YOUNGER STUDENTS., VIDEO SEGMENT NUMBER TWO., FOR PEER FEEDBACK TO BE EFFECTIVE,, THE TEACHER MUST GIVE CLEAR GUIDELINES TO THE STUDENTS., THEY MUST KNOW EXACTLY WHAT THEY ARE LOOKING FOR, AND HOW TO GIVE FEEDBACK ON IT., LOOK FOR THE TEACHERS INSTRUCTIONS AND EXPECTATIONS,, THE TYPES OF MATERIALS STUDENTS ARE USING,, THE ATMOSPHERE IN THE CLASSROOM,, AND THE WAYS IN WHICH STUDENTS WORK TOGETHER., ALSO ASK YOURSELF,, WHAT IS THE JOB OR ROLE OF THE TEACHER IN THIS ACTIVITY,, AND WHAT IS EACH STUDENTS JOB?,RIGHT NOW ID LIKE YOU GUYS — THANK YOU –,TO TELL YOUR PARTNER, SO MICHELLE,,CAN YOU MOVE UP HERE WITH MARIA?,KEEP YOUR PENCILS DOWN.,RAQUEL, PUT YOUR PENCIL DOWN RIGHT NOW.,YOURE JUST TELLING THE STORY TO YOUR PARTNER.,NEXT.,[ speaking indistinctly ],THEY RENTED…A LARGE –,THEY RENTED A LITTLE HOUSE.,THEY RENTED A LITTLE HOUSE.,IF YOURE READY…,THEY RENTED A LITTLE HOUSE,AND A LARGE CANOE.,GOOD.,SUNNY.,WHOA, WHOA, WHOA, SLOW DOWN.,GO AHEAD.,SUNNY. WAIT, WAIT, NO.,DONT JUST SAY SUNNY. GIVE ME A SENTENCE.,OH.,THE DAY.,THE DAY WAS SUNNY.,MM-HMM.,SO WHAT DID THEY DO BECAUSE THE DAY WAS SUNNY?,WHAT DID THEY DO?,THEY RIDE — RIDE –,YEAH, WHERE? IN A CAR?,NO THIS — AH! BOAT.,WHATS THE BOAT CALLED?,Boy: CANOE.,CAUSE I DONT KNOW THE WORD.,CANOE. OH, CANOE.,THEY WENT FOR A RIDE IN THE CANOE.,OKAY, NOW, TRY IT AGAIN, RAQUEL?,[ speaking Spanish ],SO YOURE JUST GOING TO LISTEN.,YOU NEED TO LISTEN TO HER AND HELP HER.,YOU GUYS READY TO WRITE?,ONE FAMILY… WENT CAMPING…,NEAR CRATER LAKE.,…RENTED A LITTLE HOUSE, A LITTLE — A LARGE CANOE.,ONE DAY…SUNNY.,YEAH. [ laughs ],A BIG CANOE. RIGHT.,CAUGHT?,[ laughs ],THEY FOUND ONE MILLION DOLLARS.,RIGHT., IN THIS CLASS,, THE TEACHER GAVE CLEAR INSTRUCTIONS FOR GROUPING,, FOR THE WORK SHE EXPECTED THEM TO DO TOGETHER,, AND THE AMOUNT OF TIME THEY WOULD HAVE FOR IT., THE TEACHERS JOB WAS TO SET PARAMETERS., TO ACT AS TIMEKEEPER,, AND TO SERVE AS A RESOURCE EXPERT WHEN NEEDED., SHE CIRCULATED QUIETLY AROUND THE ROOM AS STUDENTS WORKED., EACH STUDENTS JOB WAS TO, STAY ON TASK WITH HIS OR HER PARTNER,, TO WORK QUIETLY AND COURTEOUSLY,, AND TO ASK FOR HELP FROM THE TEACHER, OR FROM OTHER STUDENTS NEARBY AS NEEDED., A PORTFOLIO IS A COLLECTION OF STUDENT WORK., PORTFOLIOS CAN BE AN EFFECTIVE WAY FOR STUDENTS TO BRING, SOME OR ALL OF THEIR WORK TOGETHER IN ONE PLACE., THE STUDENTS THEMSELVES ARE RESPONSIBLE, FOR PUTTING ITEMS IN THEIR PORTFOLIOS., WITH PORTFOLIOS, STUDENTS, TEACHERS, AND PARENTS, CAN SEE STUDENT WORK AND PROGRESS., PORTFOLIOS CAN BE USED, FOR CLASSES OF ANY SIZE, AGE, OR LANGUAGE LEVEL., VIDEO SEGMENT NUMBER THREE., PORTFOLIOS CAN STAY IN SIMPLE BINS OR BOXES,, OR, AS IN THIS HIGH SCHOOL CLASSROOM,, STUDENTS CAN USE LARGE NOTEBOOKS OR BINDERS, TO KEEP ALL THEIR WORK IN ONE PLACE., THE BINDERS CAN STAY IN THE CLASSROOM,, OR STUDENTS CAN TAKE THEM HOME., STUDENTS KNOW TO HAVE THEIR BINDERS WITH THEM, AT THE BEGINNING OF EVERY CLASS., MOST OF THE STUDENTS WRITTEN WORK STAYS IN THE BINDERS., BY THE END OF THE TERM,, THE BINDERS ARE COMPLETE PORTFOLIO COLLECTIONS, OF THE STUDENTS WORK FOR THAT PERIOD OF TIME.,THEIR HOMEWORK IS TO TAKE THEIR BINDERS,AND REVIEW THEIR VOCABULARY.,AND ON OCCASION,,IF THERES NOT TIME TO WRITE THE STORY IN CLASS,,THE HOMEWORK IS TO WRITE THE STORY.,AND THATS THE NICE THING ABOUT SETTING UP THE BINDER,IS THAT IT BECOMES SORT OF THIS ONE AWESOME REFERENCE,BECAUSE THEY CAN GO BACK INTO THEIR VOCABULARY SECTION,,LOOK FOR A WORD, AND THEN PLUG IT INTO THE STORY., WITH PORTFOLIOS, STUDENTS CAN SEE THEIR OWN PROGRESS., TEACHERS CAN USE THEM, TO GIVE FORMATIVE FEEDBACK AND ASSIGN SUMMATIVE GRADES., AND PARENTS AND SCHOOL OFFICIALS CAN ACCESS THEM, TO SEE EVIDENCE OF STUDENTS PROGRESS., FOR PORTFOLIOS TO BE EFFECTIVE,, IT IS IMPORTANT THAT STUDENTS KNOW THE CRITERIA OR GUIDELINES, FOR CREATING AND MAINTAINING A GOOD PORTFOLIO., MODELS CAN BE HELPFUL., SEE THE MANUAL FOR EXAMPLES OF PORTFOLIO MANAGEMENT RESOURCES., VIDEO SEGMENT NUMBER FOUR., WITH PERFORMANCE ASSESSMENT, THE TEACHER ASSIGNS THE TASK,, OFTEN ONE THAT INVOLVES THE USE OF MULTIPLE LANGUAGE SKILLS., AT THE SAME TIME,, THE TEACHER GIVES THE CRITERIA FOR A GOOD PERFORMANCE., WHEN STUDENTS PERFORM,, THE TEACHER AND OTHER STUDENTS EVALUATE, AND THEN AFTERWARDS, GIVE CONSTRUCTIVE FEEDBACK ON STRENGTHS, AND ON AREAS THAT NEED IMPROVEMENT., AS YOU WATCH THE FOLLOWING TWO PERFORMANCES,, DECIDE WHAT CRITERIA YOU AND/OR YOUR STUDENTS, MIGHT USE TO EVALUATE THE WORK., ALSO ASK YOURSELF, WHAT IS THE JOB, OR THE ROLE OF THE TEACHER IN THIS ACTIVITY?, WHAT RESPONSIBILITIES DO THE PERFORMERS HAVE?, AND WHAT RESPONSIBILITIES DO STUDENTS IN THE AUDIENCE HAVE?,STEP FORWARD FOR SCIENCE, NEW ERA FOR MEDICAL SCIENCE,,IMPROVING HEALTH CARE,,SAVING MILLIONS OF DOLLARS FOR EMPLOYERS IN INSURANCE,,I CAN FIND IN INDIVIDUALS LIFETIME,RISK OF DANGEROUS DISEASES.,I HAVE A QUESTION ABOUT NUMBER THREE.,WHAT DO YOU THINK, POINT NUMBER THREE,,SAVING MILLIONS OF DOLLARS FOR EMPLOYERS IN INSURANCE,WAS A STEP FORWARD FOR SCIENCE OR BACKWARD FOR CIVIL RIGHTS?,BACKWARD.,OKAY, CAN YOU EXPLAIN WHY?,[ all talking at once ],MAYA HAS IT IN THE WRONG COLUMN,,SO YOU CAN HELP HIM EXPLAIN WHY.,WHY SHOULD IT BE ON THE OTHER SIDE?,IT WAS GIVEN AS AN EXAMPLE FOR WHAT?,BECAUSE THE APPLICANTS MAY BE REJECTED…,EXCELLENT, EXCELLENT, BECAUSE APPLICANTS MAY BE REJECTED,,THIS POINT BELONGS TO BACKWARD FOR CIVIL RIGHTS.,OKAY, GO ON THEN.,STEP BACKWARD FOR CIVIL RIGHTS,,NEW FRONTIER FOR POTENTIAL DISCRIMINATION,,DISCRIMINATION AGAINST EMPLOYEES IN HIRING AND PROMOTION,,UNEQUAL OPPORTUNITY FOR JOBS,,DIRECT INFORMATION CAN BE USED AGAINST PEOPLE,,AND DENYING ONES RIGHT TO COMPENSATION WORK INSURANCE.,EXCELLENT, EXCELLENT.,DEAR DAUGHTERS, IM GROWN UP NOW.,IM MORE THAN 8
Nadia Jaramillo – Oregon State University: Alternative Assessment in Asynchronous Courses
Im located in the Pacific West in the,US so for me its afternoon good,afternoon everyone and good evening or,good morning depending on where you are,in this session,I want to,indicate that I will be presenting some,practical examples of alternative,assessments my name is Nadia jaramito,and I work at Oregon State University,my role in the work that I will,presenting is of an instructional,designer that means that I work with,faculty one-on-one Consulting with them,on pedagogical practices and,technological resources that they can,use for teaching their online courses,the courses that they design and that I,help with uh all these aspects are,mostly asynchronous courses with some of,them are being offered in a,Blended format,so what I will share with you today is,first of all why as an instructional,designer,um I care about assessment I was an,instructor before moving into this role,so I have the teaching experience and,also some realizations about,what weighs of Assessments have,um been,very traditional in higher education and,how some of those assessments be not,necessarily,respond to the students needs and,interests,I will provide a definition because this,is the how I went into the rabbit hole,of alternative assessments some of the,examples that some of the faculty that I,work with have been able to implement,variations adaptations that can help,with ideas on how to move forward with,implementing some changes in the types,of Assessments and finally some,assessment considerations that,help faculty think more deeply into the,ways that they want to design the,evidences for their students to show how,they are learning and what they are,learning,why you care about alternative,assessments,the the way that I came into alternative,assessment is,a journey of reflection and my own,practice as an instructor as a learner,and now as a designer,when I was learning English as a second,language in my country,I had multiple choice questions,mostly As the assessments to indicate,whether I was able to identify grammar,aspects of the language of vocabulary if,I was able to conjugate the verbs even,for writing sometimes I had multiple,choice exams for listening comprehension,what I understand and what I what I got,the right answers or not and I have been,reflecting on the fact that when I,communicate with other speakers of,English,I dont really have a choice and say,well I need to select a asthmas answer,or B as my answer I needed to really,jump in and talk with them,and make use of the language so to me it,was really frustrating that the kinds of,Assessments that I had as a student did,not really reflect the kind of,Encounters in communication activities,that I will have,in with other people so there was this,really uh dissonance in detail in in the,sense of what I was being prepared was,not really preparing me for,engaging in communication in the real,world and as it was teaching English as,a second language and as a foreign,language and then when I became a,teacher educator I tried to change those,Assessments in ways that reflected what,students will actually be doing and now,that Im an instructional designer I,tried to help faculty think Beyond those,traditional assessments to really help,the students develop their skills their,competencies that they will need,actually to use what are the taking ways,that they can take from the classes they,are taking and how instructors can,improve those assignments so that is the,story behind my interest in these,different type of assessments,when I talk with faculty about the,possibility of exploring,alternative,assessments I also get a question about,like what do you mean by that and,my class is in the stem field so theres,no room for alternative so I had to go,and actually check what it really means,so I can make my case and help faculty,Envision a different way of providing,students with activities when they can,demonstrate how they are learning and,the um,the different activities that the,faculty are asking the students to,complete so one of the definitions is,offering or expressing a choice and,throughout the sessions today we have,heard a lot about the student choice is,where students are able to select the,ways the tools the needs in which they,can demonstrate how they are learning,and what they are learning,and the second point of the definition,is that is different from what is usual,so to me that sounds like an adaptation,of the norm that we normally have in in,the types of Assessments so those so Im,deriving from these two big ideas to,present the examples in the way that I,have helped faculty,creative,somehow alternative assessments,we know through the literature and we,had in these um in todays sessions a,lot of presenters uh providing evidence,that,creating alternative assessments for,students provide students with that,agency with their autonomy to use their,own means to demonstrate The Learning,Journey the learning games,that students may also Express a level,of satisfaction with the ways that they,are learning and how they feel that what,they are ruining the class really,matters and only for the progression in,the class but also in the real life,a students can feel more engaged they,they can increase the learning there is,also the idea that we have equality of,learning opportunity as we had in our,keynote this morning,um the first keynote that we had about,providing different Alternatives so,students feel included when they are,completing the different activities in,the class,um we also,um look at alternative assessments as,ways to reduce student anxiety and we,know that tests for example cause a lot,of anxiety students so we give students,some Choice some Alternatives that might,help reduce that anxiety,um it could also help a students make,differentiation in terms of providing,students with different ways in which,they can express their knowledge and we,had,um in one of the sessions when we had,this student presenting about,the how alternative means of assessment,help this student with visual impairment,to complete their same assignments in a,more satisfactory way so we have that,background from from the research and,the first example that I want to share,with you is one that offers a choice,choice was built into that assignment,precisely because the instructor came,with the idea that one size fits all,projects would not serve the needs of,the variety of students that he had in,the class so this class was program,evaluation in higher education and as,you see on the screen what the class,involved was the evaluation practice and,addressing appropriate evaluation,methods so we cannot really apply one,set of evaluation practices to the,different settings contexts students and,programs that the students in this,particular class were going to work in,so the way that we built choice in this,assignment was that the instructor,creative a proposal project where,students will create a proposal for an,evaluation project,but it was not provided by the,instructor in terms of this is what you,will be evaluating in this particular,program instead the instructor built,that choice through the Choose Your Own,Adventure style where the instructor,provided different options that students,can choose from based on the students,context in which they studied or they,worked,and the if if you look at the screen the,last option that was provided was,propose another idea so if these ideas,that are given to you do not fill your,context or your needs or your interest,let me know what else you would like to,work on and then the instructor will,work with as a student on a one-on-one,consultation to help the student narrow,that idea for the project,so this is one way that we build that,opportunity for students to select how,they would like to uh demonstrate that,they were learning about the components,of a proposal for project evaluation,the project was submitted in the first,five weeks of the term so we have 10,week terms at a university and
Alternative Assessment: DISCUSSION SKILLS
So do we think if we saw someone,smoking maybe, do you think its the same with eating healthy foods,,you should grab his hamburger and throw it out,and tell him you cant eat it, its bad for you? (Laughter),Would you do that if someone was smoking?,Just grab it from them? No!,I may grab it and eat it. (Laughter),I think using alternative assessments has a lot of benefits,because it tests what the students can do with the language,,perhaps more accurately than most pen and paper tests.,Learning to lead a discussion, teaches them what a discussion is,,what is the shape of a discussion,,teaches them really to anticipate what might come in a discussion,,and so thats really the goal,,is to make them excellent discussion participants.,This group discussion is for me is very interesting,,and this is challenging for me because this is my first time,to take part in the group discussion.,Group leader and the discussion program in our AEI is really special,because I, when I was in China, I dont know there is a lessons,formed like this. Its really good for student to develop their skills.,They dont necessarily need the skill of discussion leading,very often in their academic careers, but they need to be able,to be excellent discussion participants.,As a group leader I have to organize how our …,my group member discuss with each other.,And I, also I have made some outline too,,I have to follow my steps and …,try my best way to let all of student be speaking,,so its really good for my English skill.,Today our topic is how can we reduce,the problem of increasing population.,So I have a question first…,If there are too much population in your country or your city,,so do you wanna move, move out or you will think about,the problem and wanna solve it?,So if you want to move out, raise your hand.,Junko.,And so you guys wanna solve the problem.,Why you wanna move out?,The steps on a given day when were discussing,are basically set up and go, divide the groups,,remind them their goals and set them off to go.,Do you remember what your goals are?,Let me remind you about your goals. One is to be clear,,and if its not clear, to help make it clear.,One is to include everyone, make sure everyone speaks,and about equally. Make, help people respond to each other,,not only to you. And keep track of time.,So our next discussion leader is Frank. Frank has his topic.,Do you know the time Frank right now?,Uh.,Ok, so fifteen, its ok if it goes over fifteen minutes,a little bit as long as its less than twenty.,Um hum.,But it should be at least fifteen minutes, Ok? Go ahead.,Hi everyone, today our discussion question is,whose fault is it when citizens eat unhealthy food?,Weve talked a lot about the skills for discussion leading,,especially at the beginning of the term.,We do some activities where I lead a discussion and students,watch what I do and comment on what I do.,We do some activities where students work on gambits for discussion,participation and discussion leading. And we talk a lot about what,the moves are in a conversation, about introducing,,about starting with easy questions and moving to,deeper and deeper questions. We talk about gathering information,,controversial opinions, analysis and solutions.,And moving through those steps of a conversation or discussion.,How about you, Hae Young? Do you agree with Christy?,I think company try to give healthy food because if the people,stop eating fast food they cant earn money.,Parents should aware their, their uh, children that uh,,fast food is unhealthy for them.,And I, actually its hard, its hard to stop them,,to stop their children from eating fast food.,But they should tell their children,this food is unhealthy for you and you have to limit eating unhealthy…,To tell them the truth.,That fast food is unhealthy for you.,Yeah, I think this is a good practice for me because,really I need to improve my speaking you know…,speaking is very important category for learning English.,So having discuss, discussion for length time in one topic,I think will, that will improve my speaking.,I assess this activity with a rubric.,The rubric basically covers the same things,I mentioned about the goals.,It asks about how was the topic introduced.,Was the discussion leader clear?,Was everyone included?,How was the interaction among participants in the group,and about time management and the conclusion.,Yes. We have this policy in China,,so uh, so you guys are Chinese right? (Laugh),So do you think that this policy is good for our,population problem? To solve this population?,I know they have the right to have as many as children they want.,I think this policy has too many facts positive as well as negative.,I assess it basically by listening and making notes,and then coming back and assessing at the end.,And also using the peer assessments that the students fill out.,Ok everybody I have a little feedback form for Abby.,Its not like grading but it helps me see what your,experience was of the discussion.,Four means good, five means amazing, three means, eh ok, ok?,So go ahead and fill that out, just for a few minutes.,Please write something, at least one sentence under other comments.,And then Ill collect those papers.,I use peer assessment for a few reasons.,One is that it simply helps me,to assess more accurately. One challenge for me in this activity,is that I need to have two groups discussing at once,,so of course Im 100% on listening to two things at once,and taking notes on two things at once.,But then I get to look at the assessments that the peers have,given each other and kind of complement my own assessment,and my own noticing with that information. And then of course,,in the same way that learning to lead a discussion helps them,make them better discussion participants, I think that,assessing each others discussion leading has really nice wash back,,so to speak, in helping them apply what they see,in someone elses discussion leading to their own future,experience of discussion leading.,You know I just learn, you know, from the group leaders,you know how to, how to lead uh, a discussion like that.,Actually they did well, yeah and that will help me in,,in the same, when I lead the discussion.,It can be challenging to use peer assessment because,you have to take with a grain of salt what the peers say.,You know, When I see one that just says,”five, five, five, five, five, good job”,,I think well ok, that person was probably happy,and that person is maybe not doing the best job of peer assessing.,So, A, there is some training that needs to happen,for quality peer assessment,,some clarification or norming if you will, even though its norming light,for the students, but just say what is a five,,what is a four, what is a three.,A five is amazing, a four is really good;,you can give your classmates fours.,That shows theyre really good,and you can show where they were wonderful,and where they were good and where they were a little bit good,,you know.,So encouraging them to give some,differentiation within the categories.,Because I just saw many student give me some recommendation,is really good because I cannot focus on my mistake.,So, they give, give me the recommendation I can improve,,focus on the problem and I cannot see it.,This is useful because different people can focus your different parts.,Some, For example my pronunciation is not good so,a lot of students tell me,”you should improve your pronunciation”,and others think I should enrich my vocabulary.,So this is all useful for me.,That way I can learn from good students not only from the instructors,,you know, Sometimes I get a new vocabulary from them.,Also I know new skills from other students.,You know I think so, that I always learn from good students.,Grading tests can be really easy, depending on the test, right?,Grading discussion leading or other kinds of alternative assessments,can be really hard depending on how you do it, but I think it doesnt,have to be really hard. I thin
E3TC Oregon – Module 2: Transition