Teaching in All the Time Zones

 

Transcript: Teachers continually assess their students and collect data through formative assessments, observations, standardized tests, key milestone exams, project work, and student files (Resilient Educator, 2022 ) . The schools in which I have taught that place a focus on state assessments, expect teachers to collect data on students throughout the year, and provide access to programs that assist them in doing so . When the school puts a focus on a state assessment, I have administered interim and mini assessments that mimic it and collected data on student performance for each standard . The computer scored tests could then be disaggregated in numerous ways to allow me to see students’ strengths and weaknesses in each domain and allow me to see how well I am addressing the needs of each of my student subgroups . I then use the data to create flexible groups to differentiate instruction focusing on students’ needs. I also collect data from formative assessment and observations

  Personal Philosophy Paper   Summary and Purpose   Technology is an ever-present part of our daily lives now and it is unarguably a part of our future; therefore, technology must have a place in our education system as well .  The purpose of technology in education is to prepare students for the world beyond the classroom—a world where technology is an unavoidable, integral part of their lives both now, and certainly in their futures .  Simply put, students can learn without technology, but the ones that learn to use it will have greater opportunities ( Couros 2020) .  As educators, we have a professional obligation to ensure that our students are prepared to enter college or the work force when they graduate .  Additionally, we know that the use of educational technology in schools can help build digital skillsets in our students—skillsets that can serve as a lever for equity and help close the achievement gap created by poverty (Coker 2020) .  How can we endeavor to meet these lof

  References Roblyer, M. D., & Hughes, J. E. (2019).  Integrating educational technology into teaching:  Transforming learning across disciplines (8th ed.).  Person Education.   Davis, T. C., & Autin, N. P. (2020).  The cognitive trio:  Backward design, formative assessment, and differentiated instruction.  Research issues in contemporary education (5) 2, 55-70.   Transcript: Roblyer & Hughes (2019) explain that we are currently within the personal, adaptive learning era of education, and as such, differentiation to match learners’ needs and interests is imperative.                  Teachers can work towards balancing the demands of standard based curriculum while still catering to the needs of individual learners, in part by considering backward design.  The standards serve as end points within units and working backwards from these points can help teachers design meaningful learning activities to help all students achieve them.  Individual learner differences can be deter

  Hi!  I'm Kim Martin:  ELA teacher, mom, and Army wife.  The Army has moved us all over from Fort Bragg, NC to Orlando, FL, to Schofield Barracks, HI, Fort Riley, KS, and currently, Camp Humphreys, South Korea, with an upcoming move to Fort Bliss, TX.  Whew!  My 6-year-old daughter and 4-year-old son have grown up thinking that moving every year or so is completely normal, and I absolutely love it!  We are always getting a chance to explore somewhere new, start fresh, and make new adventures together.   Technology is not my best friend, but we are working on our relationship.  My personal technology use surrounds my cellphone that I cannot be separated from--mostly for Pinterest ideas, online shopping, and random internet searches as a I wonder, "Where else have I seen that actor before...?", reading (such a language arts teacher thing to say) on my iPad because I love the ability to instantly download the next book in a series and starting it the moment I finish the pre