Christy Keeler, Ph.D.
Teaching Portfolio
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Exemplary Student Work
This section highlights exemplary work from "Survey of Computers in Schools" during the spring 2005 semester. All artifacts are included with permission from their authors.
| Writing
Process Peer Editing |
Concept
Mapping |
Spreadsheet
Development |
| Lesson Planning | E-Portfolios | Other
Artifacts |
Writing Process Peer Editing
Following the first lesson which
includes an introduction to word processing, students are directed to
write a paper accounting their experiences with technology throughout
their lives personally and educationally. They submit these papers to
the instructor electronically who, in turn, delivers them to another
student in the class following the second week of class. Instruction
during the second week's lesson includes an introduction to the writing
process and a demonstration of the "Track Changes" feature of word
processors. The peer editor has three days to complete the editing
process and return the edited work to the instructor. The edited work
is then returned to the original author who makes changes and submits a
final draft no later than the third week of class.
The selected artifact was originally authored by Leah Lozano and edited by Tayler Andrews. Mrs. Lozano's final draft is not included.
The selected artifact was originally authored by Leah Lozano and edited by Tayler Andrews. Mrs. Lozano's final draft is not included.
When students accrue excused
absences, they have the opportunity to
make up the missed work by completing a set of pre-defined
requirements (see an example).
One of
the requirements for missing the third week of instruction was to:
"Develop a basic lesson plan
(curriculum, instruction, and assessment) outline in
Inspiration (print out your concept map)"
Inspiration (print out your concept map)"
Students later used this basic
conception to design their first lesson
plan (due several weeks later).
The selected artifact for this assignment was developed by Kelly Martinez who later fully developed and presented a lesson plan relating to mixtures and solutions in chemistry.
The selected artifact for this assignment was developed by Kelly Martinez who later fully developed and presented a lesson plan relating to mixtures and solutions in chemistry.
Spreadsheet Development
To introduce spreadsheets,
students engage in the following activity during the sixth week of
class:
Activity: M & M Spreadsheets
(30 minutes)
The
instructor describes the
research process and provides a brief literature review of M & M
colors. Give each student a paper plate and a tube of mini-M & Ms.
Separate students into groups of five using a random number generator.
Tell students they will hypothesize whether their conglomerated M &
M colors will match the expected results, and they will prove or
disprove their theory using data and pie charts.
They will each turn on their computers and count their individual M & M colors. Then they will share their data with one another. Next, they will each use Excel to record their data and visually display their findings with a chart. Provide an example taped to the board.
Remind students it is imperative no M & Ms end up on the floor since no food is allowed in this lab. We have special permission to have food just for this activity.
When students complete their assignment, have them save their work for their portfolio, print a copy to hand in, and help other students complete their assignment.
Conclude by asking students:
They will each turn on their computers and count their individual M & M colors. Then they will share their data with one another. Next, they will each use Excel to record their data and visually display their findings with a chart. Provide an example taped to the board.
Remind students it is imperative no M & Ms end up on the floor since no food is allowed in this lab. We have special permission to have food just for this activity.
When students complete their assignment, have them save their work for their portfolio, print a copy to hand in, and help other students complete their assignment.
Conclude by asking students:
• Did you enjoy this activity?
• Would your students enjoy this activity? (Discuss learning styles that include student needs to
eat while learning.)
• Would your students enjoy this activity? (Discuss learning styles that include student needs to
eat while learning.)
• What
precautions would you need to take before assigning this
activity to students?
• How could you use spreadsheets to reinforce or have students learn content?
• How could you use spreadsheets to reinforce or have students learn content?
The artifact representing this
activity was developed by Crystal
Eckert. She hypothesized that her group's conglomerated color
percentages would match that stated in the literature, and proved it
using Microsoft Excel.
Students are required to write two lesson plans in "Survey of Computers in Schools." While students may choose to use any lesson planning style they choose, they must ensure the plan includes elements of quality lesson plans (e.g., advanced organizers, guided practice opportunities). Many students choose to use a pre-set template provided by the instructor. For the second lesson plan, students must select a curricular objective or set of objectives from local curriculum guides and prepare a lesson to teach it/them. The lesson must include a technology-rich component and it must identify which NETS-S standards the lesson addresses. Students must also develop all materials that correspond with the lesson.
This selected artifact was developed by Chad Sonerholm. He wrote a lesson intended for third graders studying social studies. The title of the lesson is "It's a Small World After All!" Along with the lesson, he developed a homework assignment accompaniment and created a form for parents to sign before allowing students Internet access. Mr. Sonerholm's lesson is available on his e-portfolio site at:
Throughout the semester during the "Survey of Computers in Schools" course, students were directed to keep electronic copies of all the work they completed for later use in an e-portfolio. The e-portfolio is a culminating activity because it requires students have a rich understanding of word processing, graphics, web design and web publishing. Within the portfolio, students must include several artifacts including their second lesson plan, a final paper describing their technology experiences, links to technology-based readings, links to favorite websites and software, and at least three artifacts from the course. The portfolio should be designed in a professional manner such that its address might be given to a potential employer in an educational field (e.g., a principal).
The selected artifact to demonstrate this project was completed by Patricia Deitrick. I chose her sample because she began the semester with little technological savvy (she was afraid to touch her computer at home) and ended the semester with confidence in her abilities and pride in the quality of her work.
Case Study Group Work
Bloom Constructed Assessment
| Name Of Counter | Red | Blue | Brown | Orange | Yellow | Green | Total Of M&M's |
| Crystal Eckert | 19 | 30 | 12 | 24 | 5 | 15 | 105 |
| Katie | 11 | 33 | 11 | 29 | 12 | 12 | 108 |
| Ikaika | 15 | 23 | 9 | 24 | 22 | 14 | 107 |
| Kelly M. | 11 | 22 | 16 | 26 | 15 | 12 | 102 |
| Total | 56 | 108 | 48 | 103 | 54 | 53 | 422 |
| Exp. Percentage | 13 | 26 | 11 | 24 | 13 | 13 | 100 |
| Website Average | 13 | 25 | 12 | 25 | 13 | 12 | 100 |
Students are required to write two lesson plans in "Survey of Computers in Schools." While students may choose to use any lesson planning style they choose, they must ensure the plan includes elements of quality lesson plans (e.g., advanced organizers, guided practice opportunities). Many students choose to use a pre-set template provided by the instructor. For the second lesson plan, students must select a curricular objective or set of objectives from local curriculum guides and prepare a lesson to teach it/them. The lesson must include a technology-rich component and it must identify which NETS-S standards the lesson addresses. Students must also develop all materials that correspond with the lesson.
This selected artifact was developed by Chad Sonerholm. He wrote a lesson intended for third graders studying social studies. The title of the lesson is "It's a Small World After All!" Along with the lesson, he developed a homework assignment accompaniment and created a form for parents to sign before allowing students Internet access. Mr. Sonerholm's lesson is available on his e-portfolio site at:
Throughout the semester during the "Survey of Computers in Schools" course, students were directed to keep electronic copies of all the work they completed for later use in an e-portfolio. The e-portfolio is a culminating activity because it requires students have a rich understanding of word processing, graphics, web design and web publishing. Within the portfolio, students must include several artifacts including their second lesson plan, a final paper describing their technology experiences, links to technology-based readings, links to favorite websites and software, and at least three artifacts from the course. The portfolio should be designed in a professional manner such that its address might be given to a potential employer in an educational field (e.g., a principal).
The selected artifact to demonstrate this project was completed by Patricia Deitrick. I chose her sample because she began the semester with little technological savvy (she was afraid to touch her computer at home) and ended the semester with confidence in her abilities and pride in the quality of her work.
Case Study Group Work
Students engaged in "sponge"
activities at the beginning of each class in "Survey of Computers in
Schools." During the week focusing on using technologies to assist
students with special needs, students completed the following opening
activity:
"Have students get into groups of three. Provide each group with a description of the following case study:
“You have a student in your seventh grade U.S. history class with an individualized educational plan (IEP) because of her learning disability. She has a visual perceptual disability making it difficult for her to read and write text. Though she is unable to read and write coherently, she is cognitively able to fully participate in your class. This week you are studying the Great Depression. As part of your unit plan, you will have students read parts of The Grapes of Wrath for homework. You will also have your students interview a person who lived through the Depression and write a report about their findings. How will you use technology to modify these tasks to enable her participation?”
Allow groups 10 minutes to discuss their responses, then have all students congregate in the group area of the classroom to report their solutions. Announce that students have just planned individualized instruction for a child with special needs, an activity that special educators do on a daily basis."
One group of students (consisting of Ikaika Regidor, Alisha Zimney, and Elizabeth Walker) immediately went to a computer and began discussing and documenting their proposed plan. I chose this artifact because it demonstrates how knowledgeable incoming preservice teachers are about meeting students' special needs. Note that these students completed this activity within ten minutes and they did this before the lecture on special needs and assistive technologies. This was their plan:"If her IEP says that she cannot
read nor can she write, we as teachers would go out and find ways to
assist her within our classroom. We would purchase a video or
audio book to help her understand the story and participate in class
discussions. Then when it comes to the report, a simple, low
budget approach may be to have her read what she wants to be said in
her report to a friend via a tape recorder. The teacher may
accept the tape recorder as her essay to evaluate her comprehension of
the Great Depression. If not, then she could have a friend or
family member take that tape recorder and have that person write/type
it out for her. If a technological approach is available, we
suggest technologies such as a talking word processor."
Bloom Constructed Assessment
To ensure students are completing
and comprehending their readings,
they receive an assessment during the fifth week of class. They begin
the assessment in pairs. If they finish it in class, they turn it in.
Otherwise, they complete their assessments over the next week and turn
them in the following class meeting. In addition to assessing students
on their knowledge of the readings, its design is intended to teach
them about Bloom's taxonomic levels.
Two students, Vanessa Venturino and Chad Sonerholm, did not complete their assessment in class and chose to turn it in the following week. I chose their work because it demonstrates their solid understanding of the material and their dedication to intellectually challenging themselves to answer the questions. I also chose this artifact because it includes my markings of their work.
Two students, Vanessa Venturino and Chad Sonerholm, did not complete their assessment in class and chose to turn it in the following week. I chose their work because it demonstrates their solid understanding of the material and their dedication to intellectually challenging themselves to answer the questions. I also chose this artifact because it includes my markings of their work.