Response to feedback

Thank you so much for taking the time to read my assignment and providing me with positive feedback and great suggestions! I would like to apologize that accessing my work created some difficulty. The school server went down on that weekend and nothing was accessible. Luckily, I had everything saved on my computer and I was able to send them as attachments. One thing I learnt in the past is that technology is wonderful, but you always have to have a backup plan in case something goes wrong. I did make some changes in the meantime and my Scholantis site should be easier to access next time.

The other issue was caused by Interestingly when I signed up, I was able to create a five-question assignment, but when I was trying to access it, it did not let me. So, I ended up redoing the assignment, and this time I was only allowed to put in two questions, since I am a non-paying member. This time it worked but it had a different code. I liked, but I also see myself using it only if I can afford to be a paying member. 

I would also like to clarify the age group I am targeting. This unit is planned for ten-year old students, attending grade 4. I think this unit would be way too complex for eight-year old students. I don’t think that the curriculum for younger grades requires students to have such thorough knowledge of adjectives.

I think having an introductory module teaching the students about the functionality of Scholantis is a great idea. I was actually thinking of teaching the students at the beginning of the school year how to use Scholantis, Mentimeter, Edpuzzle, and Flipgrid before any content is introduced. I think it is very important for them to become familiar with these terms and tools first and learn how to use them, otherwise this unit would be an overwhelming and stressful experience.

I really like the suggestion of adding a You tube video. I already found one that I like, and I think it will fit perfectly in my next module. The reason I created the Sway lesson, was to practice making content from scratch.

Since this is a flipped-lesson, the first part was intended to be completed at home. The students had a short content video (Sway) to listen to followed by assessment where they had to listen to the Hawai’i Pollution video and add descriptive words when the question marks pop up. The students’ answers are recorded in edpuzzle. I could give them feedback in both edpuzzle or Scholantis. Scholantis shows the students when an assignment is due, it shows if it was turned in or not, and if it was assessed or not. There is also opportunity to comment on students’ work and provide feedback.

The second part of the lesson was intended to be the face-to-face lesson, where as part of teacher-student interaction, we review the role of adjectives. The two-question quiz developed in would show the teacher if they can identify the adjectives in a sentence. The second assignment is focusing on the students’ ability to come up with descriptive words of the man and mom & girl from the motivational video. For example, the vocabulary words I was looking for to describe the man are: caring, helpful, kind, generous, giving, loving, happy, believer, strong, tall, short, brown hair, brown eyes. I like the idea of providing students with a list of adjectives or a link to a web site with supporting material. This would be helpful in case they are struggling with descriptive words and even for vocabulary building.

The reason I picked this activity to be completed in the classroom, so as part of teacher-student interaction we can brainstorm and record the adjectives on the board, that the students can use later on when creating and recording their short summary of the video in Flipgrid. The latter would be assessed as well, where I look at correct use of adjectives in content. 

Throughout the first module there are a number of little assignments that I would use as part of my anecdotal record to have a better picture of student understanding and provide continuous feedback when needed.

Thank you! 🙂

One thought on “Response to feedback

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