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1. My personal mission is to create a Discrete Math for Computer Science course that is rigorous and engaging, providing students with the opportunity to think flexibly and creatively about “real-world” problems that are challenging and interesting.
2. My personal goal for accountability is to provide rigorous, engaging tasks using a variety of Web 2.0 tools and to provide timely and detailed feedback to all students in order to assess understanding and mastery of course content.
3. I will use a variety of formative and summative assessment strategies to measure student growth.

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1.  My personal mission is to create an Adobe Digital Design course which allows all students to continue learning past the Adobe Visual Design course.
2.  My goal is to create a course that functions for all student learners - open communication, clear directions, and meaningful feedback.
3. Successful student completion of each module will be the ultimate indicator when determining student growth.

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1. My personal mission is to create English courses through which my online students can grow academically. I want to challenge students to think critically and engage with the material so that it becomes meaningful to them.

2. My goal is to record and monitor student progress based on learning targets.

3. I will utilize pre-assessments, formative assessments, and post-assessments to measure the growth of my students.

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1. My personal mission is to develop an online course that allows students to form a connection to their teacher and other students in the class through discussion and interaction with the content covered in the class.
2. My goal is to establish a clear connection and understanding with the students at the beginning of the semester and to make sure they feel comfortable sharing their thoughts in an online learning environment.
3. Each module will offer pre-assessments, small checkpoint quizzes, numerous formative assessments, and essential standard based demonstrations of learning and understandings.

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See all the wonderful things Daniel Prouty has made

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1.My mission is to create Spanish 3 & 4 courses that draw students into the culture and deeper understanding of the Spanish language. My courses will increase in difficulty as my students grow to a mid-intermediate production level in the Spanish language. They will be taught using authentic, technology-based materials with a higher-level exposure to the language.
2. A language course is like a math course; it builds on a foundation of more and more complex layers. Students will grow from novice high to a mid-intermediate level in language production in the areas of speaking, writing, and oral/aural comprehension. Throughout the course, students will be asked to produce & comprehend higher level language at different; increasing the layers of complexity.
3. I will measure growth using in a variety of means and methods. Students in my courses will use oral communication through Flipgrid. Also, Padlet can be used to upload audio & video files, thus allowing me to measure communicative growth through speaking, listening, and written comprehension. I also plan to have at least two check ins (informal conversations based on units) at random times throughout the semester. These will be conducted with the BigBlueButton app.
4. I didn't see a fourth question in bold,but I'm assuming it was the 4th questions was the one in the paragraph below "NCDPI Digital" link.
Before having the ability to self assess and self manage my learning goals, I was an independent learner; learning through print and books better than lectures and group work. I remember tuning out courses and professors that would require me to be highly active in class or ones where instruction was only given through one venue.

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1. My mission is to create a thoughtful, healthy learning environment for all learners by differentiating and incorporating appropriate opportunities for the integration of technology.
2. I will set a goal of giving timely and thorough feedback to all learners in order to gauge understanding and comprehension. I plan to do this often and to fidelity which will model expectations for learners.
3. I will regularly assess thru various modes. Discussions, writing, choices in free reads, and an appreciation for all cultures and backgrounds will be a major component of my course. I will also hold learners accountable by giving each the opportunity to respond, interact, and collaborate with others. I will monitor interactions daily and I will commit to a rigorous schedule in order to help learners manage time. Thru these opportunities, learners can learn some of the basic coping skills for the "real world" in which they are about to embark.

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1. To create a creative, engaging, and challenging online Honors Civics and Economics course. Students should know they have received quality instruction through the use of relevant resources.

2. For whoever teaches the class, it is vital I create a course that is as clear as possible in its flow (i.e. navigation) and instructions. Students must not be left wondering how to do operational tasks. They must be free to concentrate on the subject content.

3. I believe I will measure that success by the timely completion of assignments and a lack of technical inquiries on the part of students. This is a good indicator, not only of a conscientious student(!), but also that student has had a relatively seamless transition into the course.

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1. My personal mission will be to create courses that are both academically rigorous AND developmentally appropriate for OCS students. This will be a challenging balance in an online format since online learning requires self-discipline and focus that might be hard for the OCS learner. Engagement will be key.

2. My goal that will give me the accountability of making sure the students in my virtual classes "grow" is:
"I will ensure that content is on grade level yet presented in a variety of ways using principles of UDL, accessibility features, and engaging Web 2.0 tools that will encourage OCS students to stay on pace and content fluent."

3. I will measure my progress toward this goal by:
- consistent, meaningful communication with students;
- collaborating with my peers to improve online content and rigor;
- using developmentally appropriate and meaningful assessment strategies; and
- weekly reflection on how each of the above are progressing and where changes need to be made.

4. I didn't see a fourth question, but I'll check back when others post and see if I missed something! :) (I see where Bobby located this question! Thanks!)

The most frustrating thing to me in school was in math class when teachers would want you to figure out how to do more advanced problems using what you'd learned in class. I know they were aiming for us to use logic, but this just never came naturally to me! I never got those "figure it out yourself" problems right. Ever. I really needed teachers to explain every way to approach a problem in math. As I got older, I realized that there was a method to thinking logically, but it was never explicitly taught. I think too often teachers just want kids to "figure it out." I strive to explain things to students and to be sure to explain how expert learners THINK about learning. That's a tricky thing, but something I wish some of my teachers had explained to me!