# data[].attributes.body
These two documents will help me learn more about TELPAS as a whole. It includes details that are important to the understanding of TELPAS.

# data[].attributes.attachment_link.title
The Importance of ELL Strategies - Immersion (Moises in Math Class)

# data[].attributes.body
The first video will help me see this in action. The second document is a way for me to better understand how to help students with oral instruction.

# data[].attributes.attachment_link.title
Rewordify.com | Understand what you read

# data[].attributes.attachment_link.description
Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

# data[].attributes.attachment_link.title
The Cow That Went Oink by Bernard Most.  Grandma Annii's Storytime

# data[].attributes.body
Both of these will help me with teaching reading and writing to my students.

# data[].attributes.body
These will both help me understand and teach academic language more efficiently.

# data[].attributes.body
These are both effective in understanding writing language objectives.

# data[].attributes.body
These math methods stuck out to me because they put it in a way students can easily understand.

# data[].attributes.attachment_link.description
Teaching English Courses,Teach Your Child to Read,I Study English,Learning to Teach,How to Teach Kids,Tutoring Learning Center,How Can I Learn Spanish,I Learn,Teach Me How to Dance,Teach Me to Speak Spanish

# data[].attributes.body
These are two resources I can refer to for guidance when teaching science.

# data[].attributes.attachment_link.title
Teaching Key Academic Vocabulary to High School ELLs

# data[].attributes.body
I chose these because they are great examples of what to do to teach this subject.

# data[].attributes.attachment_link.readable_text
Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

# data[].attributes.attachment_link.description
Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects

# data[].attributes.attachment_link.readable_text
Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

# data[].attributes.attachment_link.description
Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects

# data[].attributes.body
These are great for me to refer to for definitions and examples.

# data[].attributes.body
This provides me with ways to think of formative lessons.

# data[].attributes.body
These templates are great for me to use to figure out how to help special needs students

# data[].attributes.attachment_link.title
Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

# data[].attributes.body
The first document is helpful in looking at traits and behaviors. The video helps give me an example.

# data[].attributes.attachment_link.readable_text
Last year, I took a big risk by including blogging as part of the curriculum for my first-year college English course. Around half of my students were English language learners (ELLs), and I wasn't sure that they would be comfortable with this medium. (Read about blogging in my ELL classroom here). I started to think of ways they could contribute to their blogs that did not necessarily require an overwhelming amount of writing. A conversation with our college's librarian led me to digital storytelling. Students would still write, but by using another medium too, I aimed to keep them motivated and engaged in writing blogs.
What Is Digital Storytelling?
Digital storytelling is the concept of using digital media (photos, audio, video) to create a story. It's a tool that can be used for a variety of communication purposes, from marketing and advertising to documentary videos. In the classroom, digital storytelling allows students to apply tools that are relevant to 21st-century learning and to extend their communication and interaction to another level.
Benefits of Digital Storytelling for ELLs
Digital storytelling has profound benefits for students' communication, critical thinking, creative and writing skills. For ELLs, those are three particularly important areas to focus on since learning a new language adds a layer of difficulty to overcome.

Communication:For many ELLs, communicating an idea, a narrative or a story is the most difficult aspect of learning English. Digital storytelling allows students to communicate an experience or an idea-and the meaning and feelings behind it-in a short timeframe and to express themselves in ways they might not be able to while writing an essay or report. For example, a digital story can be three minutes long, but the tools used to tell it help convey a deeper meaning and builds a connection with the audience. Images, music, audio recordings and family photos are just a few of the possible tools.

Critical Thinking and Creativity:Often, ELLs get so caught up with learning and trying to speak and write English that critical thinking and creativity become lost in translation. The process of creating a digital story guides students to think about why an idea, an experience or a story is important to them. This allows students to practice analyzing their own narratives, which fosters reflection and critical thinking.

In addition to critical thinking, students will be able to learn in a way that supports and encourages creativity. Many students, if asked, would tell me they're not creative. However, students use their creativity throughout the process of developing digital stories, even when they're using technical or other skills (e.g., digital media tools) that don't conjure up "creativity" in their minds.

Writing:Writing is a pretty daunting task for most ELLs, but I found that, after being introduced to digital storytelling, my students became more comfortable with sharing their thoughts and experiences. Digital stories allow them to express themselves with fewer words. Still, creating a digital story takes students through a process that is very similar to the writing process. Students have to brainstorm, plan, outline, draft, edit and share. If you use digital storytelling with your students, periodically remind students to make connections between the two processes. This will help familiarize them with the writing process and help them see that writing is a doable task.

Here is an eight-step digital storytelling process, as explained byeducator and ed-tech expertSamantha Morra:

1. Generate an idea and go from there.

2. Research to learn about the topic.

3. Write out a script.

4. Create a storyboard.

5. Compile or create digital media (images, audio, video, etc.).

6. Assemble all the parts into a digital story.

7. Share with others.

8. Reflect on the experience and give feedback.

Digital Storytelling and Classroom Culture
As a class, we went through the process of creating digital stories together, but students also worked independently. I thought it would be great for them to share with each other their final products. Many students were reluctant at first, so I only chose volunteers. But as they saw their peers' work, many students changed their minds and shared their own stories.

Digital storytelling not only contributed to a safe environment for students to share their cultural experiences and personal stories, but it also created a classroom where students gained confidence. They realized that it's valuable for all of us to be proud of who we are.
One Student's Digital Story
Oleksii, an ELL student from Ukraine, had come to Canada a year before he attended my class. He was very self-conscious about writing and speaking in English and sought out extra help from me whenever he had the chance. When I introduced digital storytelling, he was very hesitant because of his accent-he even mentions it in the beginning of his video. However, after experimenting with digital storytelling, he saw it as an opportunity to share with his classmates a bit about Ukraine and his cultural background. After seeing his classmates' reactions to his story, Oleksii beamed with pride: He made a powerful digital story that he can share with others.
Resources How to Incorporate Digital Storytelling to Empower Student Voice
Digital Storytelling on Seneca College's Sandbox
A Guide to Producing Student Digital Storytellers
Alrubail is a writer on education, teaching and learning. She is also the editor of Medium's The Synapse publication on learning, teaching and education.

# data[].attributes.attachment_link.description
Expressing themselves clearly in English can be challenging for English language learners, but digital storytelling can enhance their communication skills and learning in a fun, relevant way.

# data[].attributes.body
The first helps me see technology for other educator's eyes. The second is a great example to refer to.