11/12 Office Hours

Started the morning working with the Art teacher discussing essential learning goals and objectives.  We discussed where we were in the journey, how we can move forward and what the logical next steps would be.  We even looked at science and social studies and how they apply to art and overlap.

Then:

• Went through what felt like 100 emails.
• Wrote a blog post on Reflecting on #EdcampKC http://coachinandout.blogspot.com/2012/11/reflecting-on-edcampkc.html
• Read another GREAT resource on how to use twitter by Wiggins: http://grantwiggins.wordpress.com/2012/11/11/escaping-isolation-twitter-and-transparency/
• Put together and sent meeting requests for Science and Social Studies CORE facilitators
• Browsed IFTTT recipes used by other people https://ifttt.com/recipes
• Finalized details for 8th grade Social Studies full day workshop
• Ordered refreshments
• Copied Scope and Sequence, DOK, GLE, NCSS, Draft article, Board curriculum
• Arranged folders

• Searched for "Our United States" Books
• Amazon: http://www.amazon.com/gp/offer-listing/0382326903/sr=/qid=/ref=olp_tab_all?ie=UTF8&colid=&coliid=&me=&qid=&seller=&sr=
• abebooks: http://www.abebooks.com/servlet/SearchResults?isbn=0382326903&sts=t
• Finalized Agendas for Science/Social Studies Facilitators

Went through Cindy's folders on "performance events" learned the following:

• Performance assessments are designed to judge student abilities to USE specific knowledge and research skills
• Most performance assessments require the student to manipulate equipment to solve a problem or make an analysis. 
• Rich performance assessments reveal a variety of problem- solving approaches, thus providing insight into a student's level of conceptual and procedural knowledge
• Performance assessment shhhtrategies are composed of three distinct parts: a performance task; a format in which the student responds; and a predetermined scoring system. 
• Performance assessments are typically inappropriate for measuring student knowledge of facts
• Performance assessments use grading strategies that are commonly used in the performing arts, fine arts, and Olympic competitions
• Definition—students demonstrate their knowledge and skills by engaging in a process or constructing a product.
  1.    Purpose for the assessment
  2.    Tasks or prompts that elicit the expected performance
  3.    A response demand that focuses the student’s performance (must be authentic)
  4.    A systematic method for rating the performances (scoring guide)
• Assessing Performance Assessment

Began working on Facilitator Workshop for End of Nov meeting date.

Recorded directions on how to access the CNI Server.

Went home to complete:

• Homework for PBLU.org class
• Watch youtube video blocked here: http://youtu.be/xQnGaSXbEEQ
• Watched this for an assignment: http://www.youtube.com/watch?feature=player_embedded&v=nepilt0RuLQ
• downloaded project management form: http://www.bie.org/tools/freebies/management_log
• 
  
• check out meet - meme
• add Science iOS training to Apple calendar
• Clear off iPad to investigate iBooks for Middle School