Creating Products to Assess Mastery in the Online Environment

1. Summarize the project, assignment or assessment in its current form. 
   
   The current assignment requires students to explore the three (even though there for 4) parenting styles discovered via Diane Baumrind's research.  The students have a series of questions to answer in regard to each parenting style but the assignment requires no application.  It is just repetition of the information provided via notes and the textbook.  The assignment concludes with a short reflective piece about what type of parenting style the student may implement in the future. 
2. Explain the objective and the requirements (one paragraph). 
1. Discuss the strengths and shortcomings of this assessment. Consider the accessibility of the assessment and how it may, or may not, work for different student populations (one paragraph).
   
   The strengths of the assignment is that it is focused on a College Board standard that I am directly accountable for sharing with my students.  There are numerous researchers in our development unit that students are expected to be familiar with.  The assignment covers the basics of what they need to know.  The short coming is that the assignment is not memorable; the product requires no analysis or application to make the learning meaningful.  The assignment works for students who just want to get to the point and don't want the application; however for others the assignment is not helpful because it is simple memorization.Keeping in mind the various types of resources presented in this lesson, discuss at least two ways you could transform the project, assignment, or assessment to be more accessible and better meet the needs of a variety of students (two paragraphs). Use the following questions to help guide you and to generate ideas:
2. How could you alter the requirements of the final product to be more malleable and better meet the needs of a diverse student body?
3. Could you incorporate opportunities for choice?
4. What types of online resources or software applications could you require or recommend to either present or create the final product(s)?
5. What options could students have for submitting or presenting the final product(s) in a blended or online class format?
   
   One option that I envision for this assignment is the creation of three families who all implement one of the parenting styles.  The family structure would have to include at least one caregiver and one dependent.  I would require the students to create a family profile that highlights daily expectations and routines based on parenting styles.  I could even offer the choice for students to make a script that exemplifies the ways in which the family interacts.  Students would also be asked to reference the family structure in 20 years (i.e. how would the dependent turn out based on the parenting style). Students could use various types of technology for their final product: Word for a script, a cartoon script generator like Animaker, or even something like an interactive image (students could post a generic family picture and label roles).  The final product would be uploaded to a dropbox.  I could showcase student work in a news announcement (I often do for student recognition).
   
   Another option I envision is a Venn diagram.  Because the parenting styles can be compared and contrasted, a Venn diagram would create a visual representation of the material.  This way students can see why authoritative parenting is the best as it is a combination of the other main two.  Students would have to synthesize details of why the styles are alike and different given life experiences of a dependent.  An option for this could also be a hierarchy chart.  The point is to make a visual that can distinguish the parenting styles.  There are numerous options for the creation of a Venn diagram.  Word or PPT, but also new options such as Canva and Excel.  The final product would be uploaded to a dropbox just for authenticity purposes.  I do not accept linked work in my class.

Specific Strategies for Online Differentiation and Personalization

Reflect: Think about a concept you enjoy teaching which would lend itself well to a differentiated and more personalized experience for your students. If you have not taught, think about a concept you feel comfortable with in your subject area or a concept you have experienced as a learner in a classroom.

Post in your blog: In four well-develop paragraphs, you will discuss two options for the process of learning the material and two options for demonstrating the knowledge acquired (the product).

1. The process (how you learn)– discuss two different options you can offer your students for learning the particular concept you have chosen. Each option should be discussed in at least one, well-developed paragraph, providing details. Some examples of modes of learning material may include researching, watching a video, reading an article, conducting an experiment, providing choice in books, etc. 
   
   One of my favorite units in psychology to teach is states of consciousness.  Though the College Board standards have recently changed in relation to the topic, I still get to discuss sleep!  I love this topic (though not a hot topic by College Board standards) because the students have tremendous amounts of questions pertaining to the content from the start!  There are two ways I can offer students learning opportunities about sleep disorders.
   
   The first differentiated approach I take is through case studies.  Students love having a mystery to solve.  Case studies put the students in charge of learning.  Case studies are great because you can design them in a manner that integrates prior knowledge with new knowledge.  For example, I provide the students a client.  I provide partial information about the individual.  The students have to make an initial diagnosis using what they already know.  Then I provide secondary information that either confirms their original diagnosis or challenges it.  Then I provide synthesis questions based on the particular disorder.  I have utilized this approach during a synchronous chat session.
   
   The second differentiated approach involves watching a video.  There are many myths the students believe coming into psychology from things they have seen on TV or in movies.  I can't tell you how many pleas I have had to see The Joker just so I can answer questions my students have, haha!  I feel it is my duty to provide the reality of circumstances we study such as sleep disorders like narcolepsy.  I have a BBC documentary that I have clipped down.  I share this in the news announcements conditionally after students make a post in the correlating discussion thread.  The case provides the reality of life with a clinical issue which illustrates the details students need to be familiar with.
2. The product (the assessment or what you learned) – discuss two different options you can offer your students to demonstrate the knowledge they acquired during the learning process. Each option should be discussed in at least one well-developed paragraph, using details and a description of each option. Examples may include, but are not limited to a written or oral report, a movie or video, a traditional-style test, a lab report, etc. The options are endless!
   
   I actually enjoy doing a flipped lesson.  What I mean by this is giving the students the answers and having them analyze the wrong options.  An easy way to do this would be providing the symptoms of a sleep disorder.  I clearly express what the correct diagnosis would be but provide options as to why someone may be lead down a different path.  Students then have to create an analysis piece that reflects their thinking.  A product like this helps students identify why distractors on exams are created in the manner they are.
   
   Since I enjoy case studies another option is allowing students to create a client profile.  They can provide background about a fictional individual and symptoms that he/she is experiencing.  These developed case studies can be posted in a discussion forum for students to solve the mysteries classmates have created.  This not only shows me what a student knows about a particular disorder but also the entire class.

Best Practices for Online Communication

Best Practices for Online Communication

Reflect: The communication we offer students during a time of need can be the single most important influence in their success or defeat. Keep in mind the best practices for communication presented in this lesson and imagine how you could utilize them to respond to and positively influence one of the options below:

Option 1

You have a special needs student in your advanced programming course who is being supported through an individualized education program (IEP) with specific accommodations. His eligibility for special education services is Emotional/Behavioral Disorder, citing severe depression and anxiety, self-harming behaviors, and obsessive-compulsive disorder. It is evident from his grades up until this point, he is absolutely capable of understanding the material and doing the work. However, a couple of months into your course, you notice he has gotten behind and is struggling to get back on track. His main accommodation is related to assistance breaking larger assignments and projects down into manageable parts with check in points with the teacher. You know from your experience, this could be a make it or break it point, and you wonder if the student is beginning to shut down. At this point, the course has moved from the basic information to the point of application, with several project-based assessments.

1. Indicate which option you decided to write about. In at least one paragraph, discuss the challenges you believe may be happening for this student in the class based on the information provide in the scenario. This could be related to communication, communication tools, or other issues that may be going on.
   
   As a psychology teacher, my main concern is the student's mental health.  As I am starting to notice to change in the students grades, I know that the depression can lead into learned helplessness.  Communication with the teacher may be intimidating and psychologically overwhelming. Once this student hits a certain psychological and emotional low, it will be very difficult to progress forward.  
2. Think about the various aspects of communication presented in this lesson. Choose at least three best practices of communication that you feel would be appropriate to implement or address to properly support the student. Write at least one paragraph for each best practice you chose and discuss the following for each:
1. why the best practice is applicable to the student situation, 
2. how you could implement it, 
3. what outcome you would expect.
   
   In this case, a definite approach would be a synchronous option of calling the student.  Picking up the phone and making the initial contact would need to be initiated by my as the teacher.  Based on this student's specific circumstances, I highly doubt he will have the will to call me first.  I also want to verbally stress to the student the value of them as a person and not a grade.  I feel this can be best communicated verbally and not via email.  I would expect the conversation to be one sided, mainly from me to him but that's okay; reaching out and making the first move is hopeful. 
   
   The second thing I would attempt is honestly an email follow up to the conversation.  This student may be in a place where verbal communication is too much so writing their feelings in words could work.  I think it is also important to follow up as it sends a message that the phone conversation was important and not dismissed.  The student has three options: not respond, respond with little communication, or respond with overwhelming details that may need to be passed on to a mandatory reporter.
   
   The third thing I would do is provide personalized feedback on his assignment via audio files.  I think it would be important for him to hear my compliment sandwich verbally as a way to build his confidence back up in approaching projects but also for perseverance as the semester is transitioning to project-based assessments.  If he has shown based mastery of content, then I know the projects may be a little challenging as it moves to application of knowledge.  Providing specific personalized feedback will help him know exactly what he needs to focus on for improvement.