Blog I
Using Electronic Grading Software
Placing grades in a gradebook can
take up a great deal of a teacher time and at times this will need to be done
multiple times a day. From time to time, testing and activity are not graded as
a whole grade. A teacher may want to break down an assignment into percentage
points. For example, in a writing assignment the teacher may want to grade for
different activity in the assignment, 50% for content, 25% for spelling and 25%
for punctuation. Grading can become time consuming but technology can take the
stress out of the gradebook (Maloy, Robert) There are no shortages of websites
for electronic grading software. Picking one may become a trial and error
process for new teachers. In some cases, the teacher may not have a choice
because the school district may already be using one and you will be required
to use it. As we know, teachers have more to do then entering grades into a
gradebook. Lesson plans, seating charts, attendance, report cards this and more
all are time consuming. Therefore, finding an electronic software that can do
most or all would be a benefit. I searched websites and found most do the same
things however, some come at a cost and some are free. I am more interested in
free and found this one of interest
https://www.learnboost.com
This gradebook program goes far beyond a gradebook. Not only does it keep track
of grades it keeps track of attendance, helps in lesson plans, reports, seating
chart and keeps parents and students up to date. Grades, are automatically updated
(in real time) I can also customize my grading scale. (This only names two
options under grading). Attendance, absences and tardiest are tracked, I can
keep notice of any trends and print off records. Lesson plans, this program can
align my lesson plans to Common Core State Standards to my assignments. This
way I know my students are staying on track. Reporting, can give a detailed
progress of the overall achievement in the classroom. Parents and students,
with access codes I can share attendance records, grades, grades on
assignments, course calendars and class policies. Like I said at the beginning,
finding a grading software is a trial and error what is good of one may not be
good for another.
Teaching Goals, Methods, and Procedures (How to Teach)
School districts have already set
the framework on what will be taught. With this framework in mind, I need to
ask myself three questions. First, goal, why is the lesson being taught?
Second, methods, what strategies will I use to convey the lesson? Third,
Procedure, how much time should be scheduled for each activity? Goal: Common
Core is not a curriculum, it is a set of expectation. Therefore, local school
districts make the decision on how the expectation are to be taught. Students
need to be taught, how to think deeper, answer questions with evidence rather
than answering questions on opinions (
Kourkounis, K). The school district has answered the
question; why the lesson being taught. Therefore, the method and procedure will
be left up to the me. With the help of technology, I will be able to find a
variety of ways to accomplish the method.
http://www.inspiration.com/
is a visual thinking software. This software can integrate inspiration into my
lesson plan that will engage my students into thinking deeper. This software can
give teachers ideas on how to meet lesson plans with Common Core State
Standards (inspiration). Visual thinking and learning tools can improve student
performance and meet standard goals. Procedure, I would try to stay in a time
line but students need to know the material before moving on.
Learning Assessments (Knowing What Students Have Learned)
Learning assessment is very
important for teachers, this is the only way teachers can evaluate a student’s
knowledge and understanding of new material. Using World War 1 as an example, I
would open-up an oral discussion by first asking my students “What do you know
about World War 1”? This would give me an assessment of their knowledge before
starting the lesson. I would use a learning performance rubric as a teaching tool
as well as a self-assessment for students to use. Students have the assessment
criteria in their hands as to what they are expected to learn through-out the
lesson on World War 1
(Maloy, Robert).
I can keep up with what my students are learning with the help of a classroom
response system. This is a technology tool that not only can be used as a
learning assessment it can improve student learning. A technology response
system can show me (in real time) just how much my students are comprehending
in what is being taught. This can be done with individual remote head-held
transmitters, called clickers. Teachers can create a poll and within seconds, integrate
it directly into the classroom lesson. This technology software can also track
student participation as well as quiz and test scores. Outside of technology,
there are several other ways I can evaluate student knowledge during and after
I have completed the assignment. Lesson comprehension can be measured with
testing, essays, class participation, writing assignment and oral class
discussions. By the end of the lesson, I will know what students have learned
(Maloy, Robert). This YouTube video, shows how technology can be used and how
much teacher and students enjoys using it.
https://youtu.be/15Fl0nWdmHQ
Kourkounis,
K., & Staff, T. (2014, January 20). Understanding Florida’s new Common Core
standards. Retrieved October 30, 2016, from
Maloy, Robert,
Verock-O’Laughlin,Ruth-Ellen, Edward, Sharon A., and Woolf, Beverly Park
(2013). Transforming Learning with New
Technologies, 2nd Edition. Boston, MA: Pearson Education, Inc.
