Feedback = Learning

October 28th, 2014

Feedback is needed to improve. Examine methods to increase the frequency and quality of feedback with students. Many examples of online and paper-based forms and techniques will be shared.

Pre-session Survey

  • Ask me a question with Google Forms
    • What would you like to learn from this workshop?

TPEP (Danielson format) Survey (Optional)

Post-session Survey


Building a CTE System Designed for Quality Feedback

  1. Identify Standards
  2. Group Concepts
    • Batch together complimentary skills
  3. Build Units by Verbs
  4. Sequence Units
    • What skills sequence well for building a diverse skill base for problem solving and creating?
  5. Decide on Outcomes
  6. Establish Quality – Skills Checklists
  7. Establish Quality – Rubrics
  8. Apply Quality
    • Decide what rubrics to use for each unit
      • Be careful to only assess the quality that is directly related to your standards
      • Less is more
  9. Construct Project Feedback Process
  10. Establish Portfolios

Final Thoughts

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Assessments That Grade Themselves

October 28th, 2014

Presented by Scott Le Duc

Can this be true, assessments that are automatically scored and the results emailed to students with support material to help them? Yes, and it’s not the steep learning curve that some may anticipated.

Pre-session Survey

  • Ask me a question with Google Forms
    • What would you like to learn from this workshop?

TPEP (Danielson format) Survey (Optional)

Post-session Survey


Ideas and Resources

  • Terms and Concepts vs. Hands On Work - 1 Minute
    • Thinking = Know terms
    • Doing = Understand skills
  • Creating Online Assessments
  • Students Creating Assessments

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Battle For The Net

September 14th, 2014

Traffic on 2nd Avenue by Oran Viriyincy (CC)

If you woke up tomorrow, and your internet looked like this, what would you do?

Imagine all your favorite websites taking forever to load, while you get annoying notifications from your ISP suggesting you switch to one of their approved “Fast Lane” sites.

Think about what we would lose: all the weird, alternative, interesting, and enlightening stuff that makes the Internet so much cooler than mainstream Cable TV. What if the only news sites you could reliably connect to were the ones that had deals with companies like Comcast and Verizon?

On September 10th, just a few days before the FCC’s comment deadline, public interest organizations are issuing an open, international call for websites and internet users to unite for an “Internet Slowdown” to show the world what the web would be like if Team Cable gets their way and trashes net neutrality. Net neutrality is hard to explain, so our hope is that this action will help SHOW the world what’s really at stake if we lose the open Internet.

If you’ve got a website, blog or tumblr, get the code to join the #InternetSlowdown here:

Everyone else, here’s a quick list of things you can do to help spread the word about the slowdown:

Get creative! Don’t let us tell you what to do. See you on the net September 10th!

via Battle For The Net.

Differentiated Instruction with Technology

August 28th, 2014

Pre-session Survey

  • Ask me a question with Google Forms
    • What would you like to learn from this workshop?

TPEP (Danielson format) Survey (Optional)

Post-session Survey

Getting Kids Excited About Learning


  • Scott Le Duc


  • Implementing strategies to successfully engage student learning involves many crucial, interconnected components.  This workshop with offer information and opportunities to experience concepts and tools that connect students interests to curriculum goals, assess learning quickly and efficiently, adapt activities to the student’s readiness to learn, and reinforcing knowledge retention.


SCHEDULE 8:00 – 8:45 Getting to Know You Concept

  • What areas of Danielson would you like to see examples of evidence and artifacts?
  • Gather previous DI background from participants
  • Gather input from group about what they want from the training
  • This information will help structure the day


DI Assessment Concept

  • Knowledge of Students / Prior knowledge


  • Online YuGiOh Personality Cards
  • Online Multiple Intelligences and Learning Styles Quizzes
  • Kagan Small Teams


  • Pre-assessment / Prior Knowledge


8:45 BREAK 9:00 – 10:15 DI Assessment Cont. Concept

  • Student Work in Portfolios, Feedback, Feedback Forms, and Exit Cards



  • Standards-based Grading and Competency Sheets


10:15 BREAK 10:30 – 11:30 Low-Prep, High-Impact Strategies, Activities & Materials Concept

  • Research, Planning, Organization, and Storyboarding



  • Presentation (Not the way you probably expect!)



  • I do. We do. You do. and Question Answer Relationship (Q.A.R.)


11:30 – 12:30 LUNCH 12:30 – 1:15 Tiered Assignments Concept

  • Standards, Complexity of Activities, and Readiness


1:15 BREAK Tiered Assignments Cont. 1:30 – 2:30 Tiered Assignments – Cont. Concept

  • Product Possibilities


2:30- 3:00 Managing the Differentiated Classroom, Exit Cards & Summaries Concept

  • Non-Cognitive Skills and Student Success



  • Routines, Rituals, Anchor Activities, and Student Groups


Day in the Life of a Teacher

June 19th, 2014

Click on the link below to access the day’s materials:

2014 Find Your Future Presentation

March 18th, 2014

Your Future Success Revealed with Marshmallows?

October 13th, 2013 Marshmallows Image by John-Morgan at

“…a seemingly simple experiment devised by Walter Mischel to test will power: put a kid in a room with a marshmallow, and tell her if she can resist eating it for 15 minutes, she can have 2 marshmallows. It turns out the kids who could wait were much more likely to be successful as adults. “- – Your Future in a Marshmallow

Listen to the Podcast at and Learn More

Be sure to read some of the comments on the podcast page. Two in particular raise interesting concerns; Eric Mauro from Boston MA and Kimi from Hartford, CT. What limitations are inherent in this study?  What do we need to consider when interpreting data from studies like Mischel’s?  Do the concerns raised mean we throw out the results of the study?  How do you feel about the commenters observations and the data shared?

Want to Learn More?

Listen to the podcast Back to School from the This American Life radio program. You will hear Theo, pictured below, struggle with delaying gratification to receive two treats, instead of one. The hour long program details data and strategies to help young people overcome stress and stay focused on goals, compensate for deficiencies in resources and be successful in all areas of life. It’s profound and worth your time!

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Literacy Discussion

September 2nd, 2013
Image of literacy terms

By dougbelshaw @

This series of videos showcase an important media literacy discussion from 2008. The topics are just as relevant today. What is literacy now? What are the different forms of literacy; print, digital, etc.? What impact does media have? Are students being properly prepared for our media rich environment? More information can be view here,

Use Technology to Document Danielson

June 17th, 2013

“I believe that one of the reasons my framework has become so widely accepted is that it gives voice to what all educators know, that teaching is very complex work, it’s a thinking person’s job and you cannot follow a cookbook.” – Charlotte Danielson

“Doctors work as interns and residents… attorneys work as clerks for experienced lawyers or judges… but teachers, from the moment they are awarded their first license, are considered full members of the profession.”  - Charlotte Danielson


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Northwest Indian College – CMPS 101 Computer Applications

April 24th, 2013

Creative Commons image from catspyjamasnz at Flickr

Computer Applications is a one-term course that will introduce the student to relevant technology in the work force. Tools used will be Microsoft PowerPoint, Microsoft Word, Microsoft Excel, Open Office and Google Drive (also known as Google Docs). Open Office and Google Drive are both free and work on any computer. Students develop a professional web-based portfolio with throughout the course.

Course Outline

  • Total Quality Management techniques and andragogy structuring of class expectations
  • Building a professional portfolio (blog)
  • Brainstorming with Mind Mapping programs
  • Creating presentations with Microsoft PowerPoint, Open Office Presentation and Google Drive
  • Word processing with Microsoft Word, Open Office Text Document and Google Drive
  • Creating spreadsheets with Microsoft Excel, Open Office Spreadsheet and Google Drive
  • Working with social media tools, to be determined in class

Student Learning Outcomes

  • Students will be able to use popular computer software for word processing, spreadsheet, presentations, blog publishing at (portfolio), social media applications like (images) and (presentations) and Internet email (  Specifically, students will know the meaning and operation of icons of commonly used menu items in Microsoft PowerPoint, Microsoft Word, Microsoft Excel, Open Office, and Google Drive.  The student will be proficient in using the help system and online tutorials to be able to figure out new versions of software and use features not covered in this course.
  • Students will be able to explain important computer concepts using vocabulary in online help.
  • Students will acquire and apply computer related knowledge.
  • Students will locate instructions (help) that are needed to select and employ the appropriate feature to solve problems.  (Features of computer application software change over time and the student will encounter different software at home and at work. Thus, just learning the features of the specific computer application software used in class is not as important as learning how to learn the features of any end-user computer application software.)
  • Students will create professional looking presentation, documents, and spreadsheet as expected from a  “college educated” person.  Timely professional work (good grammar, proper spelling, etc.) is required.
  • Students will be able to THINK and apply knowledge rather than simply repeat it.
  • Students will apply assignments to real life situations, as relevant to each individual as possible and as varied as possible to appeal to different learning styles.

Student Projects

  • Presentations
  • Word Processing
    • Résumé
    • Biography page in the portfolio
    • Word art for biography page
  • Spreadsheet
    • Car or home purchase requiring a bank loan

Grading Scale

90-100 A
80-89 B
70-79 C
60-69 D
Below 60 F


  • Since you will receive an attendance grade, it is essential that you understand the attendance policy.
  • Daily attendance is extremely important to your passing this class successfully.  If unavoidable problems arise, see me personally for help in keeping up with your assignments.  You will receive 10 points per day if you are present.  Since this is an attendance grade, you must be present to receive the points.  The only exception to this rule is if you were on a school activity trip.
  • It is your responsibility to find out what work you have missed and to make the work up.  You will have a short period of time to complete all missed work. Since a majority of your work will be done at the computer, it will be extremely difficult for you to make up this work unless it is done before class or at home.

Classroom Rules

Rules for the classroom are as follows:

  • Because this classroom contains expensive equipment, there will be absolutely NO FOOD OR DRINK allowed at the computer tables. No cell phone use, please.  We will take at least one break for you to use your phone.