GaVS ePortfolio: Differentiation

Extra Instructional Videos

When I taught in the face-to-face classroom, I created around 100 short instructional videos for physics content.  Students in my GaVS class had emailed me asking if we had a textbook or anything besides the modules and instructional videos provided within the course.

I decided to post the videos I created for my face-to-face students on the bulletin board in my GaVS Physics B course to, hopefully, provide an additional method of learning/understanding the content for my students.

I created a Smore and linked to the YouTube playlist for each content area and embedded the Smore in the Bulletin Board.  It provided an easy method to put the videos in one easy-to-find spot for my students.


Color-Coded Assignments

After a presentation by the Special Needs Department, I decided to color-code the assignments in my syllabus.  This way, they would  stand out better for the students and the students would know exactly which assignments are which part of their grade.


Extra Learning Opportunities

I was having low attendance at my weekly synchronous sessions.  However, I was getting many of the same questions throughout the week via email.  In addition, I was reviewing for the students' unit tests during the Adobe sessions and I wanted to make it "worth their while" for the students to watch the recordings.  So, I started posting "ELO I Spy" assignments as News announcements and created a corresponding dropbox folder.

As a result, I've seen more students (that I can tell anyway) watch the recordings and test grades have gone up for those that are completing the I Spy assignments (not just the additional point, but they are learning something from the review as well).

Students have emailed me and told me that these sessions are very helpful.



Assignments Organized by Due Date

Even though all of the assignments are in the syllabus and in the Brightspace Checklist, students were still having difficulty knowing which assignments were due on which due date or forgetting to submit an assignment.  I created this document for each section of my course.  Each assignment in the document links to the corresponding dropbox folder within the course.

The students can use this as a checklist and also see which weeks are heavier assignment-wise, so they know to budget their time more wisely those weeks.  This document is also helpful when I want to create a list of reduced coursework for a student to satisfy their 504 or IEP.


Accommodations

As students with accommodations enter my course, I implement their accommodations, whether it is extended time on tests and quizzes, an additional day before assignments are late, or reduced coursework.

I also use this special access portion of the quizzes for my transfer student.  She entered the course with a 97% average and even though her home school said she'd completed some of the material in the course, when I spoke with her on the phone, she mentioned that she hadn't covered ANY of the material.  She joined about halfway through the course, content-wise.  When we talked on the phone, she said she would like to start where the rest of her 14 week classmates were and study the previous information on her own.  Given her high transfer grade, I told her that was acceptable, but also told her I would leave the earlier module tests open for her to take and I would grade them, but not award credit.  That way, she would have exposure to the types of test questions in each module before the final exam, since the final exam would cover everything, even the modules we completed before her arrival in the class.


Pinned Discussion Post

As the students began to answer the discussion prompt about static electricity and gas station fires, I noticed that they had some misconceptions about the causes of gas station fires, specifically that cell phones caused gas station fires.  I created this post with a video and link to a Snopes.com article and an article by an organization that keeps track of the causes of gas station fires, to dispel some of their misconceptions about gas station fires. 

This post also leads by example by showing the students what an excellent discussion post looks like.


Point Breakdown with Visual

The only "rubric" provided for my Physics B course was the generic Lab Report Rubric for all science classes.  Obviously, this rubric did not apply to the majority of my assignments.  I was also having trouble getting my students to show their work on their assignments.

I created this little visual/stamp to upload in each dropbox folder.  In addition, I posted the point breakdown I created to grade each assignment.  This allowed each student to see exactly what they needed to do to earn full points.  And the graphic/stamp provided a visual reminder that they needed to show their work and use correct units.





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