Access Code: chem100
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Artifact Description:
Piazza is a formative assessment tool that can be used for discussion or polling. In the images above, there are two examples of questions that students respond to in a discussion format and one poll that students respond to. There are also two notes that students do not have to respond to but rather they give information to the student. Through these discussion and polling techniques, teachers can assess students' progress with new material. This tool allows for a math keyboard which helps in a math or science classroom. It also allows the teacher to view a student's response before all of the other students can see it. This allows for the teacher to ensure that only valuable information is being posted to the whole class. To create this artifact, I had to sign up for an account and insert information about a school system. After the account was set up, creating new posts was simple. For students to join the activity, I would give them the link to the course page and the access code needed to respond to the discussion questions. I would then have students respond to questions for homework or as an exit ticket. The results are automatically sent to the teacher and stored on Piazza for the teacher to reference. After receiving the responses, as a teacher, I would adjust my teaching based on whether the students needed more explanation or move on if they have mastery of the subject. This fits into component 3D of the Danielson framework because it is a source that allows teachers to assess students during learning to check for understanding. It also gives responses quickly so that students can see their progress as well.
Artifact Reflection:
Using Piazza was very easy. I would like to see it put into use because the interface provided for teachers is confusing, but I hope that it would be clearer after students reply and it is used to its full potential. If I were to create this again, I would like to use more of the mathematics keyboard to see if it provides a better presentation of problems to discuss for homework. This learning fits into educational psychology because it is important to engage students and teachers must have "withitness" allowing them to always be adjusting in the classroom to provide the best experience for their students. In my future classroom, I can use discussion techniques for higher level problems that are assigned for homework so that each student can have help and still work on the problem on their own.
Piazza is a formative assessment tool that can be used for discussion or polling. In the images above, there are two examples of questions that students respond to in a discussion format and one poll that students respond to. There are also two notes that students do not have to respond to but rather they give information to the student. Through these discussion and polling techniques, teachers can assess students' progress with new material. This tool allows for a math keyboard which helps in a math or science classroom. It also allows the teacher to view a student's response before all of the other students can see it. This allows for the teacher to ensure that only valuable information is being posted to the whole class. To create this artifact, I had to sign up for an account and insert information about a school system. After the account was set up, creating new posts was simple. For students to join the activity, I would give them the link to the course page and the access code needed to respond to the discussion questions. I would then have students respond to questions for homework or as an exit ticket. The results are automatically sent to the teacher and stored on Piazza for the teacher to reference. After receiving the responses, as a teacher, I would adjust my teaching based on whether the students needed more explanation or move on if they have mastery of the subject. This fits into component 3D of the Danielson framework because it is a source that allows teachers to assess students during learning to check for understanding. It also gives responses quickly so that students can see their progress as well.
Artifact Reflection:
Using Piazza was very easy. I would like to see it put into use because the interface provided for teachers is confusing, but I hope that it would be clearer after students reply and it is used to its full potential. If I were to create this again, I would like to use more of the mathematics keyboard to see if it provides a better presentation of problems to discuss for homework. This learning fits into educational psychology because it is important to engage students and teachers must have "withitness" allowing them to always be adjusting in the classroom to provide the best experience for their students. In my future classroom, I can use discussion techniques for higher level problems that are assigned for homework so that each student can have help and still work on the problem on their own.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.