AZDash

AZDash consolidates and presents student performance data in easy-to-use interactive dashboards, saving teachers time and LEAs money.

Teacher navigation using "digital backpack" of student information.  

Teachers only have access to their own class and students who are enrolled through SIS.

Teachers can view standardized assessment results for given students.  Demographics, grade level, SPED, ELL, Gifted and other information is provided for the history of the student. 

AZDash provides information for Arizona public and charter schools. 

Teacher AIMS Dashboard - 

• Students are illustrated as a class unit rather than as a comparison view across the state. 
• Most recent test results by subject matter.

Teachers are able to make goals and decisions about content and delivery for students when a platform like AZDash is utilized. 

Reflection

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?  
• I taught part I of the lesson and realized only in teaching it that there are frequent pop-up messages about creating an account.  I would use a Google mapping app in the future or whatever app enables students to have an established account within the platform and save work to a classroom file.  Dealing with the "distractions" pulled away from the focus of the lesson which was creating the mind-map.
• I think the idea is good and that I executed the content well, but the lesson should probably be broken into smaller parts.  Perhaps a focus on one act at a time.
• I needed a more concrete visual during the independent practice.  I'd closed the guided practice mind-map and the students needed a visual to follow.

• How well was the alignment to objectives and standards maintained?
• The alignment to objectives and standards was maintained although as I stated above the focus is easily shifted when using technology.  I have to remind myself constantly that the purpose is for the students to learn the technology and use the tools.  The purpose is not for me to do it for them or to make things easy. 

• Describe any modifications made during the implementation of the lesson
• I did not make any predetermined modifications during the lesson, but had mentioned that more students might benefit from a pre-designed mind-map so that they could just insert their ideas into the bubbles.  Upon further thought though, providing that would eliminate the objective which is to learn the technology of mind-mapping or planning digitally.  
1. Mechanics: 
   • What technologies did I use (for the teacher and the learner)?
   • I used bubble.us and Google Hangouts (Conversation App)
   • How were the technologies used (by whom and in what manner)?
   • Bubble.us was used by the students to create a mind-map or planning map for writing a three act fairytale.  Although I didn't teach part II, Google Hangouts would be used by the students to write their three act fairytale using a my turn-your turn format.  They'd converse back and forth through digital conversation and then print what they'd written. 
   • My lesson was within the correct time frame
     • It was short because…
     • It was too long because writing is hard to teach and there are so many concepts that come into play once one starts teaching the content.  I realized that the lesson could be broken down even further into smaller parts and in reality my one lesson plan might extend over a few weeks.
     • The lesson was within the correct time frame because...
2. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning


• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

This is the Guided Practice Mind-Map ^

This is the Student (partner) created Mind-Map ^

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• The students had a lot of fun using the digital mapping technology.  They did not complete the three acts, but this is good feedback as it led me to believe that this lesson should be broken up into smaller parts.  

• This lesson reinforced that prior knowledge of mind-mapping is integral to success in the digital format.  With the prior knowledge of mind-mapping students would be able to successfully focus on learning the digital skill.

• Describe the level of success you had in teaching the lesson
• I believe I was successful in providing a positive learning experience for my "students."  They were in engaged and needed little guidance when creating their digital mind-maps.  I also noticed them having fun during the creative process which is always a good thing. :) 
  
  • How do your individual reflections support this?
  • As discussed in class, when Google Apps are available, use them,  A shared experience between partnering students might have created a more cooperative learning environment. 
  • How do the comments from your classmates support this?
  • My "students'" reflections supported this as well, that some students may not feel included if they are not the ones actually on the digital device.
1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I always learn so much from teaching these lessons.  I really tried to think through the hiccups when writing this lesson, but in reality the hiccups don't reveal themselves until you are actually teaching and have a live response from students.  The process is so beneficial in this regard and I appreciate the opportunity to become aware of the what-ifs.  In the future I will continue to think through the multiple aspects of the lesson, give myself AND the students access to linked URLs, and be sure to give them visuals to follow during the guided teaching portion of the lesson.

Science and Snickerdoodles