Practicum Week #5

Trudging Along...

As I entered this week, I had an... epiphany, of sorts. It dawned on me that I have to review the guidelines for Proctors versus Administrators in HiSET and GED. Obvious, I know. But there are very subtle differences. Additionally there is a lot of material that I am simplifying especially for the Proctor section. It's not that I thought I was going to do all this from memory or anything, but I think I sort of... blocked out... the fact that I would need to review all the guidelines.

Do you ever do that? Try to ignore the stuff you don't want to deal with?

Progress Report: 
September 17- September 24, 2017

I spent this week reviewing the guidelines for proctors and administrators. This has doubled as an opportunity to review for my own Administrator re-certification that I will do at the end of this month.

I am also searching for videos to incorporate into my training modules, but I feel that I will need to make my own. The Proctor training, in particular, is very ACC-specific. I'll continue working on this.

Practical Practicum Planning:
September 25- October 1, 2017

The devil is in the details. I will continue to review a simplify the mounds of information that makes up the test administration guidelines (I have no less than 10 binders full...way too much for Proctors to know, and I want to simplify it as an introduction for part-time administrators). Work, work, work!

I'm squeezing all this in in-between actual testing and the myriad other details of test administration and committee responsibilities. 

Is it fall break yet?



**All images created with Imgflip.**

Comments

Post a Comment

Popular posts from this blog

Merrill Vs. Bloom

Image
The Contenders: In this corner... Merrill! Merrill's First Principles of Learning present a method of design that makes it easy for the designer to focus on real-world learning.  Merrill's presents a problem or task as the method of engagement in the learning process, therefore the mind is automatically stimulated into problem-solving mode. Once the brain enters the problem-solving mode, educators/designers are then able to use the learner's prior knowledge to present new information.  This practice enhances learning as information is in context of known information rather than as an abstract idea unrelated to the  student's knowledge.  Without a point of reference, students easily forget the new information or have difficulty applying the knowledge.  Merrill's First Principles circumvents this difficulty making the new information both applicable and relate-able.   And in this corner... Bloom!  One of the primary compo...
Read more

A Shark in the SAMR Pool

Image
SAMR is a dynamic model for designing learning activities for students of all ages in the digital age. SAMR stands for Substitution, Augmentation, Modification, and Redefinition, represented like so: As the diagram shows, the bottom tiers represent enhancement, while the upper tiers reflect transformation of traditional pen and paper assignments.  Let's review SAMR a little more: Now that we understand how SAMR works, we need to also recall that there is a slightly different view of SAMR, the SAMR Pool.  In the SAMR Pool, it no longer looks like the traditional ladder where redefinition is the ultimate goal to reach with each assignment.  It is more of a flow back and forth between each type of task. As you can see, in swimming, you can go back and forth between the different levels more fluidly than one be able to climb the steps of a ladder. "But, Julie," you say, "that is a picture of an ocean, not a pool." Ah! Right you...
Read more

The Impact of Communication and Feedback

Validation. "Likes," comments, and "shares" on Facebook. FEEDBACK. As humans, we crave having that interaction, that communication from others that what we said or did was worthwhile, or at least that someone was paying attention. Submitting assignments, evaluations, and activities in the educational environment is no different. Students, and instructors, need more than just a numeric or letter grade. Constructive feedback fosters improvement for the future. Sources of feedback Feedback can come in many forms: a grade, a comment. Feedback can be written or verbal. It is interesting to note that, when coming from instructors, audio feedback seems to have the most impact on students for long-lasting improvement (Johansson, 2017). Other sources of feedback included evaluations, which is typically to determine effectiveness of instruction; the use of feedback devices like polls and clickers (Sun, Martinez, & Seli, 2014), and written or media feedback on assig...
Read more