DOMAIN 1

Bruce Ewing

1A

#1: Artifact that addresses intra-inter-disciplinary content

Here's a Glog that I made in hopes of inviting a global perspective to our section on "water" (Chapter 3). It takes us to an "environmental science" place while still keeping the focus on "water"

#2: Lesson plan that addresses students' misconception.

Linked is a PDF version of a powerpoint (scroll down) based on a poster I created to start a discussion on Homeostasis. Most kids believe that a healthy body must have all things equal, especially on the cellular level. The idea of the poster and powerpoint is to demonstrate how the body relies on balance and coordination rather than equality to maintain life. I am also linking a lengthy reflection piece about the lesson.


Also linked is an evolution Prezi created to promote discussion and address myths about evolutionary terminology and modern evolutionary study.


#3: Artifact that reflects recent content related pedagogy.

Don't see my kitchen table in the link? That's because it's covered with our new method to teach biochemistry vocabulary. It's based on a mini-saga idea I've been working on and will fit in nicely as more classes move towards a flipped or "quasi-flipped" model. Basically these are worksheets made to go with on-line videos that add a layer of critical thinking (21st Century Skills) to traditional (memorization) vocabulary lessons. Not pictured is the back of each worksheet in which students select from a list of facts that can be found in each story


#4: Pre-test used to uncover students misconceptions.

This test is given at the start of the year and at the end of the year. It basically contains the larger open-end questions used for each unit in both General and Advanced Biology.


#8: Sample Student Work

The link above is a collection of my kids first attempt at producing "Science Stories" in order to define a concept. This link is their third attempt at the practice. I cannot offer comments or grades in this forum. The kids were against the idea of my putting comments in/on an on-line presentation so I gave the kids a paper copy of the rubric for comments. (Please notice the 9th period girl that so enjoyed the activity, she did three extra stories)


When given the chance this year, the majority of my students chose to work with PowToons for their presentations. PowToons are tough to do at first but I thought they did great. One of my favorites was this one. I especially like it because it verifies that she understood the story that went along with the notes!


Here's another Powtoon that demonstrates some skills learned from my graduate courses. This video replaces a traditional page of directions that usually precede the lab. It's for the Blood Pressure/Homeostasis Lab.

1B


#20: Data from school records for individual students or by class.

This data was taken from three sources at the beginning of the year and used as part of the SGO process for MP2. It does not contain General Biology due to the low number of students


#14 and 18#: Pre-Test used to identify students level of readiness.

The questions are intended to build upon topics taken from the end of the Environmental Science class from which the students came. To be honest, I learn as much if not more by discussing the students with Kristen Ewing (their previous teacher) but I cannot accurately document those conversations.


#19: Sample student inventory to determine student interest, learning styles etc.

Linked is a survey from freeonlinesurveys.com to gauge interest in upcoming topics


#21: Log of contact with parents/guardians:

There are too many to list, but linked is a page that contains email exchanges with parents of struggling students. Among them are a parent that wonders why her child's grades are too low, a parent concerned about a 504 plan and extra time, a parent that asks about missing work, and a special needs student that recently lost his father. Here is some communication about a student's excessive lateness and another that details actions taken for a student that misses classes due to migraines. And here's some back and forth about a student in which she actually THANKS me for cracking down on the phone use in the classroom! Here she is again at the start of the final marking period

. And again reaching out to me after a recent health scare (which is nice...and rare ). Hey, look at THIS ONE!

#27: Grasp of pertinent information in IEP's and 504 plans.

Using one student's IEP to reference the considerations taken into account each day.


#28: Grasp of medical, social issues.

Here's a link that has portions of emails sent concerning a student with Tourette's Syndrome. For reasons of privacy, I cannot offer more detailed emails, but rest assured the contact and considerations have been significant. Here's another set of emails that demonstrate the patience required for students with concussions.


#30: Timely Posts and Updates for Lesson Plans

Lesson plans have never been late. Generally speaking, lesson plans are entered as monthly blocks so weekly plans can be seen a month in advance.


#31: Referrals to other professionals (guidance)

While I prefer to keep these things confidential, here is an excerpt from some emails concerning a student that lost his father and my request that he see someone in guidance.

1C

#33: Syllabus, course description or back-to-School Night handout that clearly states expectations.

Above is a PowToon animation (with quiz) that I created to accompany the handout. It was a big hit, especially with the teachers in the neighboring classrooms. I am also attaching a linked PDF copy of a typical calendar I create and discuss each Monday with my classes. It contains the weeks' syllabus as well as a description of the learning outcomes expected for each lesson.


#40: Lesson plans that consistently reference curricular standards:

Here's bona fide proof my lesson plans reference standards. This is a copy of the email from my supervisor concerning the lesson plans:

"Hi Bruce. Nice job starting to learn the NGSS by placing some in your plans. Kudos!

This email was generated via OnCourse by your Administrator. You will also receive notification of this comment the next time you log into your OnCourse account."


#41: Outcomes for learning are linked to prior or future knowledge

This is a PDF version of the powerpoint used to introduce the general level DNA unit by building on the genetics unit.

1D

#42: Artifact that includes content-related text that matches students skill level.

Given that none of my students needed to use the "rewordify" tool linked at the bottom of the assignment despite their moans and groans, I'd say that the text was "level appropriate" on this assignment.


#44: Lesson plan that promotes students use of technology.

This is a page that I created to use a series of virtual labs based on activities we would do in class. In some cases, the page was used in lieu of the traditional wet labs for attendance reasons. I have also linked a cell phone based activity for the evolution unit as well as another biochemistry page and an ecology page that the kids use to make and take quizzes using a website called blubbr.tv. Here's a new virtual lab page on Natural Selection. It worked well, the kids were allowed to choose any two simulations. This year I also created a web based Genetic Drift page to accompany the traditional pen and paper version. Kids actually used both.


#53: Connecting students with resources outside the classroom.

This is a page that I created after my grad work was finished. I find that many of my kids will ask for a web tool for projects in other classes. I will usually give them this link. I also have hard copies of a 33 page document that lists the most up to date web tools that I will occasionally give them. I also encourage them to create a google alert for Web 2.0 tools. I receive updates nearly every day from my Google Alert.


#54: Artifact that aligns with recent or district aligned research.

The mini-saga writing activities that have worked so well this year were based on this page and the research done by yours truly.

1E

#58: Lesson plan that allows for student choice

This is the latest try at a literacy page. It's dedicated to cells. To be honest, most kids just picked the one that seemed easiest. I've also attached the Science Stories page in which I allowed the kids to explore new presentation tools as options. Basically, if a kid finds a practical presentation tool, I will always let them use it. I'm also including one of the science stories assignments in which the kids get to choose their presentation software.


Another item that demonstrates student choice is this ThingLink I made for the environmental classes on sharks. It has proven to be quite popular and effective so far.


This year's first CCA exam was completely online and allowed students to choose a biome for research.


Also, here is a lesson in which the kids get to choose from a selection of online games relating to cells and then rate each game according to a rubric. It went very well as the kids worked/played up to the bell every time.


#60/#61/#62/#63 Lesson plan that provides a varied list of resources and allows for differentiation while providing resources beyond which are provided at school.

Linked is a Cellular Tic Tac Toe board/assignment in which the kids choose an activity and web tool based on preference and ability.

1F

#68: Assessment that students helped to create.

This is a page we created (Kristen Ewing) in which students would first take short quizzes based on ecological YouTube videos and then create their own quizzes for additional videos using the blubbr.tv site. We also made a page for Biochemistry.


#67 and #69: Teacher created assessment that has authentic real-world application.

With this activity, I tried to build upon the Val Lee training by having the students read articles that relate biochemical terms to real world topics such as global warming, diet and organic vs. inorganic foods. Classes were also able to choose the article and web tool they would use to create a presentation for assessment. Tutorial links are provided for each web tool near the bottom of the page.


#75: Teacher created/modified quiz, test or performance rubric

The link above is the performance/presentation rubric I used throughout the year. I have also created blubbr.tv quizzes to model the quiz building activities described in #68