Reflect on the topics you have studied during this course. What stood out the most for you? What did you find least interesting? What are some of the things you learned that you will take back to your classroom? How will you implement them? If you are not currently teaching discuss what you would take back to your classroom and how you would implement them.This assignment will be assessed using the Portfolio Activity rubric. https://my.uopeople.edu/pluginfile.php/1548141/mod_assign/intro/5282PA-rubric.pdfReferences1. Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100.  https://www.learntechlib.org/p/9304/There are many issues related to the successful use of technology in the classroom. An often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is the skill and attitude of the teacher (Bitner & Bitner, 2002).2. Darling-Hammond, L., & Richardson, N. (2009, February). Teacher learning: what matters? Educational Leadership, 66(5), pp 46-53. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.393.8634&rep=rep1&type=pdfResearch does not support professional development that relies on the one-shot workshop model (Darling-Hammond & Richardson, 2009). Professional development is more effective when schools approach it not in isolation (as in the traditional one-shot workshop) but rather as a coherent part of a school reform effort.3. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. IIEP, pp. 67-118. http://file.snnu.net/res/20126/18/018526a6-3cbf-4c9d-ac0f-a0740094aa75.pdfRead pages 67 – 118. Professional development opportunities can be created together by teachers and support people, either by choosing to focus on a new task which the teacher is interested in learning about or by focusing on a practice which the teachers implement regularly but would like to change (Villegas-Reimers, 2003, pp. 67–118).Optional VideoDr. Diana Wehrell-Grabowski. (2011, September 7). STEM teacher training workshop investigation: designing and constructing parachutes [Video]. YouTube. (5:18)This video is of teachers being introduced to parachute design in a STEM teacher training workshop. To begin the investigation teachers analyze seeds and seed dispersal. They make connections to biomimicry concepts (seeds to parachutes). They further explore Leonardo da Vinci’s triangular shaped parachute inspired from nature (seed dispersal). Teachers then analyze and test a variety of pre-made parachutes. They are given a wide array of materials to build their own parachutes from. Teachers then design, construct, and test their own designs. Re-designing if necessary (Dr. Diana Wehrell-Grabowski, 2011).

As we are ending this course, please reflect on the course’s information:Is there one type of assessment that has been most useful for your practice in the classroomif you are not practicing as yet, which will be useful as you start your teaching career. Please make your reflection personal, let it include real classroom examples. let it reflect your personal experience and thought.  cite relevant sources at least one outside source and two from the one provided below. This activity will be assessed by your instructor using this rubric. https://my.uopeople.edu/pluginfile.php/1548271/mod_assign/intro/5440PA-rubric.pdfReferences1. Abedi, J. (2006). Psychometric issues in the ELL assessment and special education eligibility. Teachers College Record, 108(11), 2282–2303. http://www.ncaase.com/docs/Abedi_TCRE782_2006.pdf‘Psychometric issues in the ELL assessment and special education eligibility’, is an article that discusses the impact of linguistic factors on assessment and the classification of ELL students.  The author states that the major threats to the validity  of classifying ELL students is the indistinct line between ELL students at the lower levels of English proficiency and students with learning disabilities.2.  Alrubail, R. (2016). Equity for English-language learners. EDUTOPIA. https://www.edutopia.org/blog/equity-for-english-language-learners-rusul-alrubail ‘Equity for English-language learners’. In this article the author addresses and explains the need for equitable assessment practices.3.. Carjuzaa, J., & Ruff, W. (2016). American Indian English language learners: misunderstood and under-served. Cogent Education. https://scholarworks.montana.edu/xmlui/bitstream/handle/1/12658/Ruff_CE_2016.pdf?sequence=1&isAllowed=y ‘American Indian English language learners: misunderstood and under-served ‘, this article is about the complicated situation of  American Indian schoolchildren who do not necessarily speak their heritage languages; yet, their academic English skills are inadequate to support content mastery. Students whose first language is an American Indian language and who are learning English as a second language (ESL) are easier to identify as ELLs. Students who do not speak a heritage language but have not acquired academic English proficiency are harder to identify. This unique group of ELLs had their English acquisition framed by parents/grandparents or guardians themselves who were ELLs who did not fully acquire Standard English and currently speak and model a non-standard or non-academically proficient variety of English.4. Ford, D., &Whiting, G. (2006). Under-representation of diverse students in gifted education: recommendations for nondiscriminatory assessment. Gifted Education Press Quarterly, 20 (2).  http://www.giftededpress.com/GEPQSPRING2006.pdf ‘Under-representation of diverse students in gifted education: recommendations for non-discriminatory assessment’ is a critique of traditional educational testing and a discussion of alternative assessment, primarily non-verbal measures.5.Klenowski, V., & Gertz, T. (2009). Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning. Australian Research Council (ARC). https://research.acer.edu.au/cgi/viewcontent.cgi?article=1044&context=research_conference‘Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning’, this article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia.  The authors highlight how teachers need to distinguish the ‘funds of knowledge’ that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being.6. Ortiz, S. (2002). Best practices in non-discriminatory assessments. Best Practices in School Psychology. National Association of School Psychologist.   http://axwin13.pbworks.com/w/file/fetch/63727656/Best%20Practices%20Nondiscriminatory.pdf‘Best practices in non-discriminatory assessments’ is an analysis of non-discriminatory assessments from the perspective of a school psychologist.7. Siegel, M., Wisserh, C., & Halverson, K. (2008). A framework for equitable assessment. The Science Teacher, 44.    http://people.uncw.edu/kubaskod/nc_teach/class_5_assessment/sounds_like_success_equitable_assessment.pdf‘A framework for equitable assessment’, in this article the authors address the fact that ‘teachers have many dilemmas when it comes to assessing a classroom of diverse students. Teachers need to find out what students really know while being fair to all students. They also need to learn how to alter assessments without watering down content’.  In response to this the authors describe ‘The Five Principles of Equitable Assessment’.8.Using informal assessment for English language learners. (n.d.). Colorin colorado.  http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners ‘Using informal assessment for English language learners’ is a review of many forms of informal assessments and about how informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress