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## Re: [EASCI] how connected do the entries have to be in entry one

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• I don t think you were in error on that - I may have misunderstood that this candidate was working on the entry where the activities were to show a progression
Message 1 of 6 , Jan 16, 2004
I don't think you were in error on that - I may have misunderstood that this candidate was working on the entry where the activities were to show a progression in learning a skill. The sections/entries for the portfolio are supposed to be from different units - at least it was when I took it. I was a re-take, too -HANG IN THERE and DON'T GIVE UP! :>)

Donna M. Petty
dpetty@...
http://home.usit.net/~dpetty/Class_Page/index.htm (Class Page)
http://www.columbiabahai.org
"When you were born you cried and the world rejoiced.
Live your life so that when you die the world cries
and you rejoice".
----- Original Message -----
Sent: Friday, January 16, 2004 7:57 PM
Subject: Re: [EASCI] how connected do the entries have to be in entry one

Wow, my entries are totally inconnected, entry 1 is on rocks and minerals and entry 3 is devoted to problem solving. I had been told that they were not to be connected, but obviously I am a re-take candidate so maybe my information source was flawed.

Susie
----- Original Message -----
Sent: Friday, January 16, 2004 1:17 AM
Subject: [EASCI] how connected do the entries have to be in entry one

Ny entry one is on forces and motion.  Students first explored
different surface types and friction.  My next entry was going to be
on Newton's second law, exploring the relationship of mass,
acceleration and momentum, but I am having second thoughts.  Are these
two concepts not connected enough to show growth?
I have another option of exploring the relationship of friction and
the mass of an object.  I am lost and would appreciate any help.
Thanks,
Mary

• In my entry 1 I showed student growth in a weather unit. My first student work sample was a whole class activity of collecting weather data and constructing
Message 2 of 6 , Jan 17, 2004
In my entry 1 I showed student growth in a weather unit. My first
student work sample was a whole class activity of collecting weather
data and constructing station models and forecasting from that data over
a 10 day period. This was discussed in class, and self corrected. Next
sample was a worksheet that allowed them to build on that learned
material. They were given specific data and then they had to construct
station models and forecast the next day's weather and that was done
individually and graded. This showed how they were able to take
mastered concepts from the group collections and use it by themselves to
represent growth. The last sample was a standard weather map one might
find in the newspaper with a variety of questions about it that students
had to answer. Not only did the students have to answer "data
questions" that were basic knowledge but there were many questions that
reflected back to basic learned concepts such as knowing the general
direction prevailing westerlies push air masses across the US would
determine what areas would be receiving what kind of weather next
(higher order thinking skills) These activities showed the growth of
students being able to collect weather info, assess that data and be
able to understand weather concepts / how it affects their lives. I
received a 4 on this entry and passed the first time so it must have
been on track. I don't think the activities have to be 1,2,3 sequenced
but I do think they must tie together the common goal of that particular
unit, if that makes sense. Entries 2 and 3 are to be on totally
different topics and are not meant to be related. Hope this helps and
good luck!
Karen

>>> dpetty@... 01/16/04 8:44 PM >>>
I don't think you were in error on that - I may have misunderstood that
this candidate was working on the entry where the activities were to
show a progression in learning a skill. The sections/entries for the
portfolio are supposed to be from different units - at least it was when
I took it. I was a re-take, too -HANG IN THERE and DON'T GIVE UP! :>)

Donna M. Petty
dpetty@...
http://home.usit.net/~dpetty/Class_Page/index.htm (Class Page)
http://www.columbiabahai.org
"When you were born you cried and the world rejoiced.
Live your life so that when you die the world cries
and you rejoice".

----- Original Message -----
From: Susie Skinner
To: EASCI@yahoogroups.com
Sent: Friday, January 16, 2004 7:57 PM
Subject: Re: [EASCI] how connected do the entries have to be in entry
one

Wow, my entries are totally inconnected, entry 1 is on rocks and
minerals and entry 3 is devoted to problem solving. I had been told that
they were not to be connected, but obviously I am a re-take candidate so
maybe my information source was flawed.

Susie
----- Original Message -----
To: EASCI@yahoogroups.com
Sent: Friday, January 16, 2004 1:17 AM
Subject: [EASCI] how connected do the entries have to be in entry
one

Ny entry one is on forces and motion. Students first explored
different surface types and friction. My next entry was going to be
on Newton's second law, exploring the relationship of mass,
acceleration and momentum, but I am having second thoughts. Are
these
two concepts not connected enough to show growth?
I have another option of exploring the relationship of friction and
the mass of an object. I am lost and would appreciate any help.
Thanks,
Mary

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• Karen thanks so much for sharing. I feel much better about entry one. Mary Lynn
Message 3 of 6 , Jan 17, 2004
Karen thanks so much for sharing. I feel much better about entry one.
Mary Lynn
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