Identify the most important skills
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in title, tags, annotations or urlCommonCoreIowaCoreFactSheet2010-1.pdf (application/pdf Object) - 0 views
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This article does a good job of presenting information in very understandable terms. It will help those who aren't directly involved in education to have a better understanding of all the jargon that they are hearing about in the news. I think the questions posed in the frequently asked question section are excellent and will give the general public a better understanding of what is happening in the educational world in Iowa. I can see this as part of our district communiqué or part of our superintendent's column. Valuable find.
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Best content in Iowa Core Discussion | Diigo - Groups - 0 views
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While Kay doesn't address the Common Core specifically, he does address the changes that need to occur for schools to become viable in the 21st Century. He specifically refers to the 4 Cs, which are found in 21C Skills/Standards. Creativity, Collaboration, Critical Thinking, and Communication. Be committed to the 3 Rs and the 4Cs. Good article of reform-minded individuals. Susie P
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Iowa Core blog - 3 views
State Board of Education begins process of adopting a new state assessment | Iowa Department of Education - 0 views
Course: Teaching and Learning - 1 views
The Changing Face of Education in Iowa: Call For Action: Narrowing the Curriculum - 0 views
Iowa - 21st century curricula | Dangerously Irrelevant - 7 views
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The ICC is definitely working hard to get us where we need to go. We need to get our staff, school board, and community to understand that doing nothing is not an option.
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We also need to be very supportive of each other during this process. It will definitely be a change for many (most?) teachers. We need to celebrate our successes and build upon them. We also need to figure out what went wrong and how to fix it when things do not turn out how we hoped/planned.
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The change can be the toughest part, sometimes it is just a different way of doing things can make the biggest impact.
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I know I should be more positive, but I am still not sold on it. I don't have the answer,and agree we need to do something, but I don't know if this is it. Time will tell.
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With the research that shows the importance of building student creativity, it is concerning to see so many districts eliminating or de-funding arts programs.
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While watching the video, I had kind of an a-ha moment (many of you have probably reached this point years ago). I imagined the schools of long ago -- think one room prairie school houses. For many kids this was the only place they would see books or be exposed to anything beyond merely existing. At some point, school and home began switching places. As stated in the video, without allowing the new available technology into the classroom and teaching them how to manage it, school will become a one room schoolhouse and home will be the place they can explore the world and expand their intellect. What we need to work for is a seamless meshing of the two. They come to school to get inspired and motivated to continue learning on their own time.
21st Century Technology Literacy - 1 views
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One of the things I notice is the use of the generic terms. Sometimes my staff gets so caught up in the "tools", ie specific software, they over look the big picture.
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With technology the 'tools' seem to change so quickly - that is where 'looking at the big picture', 'being willing to adapt to new changes, and 'the process of learning about technology' becomes important.
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Collaborate with peers, experts, and others using interactive technology
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Some times we forget that technology items - computers, overhead, SmartBoard - are all tools to help us help our students. There is a whole new realm of literacy as mentioned, technology literacy, for both teachers and students. One overarching literacy principle is how to decide which tool to use when and what skills are needed to carry out the work.
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I like this vision that we are striving for. Today's students need technology knowlege and skills. All students will be able to make individual contributions if we keep this goal. Tehnology has changed the way we work today and how we have our relationships.
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I totally agree. We always need to be looking at the big picture because the tools in our tool box change so often.
Iowa Core Curriculum - 0 views
YouTube - Assessment For Learning - 0 views
Evan Abbey - Iowa Core Curriculum Discussion on Diigo Groups - 0 views
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I like to say, "let's talk about it later..." It gives students a chance to cool down and me a chance to think about it...as well as keeps the class moving forward.
TeachPaperless: 21st Century Skills: My Personal Mission Statement - 0 views
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In schoolhouse lingo, I could only declare teachers and students 'absent' from the board of P21. And until that absence is rectified, the board will only symbolize the top-down old-fashioned 20th century style of management that's gotten us into so many of the problems that as a nation we currently face.
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building collaborative partnerships between families, communities, and educators independent of any proprietary business interests.
The Changing Face of Education in Iowa: Working ahead? - 10 views
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The first barrier is even having the option to test out of units in the first place.
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I might substitute the word "time" where Evan writes "effort"
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To a large extent, time is a function of effort. Those things we deem worthy of our effort seem to find plenty of time to get done.
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It's amazing how we find time to do things we like to do. A readjustment of priorities by any teacher is never a bad thing.
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curriculumnet / ICC Day 2 - 1 views
Best content in Iowa Core Discussion | Diigo - Groups - 11 views
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Give students a list of the learning targets they are responsible for mastering, written in student-friendly language.Show students anonymous strong and weak examples of the kind of product or performance they are expected to create and have them use a scoring guide to determine which one is better and why.Administer a nongraded quiz part-way through the learning, to help both teacher and students understand who needs to work on what.Highlight phrases on a scoring guide reflecting specific strengths and areas for improvement and staple it to student work.Have students identify their own strengths and areas for improvement using a scoring guide.Have students keep a list of learning targets for the course and periodically check off the ones they have mastered.Give students feedback and have them use it to set goals.Have students graph or describe their progress on specific learning targets.Ask students to comment on their progress: What changes have they noticed? What is easy that used to be hard? What insights into themselves as learners have they discovered?
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I agree that identifying their owns strengths and areas of improvement can be a useful tool
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Student self assessment is becoming both more important and more difficult in classrooms. It seems as though students sometimes aren't ready to admit their faults or concerns when it may help the teacher conduct formative assessment tasks. Sadly, teachers often rely heavily on that very self-assessment, which may or may not be entirely accurate.
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I have actually found that those students who take their education seriously (and there are more than I think) are almost fault finding rather than confidence building. That is when I take the opportunity to build them up and point out their successes.
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I agree with Kevin's comment that students do not want to admit fault. They are also timid about asking for help. We recently had a student who did not hand in an assignment that was a substantial part of his grade for the term. We asked several times if he wanted/needed help. His response was always no. Finally, after about 3 weeks the teacher made him come into her room during study hall and work on the assignment. He failed to understand one of the key steps and after it was explained, he finished the essay. It was a failure on both our parts. The student should have asked for help, but if we had a better system in place to check for understanding at key points, it would have been less stressful for both parties. We need to consider doing more of these things at my school.
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I really like the last question, especially with students I work with. It is most important that the student see their progress, for the sole reason they don't believe anyone. Also, the fact they are to see themselves as learners and what they have discovered. Love it!!!
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I think if students are given their expectations a head of time, you will see progress in their work. Their are special cases where this is untrue, but we all like expectations that are obtainable.
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I agree with Chrisine. Students are quite honest and critical of themselves and it gives them the oportunity to see growth within themselves.
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I agree that if we let the students know from the beginning what the expectaions for the class are, they can follow their progress in the class and see their improvment. Also, giving a norgraded quiz is also a good idea but I'm wondering if they would do their best knowing it isn't graded at the beginning.
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'student friendly language' is key... great ideas!
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These are all excellent components to learning and helping students move forward with learning. Could there also be a parent component which would allow for more communication opportunities?
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I use non-graded quizzes regularly -- the word "quiz" helps them take it seriously -- to assess where students are. I think I will try adding the self assessment of where they are on the learning targets to the end of the quiz. Rather than collecting and going through myself, I will let them assess what they know and what still needs to be worked on. When I collect them, we will both be on track to fill the gaps.
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I like having students identify their own strengths and goals...gives them ownership and accountability.
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I like the idea of "student-friendly" language and for students to look at their own progress would be very helpful. Using rubrics would be similar but adding it into technology would make it more engaging for students plus it would be paperless.
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A big part of DuFour (Solution Tree, PLC) is non-graded formative assessment. The claim is that, once a student sees a grade, the learning stops. No matter what amount of feedback you give, all they are concerned about is the grade.
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As a high school teacher, I have found that students generally don't take seriously non-graded assessment. I do though strongly agree that incremental formative assessment is key to developing desirable levels of skill and understanding. Over the years I've developed two different schemes for addressing the need for incremental formative assessment, while avoiding the barriers that "grades" can impose. For Junior and Senior students, it has been useful for the students to allow them retakes, so they may retake any incremental formative assessment whose score is not what they would like it to be. I take the most recent score for better or worse. If they wish to retake a third, forth, or umpteenth time then they may do so (with the same better or worse consequence). Though this scheme is helpful for them, allowing them to see how the prep work leads to assessment items, and thus focusing their instruction to make them more efficient test-takers, it is somewhat burdensome in paperwork (as every incremental formative assessment has multiple versions -- many tailor-made to suit specific learning preferences). As the Freshmen student class sizes are so much greater and as Freshmen are less mature in the ways of the grades, the aforementioned retake scheme has not proven useful with them. Many Freshman consider that a nongraded assignment is "busy work" and don't give it their best effort. More importantly, the results of such nongraded assignments are considered to be unimportant primarily because the students knew they didn't utilize their best effort. The scheme that has proven to be most successful with them is "risk ratcheting". Students are given prep work which is designed to help them with note-taking skills. the answer to all the prep-work material is reviewed in class with the understanding that if the prep work was done poorly, then it is a sign that your notes need to be fixed (corrected, culled, or added to). The next assessment item is small and each ind
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I agree with Todd here. We have done it both ways and we went to teach another school about PLC's where they would be assigning groups. I do not think they would find as much joy and success that way as DuFour says in his book having a choice is key!
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Van Meter has given teacher flexibility when doing PLC. Meeting at Early but allowed to leave early of whatever the group works out.
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Gladbrook-Reinbeck Elem teachers have been having their PLC's on Wednesday mornings before school. Unfortunately, we didn't have much focus or direction. Some of our teachers are going to a training this summer, so hopefully next year will be better.
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In the article, one district had late starts on Mondays. Our district is having teachers meet for 30 minutes once a month. I'd like to hear how other schools are setting up planning time for their PLCs.
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At Charles CIty we are have late starts on MOnday. Teachers will have 80-85 minutes to work in PLC's that are being 'dictated' this year with the idea that they will 'breakout' next year.
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Iowa Core Statewide Resources - 6 views
MeTA musings: Focusing on students rather than teachers: Iowa Core Outcome 6 - 3 views
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