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David Goodrich

Published Paper: Using VoiceThread to Promote Learning Engagement and Success for All S... - 0 views

voicethread.com/...JTECVoiceThread.pdf

reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • David Goodrich on 11 Feb 14
     
    Midori Grahl ID and Learning - 9:09 AM #Education My professor has published a paper on VoiceThread. He is the one who taught me about this tool.
David Goodrich

A new antidote for snow days: 'e-learning days' - 0 views

www.usatoday.com/...5190259

blog

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Roman Stotland10:16 AM+1 2 1 1 Reply I think this is great that schools have the option to do this, and thinking about it, we do the same when we (MVU) have a "snow day". It is definitely beneficial for the 12th graders in the article that all have district assigned laptops, the only things that might hold something like this back is students with households that might not have the latest technology or internet, which does still exist. What would be the solution for them?
jjgerlach

Digital Learning should be Personalized Learning | Classroom Aid - 0 views

classroom-aid.com/...hould-be-personalized-learning

personalized learning stories jeff

shared by jjgerlach on 10 Feb 14 - No Cached
  • The teacher’s role is changing from a one-to-many distributor of content (lecturing), to a facilitator of one-to-many personalized and blended learning environments, and reinforcement over time to create individual mastery.
jjgerlach

What Personalized Learning Really Means For Modern Teachers - Edudemic - 0 views

www.edudemic.com/onalized-learning-for-teachers

stories jeff personalized learning

shared by jjgerlach on 10 Feb 14 - No Cached
  • Setting goals for each student is a critical piece of Personalized Learning programming, as is measuring achievement and skills against those goals. It merely provides an individualized route for each student to reach the same set of goals set by the teacher and standardized test score requirements.
David Goodrich

Three Quick Thoughts About Personalized Learning Plans « Competency Works - 0 views

www.competencyworks.org/...ut-personalized-learning-plans

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter J ArashiroMODERATOR MyBlend - Yesterday 4:35 PM #Learning A nice, concise, blog post about personalized learning in the classroom. This site (kinda reminds me of what we're trying to do with MyBlend site) is worth keeping on the list of sites to monitor for content:
David Goodrich

Mandating the mere posting of objectives, and other pointless ideas | Granted, and... - 0 views

grantwiggins.wordpress.com/...bjectives-and-other-dumb-ideas

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter J ArashiroMODERATOR MyBlend - Yesterday 7:09 PM Ok, just one more Grant Wiggins blog post to share (likely not the last!). In this post, he talks about the mindless practice of posting objectives or Essential Questions in classrooms so that students and teachers will know what they're working towards every day. Seems like a pretty good idea in theory, but in practice, the focus tends to be on the POSTING (so that teachers don't get written up for not doing this) instead of it helping guide teaching and learning. The big thing that came to my mind was how BH uses objectives to guide the design of instruction. I think we all agree that this is a good thing. However, these same objectives are also presented to students when they see how they're doing (assessment-wise) in class. When students read these objectives, do they make sense or are they more inclined to just look to see if they met the objective or not (by looking at the percentage). I think the strategy to use objectives to inform instruction is sound and we'll need to find ways to make it useful for both teachers and students.
David Goodrich

The lecture | Granted, and... - 0 views

grantwiggins.wordpress.com/...the-lecture

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter: This blog post by Grant Wiggins (Understanding by Design) is pretty lengthy, but he does a nice job of talking about the pros and cons of "the lecture." While it's simple to say lectures are bad or ineffective because (insert your list here), he traces the instructional strategy of the lecture back to its roots and describes how it came to be such a controversial strategy for teaching. What I like about his post is that he presents both the effective parts about lectures (e.g., sharing thought processes, modeling and sharing cognitive structures) and the ineffective parts (e.g., most undifferentiated approach to teaching) so that we are not just throwing out the baby with the bathwater. Instead, we are continuing to ask the question what is the most effective strategy for the instructional situation?
jjgerlach

One cost of personalization | We are teaching tomorrow - 0 views

cohort21.com/...one-cost-of-personalization

stories

shared by jjgerlach on 10 Feb 14 - No Cached
  • I want to share some of my current day woes about this foray into personalization.
  • when students had the chance to work at their own pace, this actually translated to students working slower than I had hoped for.
  • I was rudely awakened to the fact that “at your own pace” might mean that students’ timelines and my own timeline are not necessarily in sync. I had designed the experience around students perhaps working more quickly (and thus the advanced and optional stages), but why would a student challenge themselves towards the “advanced and optional” stages if they had the chance to work slower and do less?
  • ...6 more annotations...
  • should more challenging tasks be “worth more” in terms of marking and grades?
  • If you take a peek at the Mind Blowing Matrix of Connections, you will see that the content on the grid is more challenging as the numbers increase (in other words, it is easier to connect a level 1 than it is to connect a level 7). There is no incentive for a student to try and connect a level 7 artifact to The Book Thief. Should I have created a gradient with this grid, so that if you looked at artifacts from the 1-3 range, the most you could score is a 2/4, if you went to artifacts from the 4-6 range you could at most score a 3/4, and if you challenged yourself to connect artifacts from the 7-9 range, you could achieve a 4/4?
  • I’m not overly worried about my students not challenging themselves to their appropriate “zone of proximal development”, but rather I’m hoping to consider some of these mini-pitfalls and use my realizations to help me build better, more mind-blowing personalized experiences for my students in the future.
  • What about gamifying the experience and providing more options? For instance providing digital trophies for different levels of achievement.
  • At certain ages and stages, the term “at their own pace” is quite relative. Setting up deadlines, and guiding students to work towards and ultimately meet these deadlines is key.
  • Contract learning: personalized learning can integrate the use of contracts in a really positive and motivating way. I’ve employed these with great success in the high school panel with students that are exceeding the pace, where we set up a contract so that they can take safe academic risks with their learning. What I mean by this is, instead of having a student write an essay that they are going to get a Level 4+ on (because they have the skill, talent and motivation to do so), I create a contract with a minimum mark that makes it safe to take a risk and try something different.
jjgerlach

Hybrid Courses: About Hybrid - 0 views

www4.uwm.edu/...index.cfm

stories

shared by jjgerlach on 07 Feb 14 - Cached
  • Although many definitions of hybrid and blended learning exist, there is a convergence upon the three key points identified above: (1) Web-based learning activities are introduced to complement face-to-face work; (2) "seat time" is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
  • While Web enhanced courses may have a course Website or some instructional activities online, these supplement but do not replace face-to-face coursework. Students continue to meet in the classroom for the standard number of scheduled hours for that course.
  • An online or distance education course is conducted entirely and exclusively via the course management system assessable from the Internet. The online format is the primary method to deliver the course materials. Communication and interaction occur online between faculty and students. All assessment of student work is conducted online.
  • ...3 more annotations...
  • As a general rule of thumb, courses in which fewer than 20% of the learning activities occur online are more likely to be labeled Web enhanced than hybrid.
  • he instructor of a hybrid course typically determines what instructional activities should be online or face-to-face depending on the learning goals, course objectives, content, and available resources. Similarly, the timetable for face-to-face versus online work can be organized in quite different ways that may reflect not only pedagogical criteria but also the particular circumstances of the instructor and students.
  • Here are a few examples of hybrid courses that illustrate different structures for the deployment of face-to-face and online learning activities: the instructor lectures and facilitates class discussion in the face-to-face classes, students complete online assignments based on these classroom activities, then these online assignments are posted to asynchronous discussion forums for online discussion; an instructor places lectures online using voiceover PowerPoint or streaming media for students to review, then subsequently in class students use these preliminary online materials to engage in face-to-face small group activities and discussions; students prepare small group projects online, post them to discussion forums for debate and revision, then present them in the face-to-face class for final discussion and assessment.
David Goodrich

My View: Flipped classrooms give every student a chance to succeed - Schools of Thought... - 2 views

schoolsofthought.blogs.cnn.com/...ry-student-a-chance-to-succeed

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • Greg Green is the principal at Clintondale High School in Clinton Township, Michigan.
    • David Goodrich
      David Goodrich on 07 Feb 14
       
      There has been so much coverage of Greg Green that I think we should do some sort of post here that talks about the coverage and the questions that still exist as it relates to how they are customizing and personalizing learning for their students in the classroom.
  • I’m in charge of doing my best to make sure that Clintondale students get the best education possible when they walk through our doors.
  • Almost 75% of our students receive free or reduced-price lunch because of today’s economic climate
  • ...2 more annotations...
  • Every year, our failure rates have been through the roof.
  • In English, the failure rate went from 52% to 19%; in math, 44% to 13%; in science, 41% to 19%; and in social studies, 28% to 9%. In September of 2011, the entire school began using the flipped instruction model, and already the impact is significant. During the first semester of the year, the overall failure rate at the school dropped to 10%. We’ve also seen notable improvement on statewide test scores, proving that students’ understanding of the material is better under this model.
David Goodrich

Defining Blended Learning - Blackboard Blog - 1 views

blog.blackboard.com/defining-blended-learning

blog

shared by David Goodrich on 06 Feb 14 - No Cached
  • The Clayton Christensen Institute created one of the most commonly accepted definitions: “A formal education program in which a student learns At part through online learning, with some element of student control over time, place, path, and/or pace; At least in part in a supervised brick-and-mortar location away from home; And the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
  • iNACOL, the International Association for K-12 Online Learning, recently defined Blended Learning as “A combination of face-to-face learning experiences and online learning platforms, content, and tools for personalizing instruction,” going on to say that “True blended learning is a modality to realize a fundamental shift in the instructional model toward personalized learning.”
  • The Sloan Consortium has for years, including in its most recent survey report, Changing Course: Ten Years of Tracking Online Education in the United States, used a more cut-and-dry approach. They define Blended Learning as “instruction that has between 30 and 80 percent of the course content delivered online,” as contrasted with online courses, in which 80 percent is delivered online, and face-to-face instruction, in which zero to 29 percent of the content is delivered online.
  • ...1 more annotation...
  • “Blended learning combines face-to-face interaction with a teacher in a brick-and-mortar school location, with additional instruction— whether live and or recorded– conducted in an online learning environment that allows for digital content, personalized learning, and collaboration with fellow students.”
  • David Goodrich on 06 Feb 14
     
    If you are involved in blended learning in any capacity, you know that there are as many different perceptions and definitions of blended instruction as there are clouds in the sky. This recent blog post by Mark Bellas on the Blackboard blog does a nice job of bringing together a few different definitions, adding one of his own, and then asking which one best captures your experience with blended instruction. So, how about it? Which one resonates most with your blended learning approach?
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