Student Involvement in the Assessment ProcessStudents learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
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ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views
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This seems to be to be a critical component to engaging students in their learning.
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Writing learning targets in tersm that students will understand can be a challenge...especially with younger children.
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Having I can statements make a huge difference in what the learning will be. All students need this!
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I think goal setting and tracking is way students can take responsibility for their own learning.
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Learning targets and "I can" statements reach all students and guide them in their learning, but even more so help to maintain attention for students that get off task easily or loose focus. Having these short-term goals posted in the classroom can aide in self-guidance of the students. A quick gesture to the poster or board with these goals can redirect without too much effort.
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Student involvement in assessment always produces deeper understanding. When students can create their own learning targets (when guided by the educator), this is deeply beneficial because they've created a mini road map to help them navigate through the content. They won't have any surprises, only answers to the learning targets they hoped to gain.
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Clear Learning TargetsThe assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
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I feel we often assess for the sake of assessing without keeping our focus on what it is we want the student to gain from it in the long run.
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I completely agree. I was constantly assessing formatively, but I hate to admit that summative assessments that I created for my units were more assessment for the sake of assessment. I should have approached it more big-picture
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Also, I think that clearly communicated learning targets are so important. How many times have I taken classess or sat through PD and was doing what was asked of me, but I wasn't sure why.
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I agree, having clear learning targets is helpful for students. It gives them an idea of what is most important in a lesson and gives students a guide for learning.
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I agree with Deb and Kristina that students need to have clearly defined learning targets which will guide students as to the area of focus. Assessment should be done for a purpose and an outcomes.
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I also agree that we can't keep what we are teaching a mystery to the students. They need to know the learning targets so they know what is expected of them. Then they will be able to connect with the content and engage in the learning.
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I think it's important to have a road map that is constantly being referred to- and instructors that ask the question, are we getting there? If the assessment can't answer that question, maybe the instruction needs to be adjusted, or the assessment needs to be thrown out.
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Keys to BalanceThe goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
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I like the use of the tern balance. It implies we need to USE assessments for information instead of just because we feel we need to assess everything. The issue of access is also critical because if we do not give teachers access to the data directly they cannot effectively use it!
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Direct access to data provides teachers with feedback as to whether further instruction is needed in a specific area or if students understand and you can move forward. I often question why we start another unit immediately after a test when there may be a need to step back and review an application before moving forward.
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If we respond to what the assessment data is telling us we won't always be doing the same things with the same children. Planning for individual and small group instruction becomes necessary if we truly want to scaffold learning.
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Balance as a whole is essential in any learning environment- especially in assessment. Students need to have ample time spent in learning environments that allows them the success they earn in an assessment environment. After that time is used in assessment- students need to know that those assessments will drive the instruction in the future, and they see the value in assessment.
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What decisions will the assessment inform?
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This is a good question we should ask before each assessment! Why are we assessing this? What will we do as a result?
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Yes, and the answer to the question of why we do assessment can't be "because we have to".
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Great question. I think we often assess because we feel we should and we always do; it's just part of a routine. This question forces more of a big-picture plan for assessment.
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begin with a clear picture of why he or she is conducting the assessment.
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I believe that this statement is so true. The teacher and students must have a clear picture of why the assessment is happening. I am afraid that many times it is because the curriculum says that it is time for a particular test or the district has said it is time. But, then the assessments are only being used to give a letter grade or to get stats for a certain audience like the school board.
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I completely agree. We can't let pacing guides dictate when an assessment is necessary or what we use it for.
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Are results communicated in time to inform the intended decisions?
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Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
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This statement really ties into what we learned in unit 1 about rubrics. Having a rubric helps you to be able to give specific descriptive feedback that make continuous improvemnt more likely.
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I agree. This is really a biggie. Tmely, specific feedback that is linked to specific learning goals is so important. It takes time, but it sure has an impact on learning.
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In starting to teach a course online for the first time this fall being able to easily provide written feedback to each and every student has been a positive of the online format. Yes, it takes time and I don't know exactly how soon the students view the comments that I make but it has the potential to make a real impact on student performance and learning.
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next steps in learning
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Next steps in learning--teachers quickly understand that they must provide this, but don't always see it's connection to how we assess.
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It might be helpful to look at ourselves as coaches, a coach would give feedback to help an athlete improve. They wouldn't say, "that's average" and move on. Our assessments shouldn't do this either.
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it's important to know the learning targets represented in the written curriculum.
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This is a challenge for many of us with the new Iowa Core which has process and content targets. Knowing how to assess processes is new to many of us.
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For me, as an art teacher, I have had experience assessing the process. However, I don't always include it in the final assessment like I should. It is always interesting to hear the student's perspective in the process they went through when learning.
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Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and student
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Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate user
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inform students about their own progress
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I think it is always important to keep in mind the value of students taking ownership in their learning and being aware of their own progress toward standards.
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Yes, when students take ownership of their own learning they are more successful. It is important to keep in mind when designing assessments.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
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This was a good reminder to me that many variables impact assessment results in addition to the just the assessment methods.
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The vague directions reference is key. It is so critical that directions are clear, but that is easier said than done at times.
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It is easier said than done. I have written directions that I thought were very clear but evidently were not as I had several questions from students. I'm trying to get better at this.
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It's interesting that assessment result inacuracies are connected to external factors. So true!
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So many kids don't have any idea what the instructions are, but are too afraid to ask for clarification because they don't want to stick out. It's essential for teachers to make sure that all students know what is expected of them.
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A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
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I consider data binders a great tool for helping students track their own progress on learning targets. They can also use it to communicate their progress to parents at conferences.
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Teachers being able to organize the grade book or other assessment scores in an online classroom environment might be a powerful tool in allowing students to easily see the progress they are making towards a learning target throughout a particular online course.
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Students having access to the progress they are making would help give students the motivation to keep improving and a sense of accomplishment.
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It seems like a lot of work up front getting things set up for students to be able to track their progress but it is much more meaningful when they are taking responsibility for their learning and have that internal motivation.
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Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
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students can use the results to self-assess and set goals
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Students have got to be given time for metacognition and reflection to maximize current learning as well as future learning.
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I believe that it is important for students to be involved in setting goals for their learning and monitoring their own progress. The research has been available for years on this topic.
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I agree. It is so important to have students involved in their own learning and in monitoring their progress. I know for me it would have been beneficial to have those options when I was in school. "in the olden days" when I was in school, we weren't given options. Would have been nice!
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written test plan
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This works for some subjects, but not all. I don't know that I would give my students in drawing a written test. The written test is a product in my case.
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Kristina, The way I read this is that it wouldn't have to be a written test for the students but that we as instructors should have a written plan that shows how our assessments are assessing the various learning targets we are trying to hit.
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Clear Purpose
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While in the classroom this was a constant struggle when working with many of the assessments that we were being asked to give to students. Often we as teachers were not sure of the purpose of the assessments we were being asked to give. While this did not mean that the assessments were not worthwhile, the lack of communication and development of teacher understanding was a big problem. On some levels I think we are currently seeing similar miscommunication in schools that are for the first time implementing FAST or another DE approved assessment with their students. I have spoken with teachers that have little or no context to the different tests within the FAST program and therefore are unaware of the purpose. This does not mean that they are poor assessments or not worth the time - we know differently. However, without a clear purpose the information gained from the assessment might easily be lost.
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Who is the decision maker?
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This is another area of confusion that I have experienced in the classroom. As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level. Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions. Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
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This is another area of confusion that I have experienced in the classroom. As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level. Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions. Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
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At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
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Our Social Studies department at our school requested the Social Studies test data from lasts years Iowa Tests from our district. We were told that even though all of our students had taken the test that we would not be given any breakdown of the data. Needless to say we were more than a little frustrated by this decision. Unfortunately, even though all of our students took the test it costs money to get a breakdown of the data and the district wasn't willing to pay for that at this time. Why give the assessment if you aren't going to use the data from it to try to improve??
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Reasoning targets, which require students to use their knowledge to reason and problem solve.
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I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.
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Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency.
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Product targets, which specify that students will create something, such as a personal health-related fitness plan
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What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.
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I agree with you. Giving students choice in how to express what they have learned is so important. That's a key component in Universal Design for Learning.
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A Solid Foundation for a Balanced System
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I absolutely agree: balanced systems for assessing learning with assessment-literate users. When a district has many teachers, an implementation plan on how to have all teachers assessment-literate is crucial. Then how is a district going to measure the success? It needs to be included in the teacher evaluation process. (Lynn
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Many schools are using DuFour's PLC framework to drive teacher collaboration around data points. Wonderful work!
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Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
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The assessment methods utilized by teachers in the classrooms can have the greatest impact on student learning IF the teachers know how to use assessments to impact instruction. Hence, the need for good professional development concerning assessment. (Lynn)
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You raise an interesting point Lynn, "the need for good professional development concerning assessment" (Helmke, L. 2014). I wonder how such a professional development would be received- both at the different building levels (elementary, middle and high schools) as well as looking at different parts of the state.
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The teacher is the most powerful player when it comes to assessment. The teacher who sees that child day after day has a more accurate understanding of the performance of the student than a standardized test. This should be a taken into consideration more than the standardized test.
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Teachers can minimize bias in a number of ways. For example, to ensure accuracy in selected-response assessment formats, they should keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
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Bias can also creep into assessments and erode accurate results
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Will the users of the results understand them and see the connection to learning?
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The idea of people understanding the results really speaks to me. My wife is an "Instructional Design Strategist" (read Coach) for an elementary school. She knows a lot. She especially knows a lot about assessing at the elementary level, and whenever we would go into a parent-teacher conference for our daughters, she would make sure that the teacher explained the data to me, as she already knew what the score meant. If I just went on what I understood, well my kids were way off the A-D grade charts because they were scoring M and E- little did I know that those meant Meeting and Exceeding...
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Who will use the results to inform what decisions?
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having more assessments will mean we are more accurately estimating student achievement
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Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
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Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
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What Assessments Can—and Cannot—Tell Us
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This is a component of assessments that I think has flown under the radar for too long. In my experience in the classroom, we were often inundated with mounds of data that we had been given very little training or time to understand what it could or could not tell us about our students. Rather than data bing used for decisions for which they were not suited, it was more common for the data to be collected and never used.
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Effective Communication of Result
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This was something that we often struggled with as classroom teachers. We were collecting more and more data that had the potential to tell us great things about our students, however, the format or system in place did not allow great opportunities to communicate this information with parents. If we had better system processes in place I think that many of the parents in the community would have been thrilled with the work we were doing. However, some of our systems limited the communication of results in a timely manner. While the teachers saw the connection to learning, their were times where I felt the parents did not understand the work we had been doing with their students.
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Since I'm about a week late, I've read through most of these points and my "notes" that I was going to post have all been addressed. This is the one that was most important as a take home to me. I think that assessing without feedback is a huge issue in education. I understand that as teachers, we get busy. But what is the point of giving a grade if there is no learning behind why the grade was assigned?
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ollie-afe-2019: Educational Leadership: The Quest for Quality--article - 6 views
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I thought this quote was interesting. I always believe that having more than one data point helps a teacher see more of a rounded picture of that student. Relying on just one assessment isn't fair to the student. I believe we should look at multiple assessments, formative assessments, check points to help our students grow. JN
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assessor needs to have a clear picture of what achievement he or she intends to measure. I
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Students learn best when they monitor and take responsibility for their own learning
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I really like this idea of having students take responsibility for their own learning, and putting the learning target in language they can understand would definitely help!
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I agree that students do learn best when they take on the responsibility but I also think this is the ideal situation and often does not happen. How do we motivate more students to do this?
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I agree with this, but it seems so foreign to students. I think we need to plan on a lot of modeling to shift the responsibility to them.
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f we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
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While this seems like a straightforward idea, in reality, making a learning purpose clear and understandable to everyone - students included - can be difficult. Especially in English, the skill were teaching is not clear cut. CCSS Reading Literature 11-12.6 asks students to "Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant." However, there's no "right" answer to this skill. Student analysis of "what is really meant" could encompass a huge range of ideas. Crafting an assessment and teaching/learning opportunities that clearly delineate "proficient" analysis from "poor" analysis can't always be put into clear and understandable language. How can you quantify the qualitative?
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There is truth in the challenge. But I know I have been guilty of knowing what I was looking for but not clearly communicating it to students. Then they are left to guess...which means they are likely to guess in at least some ways incorrectly. I think the more modeling we do, the more "anchor papers" we provide, the better students achieve our expectations. Putting those expectations into words and examples is its own challenge, but a worthy one.
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It is nice to hear from other high school English teachers about the difficulty of measuring such subjective skills. I always struggled. One strategy I did find helpful was assigning paragraph writing as an assessment and scoring them 1-5, with a 3 being adequate and a 5 outstanding Then we would do several together and discuss what constituted a 3 and the differences between 3-4-5. That did seem to help, and students personalized the challenge of getting at least a 3 to show competency and reaching for outstanding.
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t also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
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minimizing any bias that might distort estimates of student learning.
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This is where I know as an English teacher, I can get bogged down in the details. All of my writing assignments have an assessment category for "M.U.G.S." as we call them (mechanics, usage, grammar, spelling), but those aren't actively taught and retaught every unit. We just expect students to have a certain level of proficiency at this point. However, that isn't always the case. There are MANY students who have not internalized the "rules" of writing. Their mechanics (punctuation) seems haphazard, grammar atrocious, usage nonexistent, and spelling like they fell asleep on their keyboard. However, a complete lack of those skills might not prevent them from being able to distinguish "what is directly stated in a text from what is really meant." I have to be careful to not allow my internal bias against poor writing ability to distort an accurate estimate of a student's learning and demonstration of the skill.
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When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
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Will the users of the results understand them and see the connection to learning?
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This is also where I struggle. Our department uses the online program Turnitin.com to give students feedback on written assessments and grade almost all work. This is partially to alleviate issues with plagiarism, but mostly because it gives students and teachers a one access point to communicate feedback. The program allows users to submit rubrics that students can see. We've started assessing rough draft using the final rubric so students can see where their work is in the rough draft stage so they know which paper criteria need work. They also can view my feedback on the paper that tells them how to fix what they need to fix. My frustration is when students aren't willing to go back and look at the feedback on the paper or rubric so they know what learning skills they still need to work on. How can we motivate them to look at the results, see the connections, and make the progress in learning?
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That is a great point! How do we motivate kids to go back and look at the feedback and make changes. Many of our kids just want to know what do I need to know to pass the test or assignment and once they pass that's all that matters.
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You have mentioned before that kids always want to know what they have to do in order to get an A or pass...but that's what I want to know when I take a course. I want/need to know what the expected outcomes are. I feel that kids have so many classes, tests, and assignments that if they don't ask those questions or think in that kind of a structured fashion that they will crash and burn. I get that we want them to LEARN and be passionate, but especially in required courses, the passion just isn't always there and the class literally is a box to check off.
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From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard
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This is another area where I personally struggle. The time and flexibility needed to be truly responsive is astronomical. I currently teach 4 of the 10 sections of English 10 at Indianola High School. As a class cohort, we try to be within a day or two of each other in content delivery. However, if my students don't get a concept, it's difficult to take a day to reteach since that throws off my alignment with the other teachers. It also means that I would have would have different periods at different places. I'm hoping the flipped and blended learning opportunities will help with the time and organization issues I currently have. If I can break groups up into smaller cohorts based on skill, then use flipped/blended methods for each group, I can (hopefully) accomplish more within the time frame. It makes organization more complicated, but allows more flexibility.
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This is why common formative assessments can be so helpful. If some of your students aren't getting something, it's likely that others aren't either. If you look at the whole team's formative data, it could be that everyone needs to adjust rather than just you.
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And if your class is doing more poorly than another class, you can have conversations about the different instructional practices being used. We all do our best but it's ok to not be the best. Together we can do what is best for our students.
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Do the results provide clear direction for what to do next?
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A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
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SBL and transitioning from all letter grades is a lengthy process but very beneficial for feedback purposes. MG
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I agree with you about the SBL and how it shows a student exactly what they know or what they need to improve on. A letter grade just give them a percentage of the time they have a correct answer. Doesn't give them any information at what they know or don't know.
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aim for the lowest possible reading level,
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I think this is also interesting because I know there are some tests that do this purposefully to "increase the rigor" of the test. For instance, AP exams notoriously use vocabulary to make the questions harder. This is saying it could be not just separating those who know less about the content, but also those who have different background, cultural knowledge, or just English as a first language. I, too, wonder how the ISASP will do with this.
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Are we challenging our top students and preparing them for their futures when we use low reading levels? Seems to contradict what we are trying to accomplish.
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This is so very important as we are seeing a dramatic increase in student populations that are not fluent in English.
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I have developed a system where I always read math tests out loud. That way students are not missing information due to not understanding the vocabulary.
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Jenn that's an interesting concept of reading the tests outloud....have never thought of doing that in a HS classroom but might help!
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The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
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Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and students.
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Five keys to assessment quality
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To summarize, the 5 keys to assessment quality are: 1. clear purpose 2. clear learning targets 3. sound assessment design 4. effective communication of results 5. student involvement in the assessment process
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Great idea on how to use an annotation tool. I can see this being very beneficial to high school students
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thats a really cool usage! Could see teaching my kids to do this when doing technical reading
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grouping the assessments
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Grouping assessments into levels: ongoing classroom assessment (daily work/observation), periodic interim/benchmark assessment (weekly quizzes/ group work), and annual state/district standardized assessments. I would add summative unit assessments (tests/projects) here also.
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Grouping assessments should give us a better picture of where students are at and help to identify where they need help.
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cannot measure more complex learning targets at the heart of instruction
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Our school district is doing the ISASP this year for the first time. This is a computer based test based on the Iowa Core. I worry how these results will be used to evaluate student mastery of content specific standards. How much effort will students put into the test and are there too many distractors that will bias the results?
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Those are legitimate concerns. On the other hand, what this quote makes me think of regarding the ISASP is that at least the types of questions are not only selected response. So many of the standards in the Core can not be measured by the only multi-choice questions in the previous test.
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Bias can also creep into assessments and erode accurate results.
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descriptive feedback
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We do need to make sure that our feedback is helpful. Telling students "fix this" or "revise this paragraph" doesn't help them learn, the feedback needs to be more specific and point to the learning target.
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I totally agree with giving feedback about why they missed a question or problem. If you just count it wrong the student might now have any idea why they got the question wrong.
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The assessor must begin with a clear picture of why he or she is conducting the assessment.
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I think a lot of times we default to "for a grade" but there are lots of other reasons to consider.
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I think this is very important sentence. I know I don't do the greatest job of outlining learning goals everyday and explaining value in each. It's same thing for test. Are testing because its end of chapter or because you want to assess learning goals from the chapter that were the most important from the chapter and meet the standards for your class.
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I agree Tom, I am not the best at covering learning targets with students. And maybe standards based learning will help focus my lesson designing and improve student learning.
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I think it is very important that we focus on the learning that is taking place within our classrooms and not on grading. Our assessments should be an avenue to strengthen learning and to inform the teacher what they need to do for learning to continue to occur.
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This reminds me of UBD, or working backwards. The teacher knows the outcome first, and then builds the learning and assessments.
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Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
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I thought the assessment brainstorming we did at the end of last week with ways to assess face-to-face vs. online was an interesting way to think of all the ways we can assess. I think as teachers we often default to a couple content-specific norms and it would be good to open up to other alternatives on occasion.
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Many years ago I remember assessing my math students at the end of the year with a multiple choice test. None of my tests during the year were multiple choice, but finals were required and it was the most efficient way to get my grades done :( I'm sure it did compromise the accuracy of the results.
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This means that teachers need to write learning targets in terms that students will understand.
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common assessments.
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Teachers have choices in the assessment methods they use
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inform what decisions?
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This has been a large debate that we have been having at our district. We need some sort of feedback roll out that will say how we have managed the data and what the data is and will be used for.
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I think is important part for a teacher after each assessment to use results to maybe modify teaching topics that students performed poorly on. Maybe need an extra day to cover certain topics more in depth if students struggled with it on test or maybe we have a poorly written question on the test causing students to miss points.
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communicated
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This has been another large debate that we have had. We want to make sure that our assessments are given back in a timely manner but we also want to make sure that they have correct and accurate feedback as well as to help the student know what they did well and where to improve and all of that takes time.
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TIME! It's a four-letter word in teaching! The feedback we give students is WAY more important than the grade, and way more time consuming. How do we effectively give the feedback necessary for student growth in a timely manner? I'd love to hear strategies from others here.
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Summative applications
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Periodic interim/benchmark assessments can also serve program evaluation purposes, as well as inform instructional improvement and identify struggling students and the areas in which they struggle.
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Our math department has been looking at the AAIMS tests for Algebra students which could be used as data to support the learning taking place.
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This makes me think of the concept of scaffolding. Which I have used in my classroom when lesson designing. Now I need to do the same thing with assessing. Assess students periodically both formative and summative.
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minimizing any bias that might distort estimates of student learning.
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As teachers we do have to be careful of bias and making assumptions. When I read through this about minimizing bias it made me think of the old ITBS/ITED tests and a student we had that was new to this country. The student was very bright but he did not perform well on the test because of bias. One example I recall was he had no idea what a fir tree was as where he was from there was no such thing.
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I completely understand this. Teaching writing and reading at the secondary level is so very difficult.
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Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
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Knowledge targets, which are the facts and concepts we want students to know.
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As our district moves toward standards based grading, understanding our knowledge targets is naturally happening during this process.
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We are working on Power Standards in our buildings. I think this would fit with those too.
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It all goes back to 1) what do we want them to know and 2) how will we know when they know it. We are working hard on choosing power standards. It is a long and exhausting process but a necessary one. Even after power standards are chosen, we need to break them down into learning targets our students can understand.
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students to track their own progress on learning targets
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I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self assess their percieved understading of a learning target. This self assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
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I think allowing the students to self-assess and set goals is really beneficial. I like the idea of using red light, green light, and yellow light for students to show the teacher their understanding.
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performance assessment or personal communication may be less effective and too time-consuming
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One dilema that teacher face is the factor of time which we all know. I have worked with teacher who have over 200 students in their classes and often default to a selected response assessment item even when a performance based would be more appropriate. It is challenging to assess and provide feedback in timely manner with this many students. This is not an excuse, but a barrier that needs to be explored.
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or making the correct answer obvious
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dependable data generated at every level of assessment.
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I wonder how much professional develoment or preservice teacher training is spent on looking at data to make decisions. There is most likely a range of understanding of what data should be used to design instruction. This is why is it good to have a strong PLC for teachers to work through data and assessment creation (which is really challenging in itself).
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It is amazing to me that data acquisition/analysis and student feedback/scores are largely two separate endeavors. In this day and age, these should be the same step. Without some automation, I don't think this can actually be done. At least not in a meaningful manner.
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track their own progress on learning targets
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I have seen this done throughout a unit of student with a Red Light, Yellow Light, Green Light rating for students to self-assess their perceived understanding of a learning target. This self-assessment was revisited frequently and used to drive student to specific learning activities that they needed to work on.
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if students will be the users of the results because the assessment is formative
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n the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
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Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
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inform students about their own progress
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clear curriculum maps for each standard, accurate assessment results, effective feedback, and results that point student and teacher clearly to next step
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I believe that this is important because highlights the role feedback plays in the assessment process. I think we often forget feedback.
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I agree, feedback is really important. It also needs to be provided as quickly as possible.
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Feedback is most certainly key for something that can be so subjective like writing, but I also think providing feedback on LOT can also improve students understanding. I know that is something I struggle with - leaving the necessary feedback. There's always a time crunch, and sometime students that assessed well receive little feedback even though they could use it too.
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students can use the results to self-assess and set goals.
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learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
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Making decisions that affect individuals and groups of students on the basis of a single measure
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We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
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The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
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From a summative point of view, users at the classroom and periodic assessment levels want evidence of mastery of particular standards; at the annual testing level, decision makers want the percentage of students meeting each standard.
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assessment formatively
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I feel like we could do a better job of formatively assessing students. When students hear the word assessment, they think quiz or test and they get apprehensive. We need to change their mindset and show them how they can use formative assessments (exit tickets, class polls, one-minute papers, etc) to help them take control of their own learning.
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the use of multiple measures does not, by itself, translate into high-quality evidence
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At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
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Who is the decision maker?This will vary. The decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
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or summatively—to feed results into the grade book.
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Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
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Reasoning targets, which require students to use their knowledge to reason and problem solve. A reasoning target in math might be to use statistical methods to describe, analyze, and evaluate data. Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency. Product targets, which specify that students will create something, such as a personal health-related fitness plan.
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balanced system
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overflow of testing
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Yes. There is a lot of testing these days One of my friends mentioned that between testing and snow days she hadn't "taught" from MLK day to almost President's day. Needless to say she was anxious about how well students wee going to demonstrate learning when they hadn't had much instruction for over a month.
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schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
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We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores
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about the overall level of students' performance.
Research and Information Fluency Iowa Common Core and ISTE NETS-S 3 - 1 views
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ollie1: Iowa Online Teaching Standards - 0 views
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This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
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I agree 100% Monte! Students DO want feedback immediately, and I truly believe this would provide for IMMEDIATE feedback, if used effectively.
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Has experienced online learning from the perspective of a student
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If teachers haven't tried the software how can they instruct the students or answer the students' questions? I am enjoying this class!
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This is the fourth online class I have taken and have definately experience online learning. Most has been very good and very easy to follow, but some has been very confusing. I do use aspects with my current classes such as blogging.
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I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
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Yes, going through the process helps us better understand how to use it. And provides us with both resources and examples.
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I am enjoying this class very much. I also believe that we as educators must experience things ourselves so that we can better help our students and understand the struggles that they might encounter.
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I definitely concur. It is vital to know the problems frequently encountered and how to trouble shoot them from experience.
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We gain student trust not only when we can help them solve technological challenges but when we can empathize with them as well.
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This class is a great experience, but sometimes I've wondered if Evan has purposely built some obstacles into the course so that we could experience the kinds of problems that our kids might experience and have that empathy going in. For example, last Sunday night I tried to finish up the first week's work, but couldn't get in to the program. While I found out later that the server was quirky, I didn't know that at the time. I just knew that my work was going to be late, and the kid in me said, "I'm in trouble!" That was a very good experience.
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Think of all the years that we have spent as students in the "traditional" classroom setting. We have watched teachers and seen so much modeling. Those experiences are still with us as we teach today. Online learning is a new avenue, but we still need to see the modeling from our teachers. It will help us be more successful as teachers.
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I have been in trouble with lates since day one....This online experience is NOT anything like I have experienced in the past. The tools out there are phenomenal...and overwhelming.
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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This is where online testing will be a benefit. Students could have immediate feedback on their learning process. Teachers will NEED to create a variety of assessments to keep students interested so they are not bored from taking the same type of test.
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I have clickers in my room which does allow for immediate feedback. It can be very useful, but have had pretty significant software problems with the clickers so far.
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1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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I think that classroom teachers are still struggling with this. We are improving our teaching styles to meet the needs and different learning styles of students, but we aren't quite there yet. My son, for example, is an auditory learner. I'd like for him to be able to have tests read to him without filling out a 504 or IEP. It should just be something that every classroom is quipped to do and the teacher is willing to do it.
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This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
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I think these online learning tools, if used properly, can help all students, but especially thoses with special needs (including TAG, ELL, etc.). I think the ability to move at their own pace would help some greatly!
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Ashely took my comments! She is dead on though. Online learning tools can be an amazing assest to students with special needs, if used appropriately. In Mary's example, podcasting or some other type of online audio program could be used to assist auditory learners.
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I am a huge fan of Howard Gardner's multiple intelligence model. As I have been searching through the "Cool Tools for School" website, I am constantly thinking of ways I could apply these newly discovered tools to my curriculum to reach all of the eight intelligences to some degree. I really think it will be vital to offer more options in an on-line course, since the face-to-face interaction will be less, perhaps making it more difficult to get to know students and their unique personalities.
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I think one way to address this is to do a hybrid course with some online aspects and other face to face. I think anytime we can have variety in our assignments, presentations and assessments, we are more likely to reach a greater number of students with at least some part of our class.
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I like the hybrid concept. Our students are diverse in the way they learn and this allows each student to maximize and individual their learning.
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Again, moderation in all things is key for learning and building relationships.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a
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Providing feedback to students in any type of course is extremely important in order for students to continue to progress. When not meeting face to face with the instructor communication and course feedback is imperative.
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Rob, I think that feedback, when given constructively to students prior to any type of evaluation, can be one of the most effective teaching tools a teacher can use!
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I think the use of technology will enhance feedback opportunities. I also think that the peer feedback opportunities could be a very enriching experience for students, in addition to teach feedback.
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I struggle with feedback within my language arts classroom when it comes to writing assignments. By the time I get them all graded and handed back, the kids look at their grade and many recycle them on their way out. Did they really benefit from all the time I spent making comments and giving them feedback?
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I think that supplementing our face-to-face classrooms with online environments (ex. Moodle) will enrich the student experience and provide the teacher with a quicker response method.
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Sherri, I wonder if students would take more time reading feedback if the feedback was on some form of online feedback. I agree many times students are just interested only in the grade as oposed to how to improve or what they can learn from the feedback. I said many times, nothing gets in the way of learning more, than the almighty grade!
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I model feedback after the Boy's town Model. Constructive feedback starts with a powerful statement of praise AND supporting details. We also have a consideration statement...NO buts...for example: I truly appreciate the aesthetic details that your writing creates within my mind due to your word choice and the emotions created. You might consider looking at us more by becomeing more familiar with your writing so that eye contact is given to your audience. I have found that many students appreciate oral feedback and most look forward to it. Naturally, I always end the feedback session after the students go. What's really neat is when students have done such a good job with feedback that it's difficult for me to add more...
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Once again, it's the relationship piece that is needed within the feedback piece. I believe we need to show students improvement through building the relationship.
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• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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I am TRYING to stay current with technologies provided by our staff development, and believe it is critical to stay one step ahead of students.
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I also am trying to stay current with new forms of technology. My biggest roadblock though is not knowing what is out there. That's why I was so excited to see the Cool Tools for Schools site. It was a valuable resource that I can browse through to find out what is currently being used technology-wise.
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I am constantly hunting for new tools to use. I am sometimes frustrated by sites that lure me in and then, just as I am feeling comfortable using their tools, suddenly want to charge me. Back to searching......
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Staying current with new technolgy is vitally important, however, I respectfully disagree with Deon that teaches need to stay ahead of the students, as students can sometimes be the best teachers for adults.
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I agree with rcordes, sorry Deon! We can't keep ahead we have to guide. I took the human relations course 30 years ago, and remember hearing for the first time that teachers would become 'facilitators'. I thought that was a crazy idea back then, but boy, that has to be who we are. It's great when the kids solve a problem before me, for them and for me.
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Staying current on technology is an never ending struggle. You can't keep up with all of it, but by focusing on a few things that work for you can make it less stressful.
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I agree with not knowing what is out there, especially since I am not in the classroom anymore, it is hard to find sites that are easy to navigate.
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• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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This could be difficult for an animated personality, where actions speak as loud as words.
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I can definitely see the benefits to teaching online, but it would be a sad foreign language class if all of the material was taught this way. There has to be social, face-to-face interactions. That's where fluency can be built.
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I totally agree. I keep trying to add more technology to my classes all the time, but I really try to caution myself to add it because it is an improvement and not just simply adding technology.
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This standard seems very vague to me. How do you determine if the instructor knows the difference between face to face and online learning? I guess I am still sorting out and determining that myself what the difference is, so may be why it is difficult for me to discern.
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• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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I currently use numreous programs: from powerpoint and gradebook to email, smartboard, blogging, etc. In four weeks I will either be much more technologically advanced or I will be ready to give up.
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Yes, I know, but I'm willing to give it a good shot. If I fail, I fail, but I think I'll learn something useful. I guess "Nothing ventured, nothing gained" applies here very well.
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This standard will have to be updated a lot. Technology seems to change very frequently. What is advanced today may very well be obsolete tomorrow. More importantly, the variety of technology out there makes this a nightmare. You might be in one district that utilizes one type of application then go to another district that uses a totally different platform for the same task.
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I'm with you all on this. It's called information overload. Moderation in all things is GOOD. Too much drink, we know what it does. Too much food, we know what that does. Too much technology, oh nooooo what could that do. Moderation in all things will bring a balance
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Selects and uses technologies appropriate to the content that enhance learning
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I definitely need to work on this standard. Everything seems so new and unfamiliar. I hope I can learn through this course which tools are appropriate for my students and curriculum.
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Ashley, it is very difficult to determine what strategy or technology is best to use when, especially, when there are so many different options out there for an instructor to use online. I guess we just need to keep an open mind and adjust accordingly because new technology is always being developed.
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This is also something I need to work on. There are so many online tools that are available to use, but I feel overwhelmed by the number available to us.
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I am currently using Moodle for several of my classes. I don't use the "tools" to make my classes more engaging. My goal is to use the Moodle as more than a homework repository. I think we all have good intentions on adding technology , but we get bogged down in the routines. This class is a great way to explore new "tools". :)
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Technology is such a difficult thing because it is ever changing, and it seems that by the time we get it loaded on our machines, life has moved on without us. The other issue is the amount of tools that are available for use because time to explore is rather limited.
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I have not yet figured out what technology is fun, and what technology is actually useful in teaching.
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I believe a lot of teachers (myself included) are stuck in using technology as an add-on to learning. For example, my 6th grade students are currently creating Google presentations about extraterrestrial locations. The presentations are very nice and the practice of making and presenting them will help communication skills, but the creation of the presentation itself will not enhance their learning of the science content. I have simply integrated a different media for presentation. We need to use technology in pedagogy not a superficial add-on.
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Sets and models clear expectations for appropriate behavior and proper interaction
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ensure academic integrity
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It is so important to teach them media literacy. I know this is a fear that my fellow teachers have about moving to online learning, but academic integrity should be part of the curriculum!
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Academic integrity is necessary when learning online! One also needs to teach students how to filter through all the information to find the accurate sources.
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Academic integrity has been an issue long before the development of the internet. I started out as an English teacher and have several tales of the plagiarized or bogus research paper. I moved to the role of teacher librarian in '95 as the internet surged into our lives. what an interesting dynamic it is, but the issues go back to basic human ideas of right and wrong. I very much appreciate that the teaching standards, the core and the 21st Century Skills all address this fundamental issue of working with people.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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this can be difficult. but it seems that there are tools in place in our LMS's to choose to moderate what students are posting, and disallow any inappropriate comments. or at least delete them shortly after their initial posting. email alerts make this easier.
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Isn't it amazing just how little the students understand about what is appropriate and inappropriate online?
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I am constantly amazed at what a student thinks is appropriate as well. Most of our teachers are concerned about going 1:1 becasue of this reason.
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
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Assists students with technology used in the course
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With my experience so far in teaching it seems that the students will be assisting me with the technology. My students seem much more knowledgeable than me.
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I think they have more time to just explore than we do. What I dislike most about exploring technology is the amount of time it takes.
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I've noticed how many basic things kids don't know about technology, though. Like the one I notice the most is they do not know how to use Google - if they are looking for answers to questions, they post the full question. While I think there are a lot of things they are better at than we are, we still need to stay on top of the technology that matters most to us so they can learn the best ways to use things.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Engaging students is a constant struggle for me in my mathematics classes. Any appropriate technology to assist in that would be helpful.
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I also struggle with engaging students in the Language Arts classroom. Getting students to try new things isn't always easy, but I think they get bored with some technology. Finding and perfecting different technoloical ideas may help students to stay engaged.
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I also think students get bored with technology tools. The key question is...are you use the correct technology tool? Our students (or at least most of the class) will get bored if there is fluke during the lesson and will notice if the tool doesn't fit the lesson well.
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Student motivation is a concern for me when considering online learning. There is something about a living, breathing, and physically accessible educator that brings me peace of mind.
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My challenge is to translate what some of these tools do in relation to what I traditionally do with a group of students. If I think through the tool plus the strategies I use in class...what new products could be developed? Kind of boggles the mind.
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Engaging students is a little work at times. Students have developed so many skills with portable technolgoy they carry with them,the first challenge is to get them present then get them to engage??
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB
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Using online instruction for a high school class requires an appropriate balance between the online and the in class instruction.
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Finding that balance may be challenge. I have not thought deeply about some of the strategies we use in the district butI believe online might be interesting to use with AIW...both teachers and as we move to students reflecting on their work.
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informs student of their rights to privacy and the conditions under which their work may be shared with others
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Maintains an online social presence that is a
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I'm wondering about building the relationship and discussions with online students. I build on student questions and anwers. How does the time delay affect the social aspect? How will I know if the students feel I'm approachable or unapproachable?
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I have been wondering the same thing but...our instructor has managed to gain my trust and is approchable. He has done this through timely and honest emails. Thanks Evan!!
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I agree that Evan does seem very approachable and has provided helpful and timely feedback, but I too wonder how this is possible. I guess it still seems a bit overwhelming when I am not overly familiar with Moodle. Perhaps the best thing to do is have an initial activity like we had for this course where students introduce themselves in a creative manner and respond to others' introductions as well; it serves as an icebreaker.
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Contractually this one bothers me. It would almost appear that teachers will be required to work outside the contract time on a regular basis. This may lead to some legal issues.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Communicates with students effectively and consistently
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Time consuming???? Any ideas on how to handle this with out being on consant email surveillance?
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I've used e-mail and a blog to communicate with sophomore world history students for several years. E-mail is actually pretty fast. It's a great way for kids to ask for help. I think it's easier for the student to get my attention that way, because they're not competing for my attention, and they're not embarrassed about the help they're asking for. I respond to their blog posts privately. They receive my comments in both an e-mail and in a reply on the blog. I think your question about constant surveillance is a good one. It's easy to respond quickly to e-mail questions, but I've found that I need to establish a time to respond to their blog entries. Depending on the class, you would have to determine how often and when you'd respond. Otherwise you'd be constantly distracted.
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An organized approach to responding has been an issue for me this year. I'm likeing the model Evan is using in this course with specific days we can expect assignments to be graded and specific times he will be checking e-mail, etc. I think I will borrow from that idea. Of course, the burden is eased when we are also seeing students fact to face and not just online.
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encourages collaboration
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including student-teacher, student-student, and student-content
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With teaching middle school social studies, I am constantly changing up the dynamic of my classroom. Students work individually, in pairs, in small groups, as a whole class, individually conference with me, deliver individual and group presentation, etc. I think changing the arrangement helps middle school students to refocus and stay interested in the material. At first I though this would be difficult to accomplish online; however, I am now realizing that there are many different ways to interact through a wide array of tools.
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including rubrics for student performances and participation
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My students are always wanting to know what they are going to be graded on and how they can earn an A. Originally I thought creating a rubric would be a stressful task, but now I have found that rubrics make grading much easier. Also, the feedback provided on the rubric is more beneficial and detailed for students. I also have found that students are more productive and focused on work days, as they know my expectations ahead of time, and they know exactly what they need to do to earn the grade they desire. Certainly with online learning, a rubric would be a key communication tool in guiding students when the instructor might not be readily available to answer questions.
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Utilizes a course evaluation and student feedback data to improve the course
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My first year of teaching I had both a self-evaluation for students and a course evaluation to gain an understanding of how students felt the year had gone. I have not done this since, probably because I use several formative assessment strategies throughout each unit to gauge student understanding. I definitely think a course and/or instructor evaluation would be essential in an online learning environment, especially for those of us just starting out, so we can use students' suggestions to better improve our instruction.
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I am in agreement with you about the need for course and instructor evaluations, but I think a lot of times it gets overlooked or dropped.
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The most effective course evaluation is frequent and ongoing. Feedback from students is more specific right after an activity or unit than at the end of the school year. Perhaps a course evaluation could be divided into sections to be completed at appropriate times throughout the year.
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Having just finished teaching a college class I am awaiting the the student feedback the college requires the students to fill out under the supervison of another person. It will be informative to read what they belive my teaching had done for them.
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I use survey monkey for my evaluations. I do it by quarters. It's great because it is free, and it complies the data for you. I get a lot of good information from these surveys and would definitely continue to do this with an online course.
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I appreciate data. I appreciate the time needed to look at the data. Until we are able to become more reflective practitioners during the school year, looking at data won't necessarily happen. I know how much time I take to look at data. I am not harried during the summer. When professional development allows for time to be reflective in our teaching, I do think greater results will happen.
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As much data as we have at our finger tips, I feel the variable that consistently comes through is the relationship piece. Teaching over the ICN is different than teaching in a face to face. As an instructor of a college level class, my evaluations have always suffered when comparing the face to face students with the students who are at another site. They really don't have any idea what I am like during the natural coffee breaks because of that relationship piece that is lacking. Having a face to face relationship is different than having an online relationship, yet I do believe it's easier to build in person. Many contacts via email doesn't necessarily build it, yet quick responses in email can help....but being that 24/7 teacher is really hard as we juggle our own lives.
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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This is really a critical piece because even thought the course is online, it better be high quality educators who are delivering it through the lens of sound educational practices. One of my biggest fears is online learning opening up a venue for for anyone who thinks they would be better at teaching than trained educators.
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As a vocational instructor it is imperative to know your content and be prepared to present it in a manor that not only tranfers the knowledge to the student but in a way that it is retained- (safety)
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Well said, Jeffrey! I believe it takes cream of the crop teachers who have deep understanding of teaching and learning to teach online. It is hard for some to make learning activities meaningful and rigorous in a face-to-face setting, and to do so in an online setting would be even harder, especially when considering effective instruction for the content area.
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• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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This really goes along with what I wrote above. Not only do online instructors need to understand teaching and learning, they also need to have the background to teach that course. We can all be "experts" at things we know nothing about--Wikipedia is a great example of this, but the ability to "impart" this knowledge on others needs to be controlled.
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This one has troubled me lately. When I began teaching at the post-secondary level there was a certification required. Now you only have to have enough credits in the topic area to teach it. There is no certification required. This does not insure that the person teaching the course actually knows how to teach.
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I had a professor in college tell me that intelligence is one thing that separates great teachers from good teachers. I have never forgotten this, and I see it over and over. Teachers need to know the content, but also need to know how to teach. You can't have one without the other.
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Knows and aligns instruction to the achievement goals
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Provides substantive, timely, and constructive feedback to students
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I have found that timely feedback is vital for student learning. It avoids future similar mistakes and when not provided, can lead to feelings of failure on the student's part. Timely feedback can nip most problems in the bud.
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Timely feed back is very important. It allows students to grow with direction.
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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I have taken "online courses" for graduate credit in which the structure of the course was nothing more than a list of assignments to complete outside the Moodle and snail mail to the instructor. Those poor examples certainly helped me understand the importance of the structure and presentation of online courses!
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I would have to say I had the same experience a long time ago with a computer class I took on line. From what I am experiencing so far this will not be that type of course. We will be experiencing may stuyles and types of learning! : )
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I'm really excited about the blended learning idea - I'm already thinking of how I can really change how I teach publications - I have some students who have had a pre-req writing class, some who haven't, some who are brand new, other with experience, and I think I can use online learning to offer more ways to make sure all those groups are learning and being challenged.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Well-designed online collaborative learning activities, which provide a greater opportunity for a student to work at his or her own pace, may be less threatening and result in greater participation than in-class group work.
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I agree, however, it's an adjustment for students. I do feel the collaborative element is essential regardless of the modality of the learning. I work with middle school students through our AEA 267 National Day on Writing project. It's been interesting to watch some students flourish with collaboration at a distance, while others struggle working with people they can't 'see'.
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appropriate for online learning
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instruments
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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This is a BIG push in our district. They have spent a lot of time and money in data collection, and now the push is to get teachers to actually use the data to drive in struction
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I find using the data is the hardest component. We have so much data within our district, yet the time variable is needed in order to make change concerning this data.
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interaction
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age and ability level
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I'm hoping I can use online learning to make standards and expectations clear to students upfront - currently I give them packets every unit with the plan nad assignments for that unit, and I'm hoping Moodle makes that process easier, more clear and less dead tree intensive.
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You should have chosen green as your highlighter color. :) Saving trees is great for all. Beyond saving trees, I think having something that students can always access anywhere is great. Whether they are at a friend's house, on the bus or at grandma's in another state, items posted online can be found. I think it elimnates some of the excuse that "I didn't know what was due."
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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If I struggle with any area, it is probably making sure that what I am using is not a violation of this standard. I suppose I grew up in a family that shared everything, so when it comes to the property rights of others, I share and share alike.
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I have taught that explaining it at the kindergarten level can enhance a student's ability to work the material in a manner that becomes his/her idea. It's really hard to plagarize when it's written in kindergarten terms.
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Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
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Applies research, knowledge, and skills from professional growth to improve practice
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous / asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
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Iowa Core
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constructivism, behaviorism, cognitivism, connectivism, and group theory
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"Personalized" vs. "Personal" Learning - 0 views
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A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions
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While I wanted to highlight this entire paragraph, I thought this was the one that stuck out the most. This was a really concise way to describe personalization and I just wanted to note how directly this section of the article addressed the entire issue of what this really is.
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Yes! This mantra can guide my new PBL course in the fall; writing it down now....
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Technology was strikingly absent from these conversations
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This was surprising to me. When I think of personalization, I tend to include technology in it. This idea makes total sense, though, because if a student doesn't view tech as necessary or it isn't part of it, it shouldn't be forced.
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I always picture personalized learning with technology too, but then I think about what is the point of teachers? Parents could just home school their kids. I'm still kind of confused about the teacher's role in personalized learning.
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Honestly, this makes me happy to hear because a lot of educators are quick to jump to technology without evaluating what is truly needed.
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I am also surprised by this. Society now demands that students understand how to use technology, and I think as teachers we feel pressured to use the latest and greatest website/tool in our classrooms. I agree with Jared that if it isn't necessary or the student wants to use different tools for his/her work, they should be able to.
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This was shocking to me. Technology seems to be a huge part in every day learning for students. It's refreshing to know that it's not necessarily the best route to go.
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This surprises me as well; technology is such and integral and inescapable part of our lives, especially those of our students, that I would think this would be high on the list.
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I, too, was very surprised about how technology was absent. I guess it does make sense because if a student does not want to use technology then they do not have to. It would be totally up to them.
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We don’t need personalization as much as we need to promote and give opportunities for our kids to do personal learning
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I couldn't agree with this more. I think that a lot of personalization is actually allowing students to learn at their own pace, but in order through a prescribed curriculum. It may be more valuable to allow students to do some learning of what they want how they want.
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How do you envision this working for you in your classroom? How do we get kids to do personal learning?
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I think the key words are "promote and give opportunities for our kids to DO." At all levels, kids are going to have more success from doing instead of just recreating or reenacting someone else's work/ideas. This is something I have worked on improving every year since some of my very first lessons taught.
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having my students read the literature at home and come into class ready to discuss it
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Haha! As a former ELA teacher, several of my colleagues and I argued this exact point a few years ago. That's funny.
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And in band, we have always lived with a model of teaching during small lesson groups and then assigning home practice to gain mastery of a skill. I spend valuable teaching minutes teaching home practice strategies and reflecting on those strategies at lessons. I want kids to set goals and practice the lessons on their own at home.
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context
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I'm concerned that teachers are not teaching enough deep learning in the general education classroom in grade K-4. There is so much focus on getting 120 minutes of reading but it mainly goes toward the daily 5 and not enough connected learning to the world. How do we incorporate deep learning into the daily 5?
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good question! One way might be reading multiple books/articles on the same topic. More cross-curricular including SS and SCI topics
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I agree! That this can be tricky. The Daily 5 is a model and teachers need to figure out how to fill the model with meaningful material that accesses the whole child. I like the idea above about integrating other subjects into the reading block and I actually think that the Daily 5 model is a good way to do that!
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better test scores. And, if that’s what we value as the most important outcome of schooling,
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However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
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How can we use personalization when so much pressure is put on teachers and students to meet the core standards and to do well on standardized assessments?
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Agreed. And while there are elements of PL that can be used within the current structure of our school system, I am not exactly sure I an visualize just how every student is learning and being assessed.
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This is exactly what I was referring to in an earlier comment - as teachers we do what we can in the paradigm we are in. I think part of the goal of courses like this is to create within our current confines.
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I agree with all of the above comments. For the sake of conversation, however, I would like to question how constraining our current structure truly is? Although we do use the common core/curriculum to tell us what we need to teach students, the core does not dictate how we teach them. I wonder if we sometimes create more obstacles for ourselves because, at the end of the day, it is perhaps easier to follow along in a manual than to create 25 separate lessons that involve more personalization.
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I love the idea of personalization however I feel if my principal walked in and saw all of my students doing different activities she would NOT be happy. She would ask me what learning scales everyone is working on and I am not sure I would know how to respond.
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Personalization promises better student achievement and, I believe, a more effective delivery method than any one teacher with 25 or 30 students in a classroom can compete with. It’s a no-brainer, right?
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Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology
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This surprises me as there is such a push for technology in the classroom today!
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Not to mention how you are pushed into using it over paper-pencil when your district is 1-1. I worry about what message it is sending to my students when I struggle so much with reading their handwriting!
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It's a good reminder! Old-fashioned, face-to-face discussions and creative construction of meaning (i.e. brainstorming) still works!
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But technology can be a powerful tool for learning, creating, collaborating and such. Here is a simple example. Reading this article with other classmates and seeing their thinking pushes my thinking. How about connecting to an expert or author on Skype? That would create a learning opportunity far better than just reading about an author. Just saying, tech can be more powerful than the traditional methods of learning!
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I agree there is power in learning with technology. However, the kids today have lost the simple art of communication in person. We need to focus on building more relationships out from behind the screens. The Skype idea is something my school implements and is an awesome learning experience we couldn't have otherwise. However, the students need to know how to have the eye contact, confidence and ability to be prepared talk to someone. This is taught and learned away from a screen.
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I babysit for many families and have seen the impact technology has on their home lives. Technology is so readily available. Children in today's society relay on technology in many ways and parents relay on it to entertain their children. With this said, I believe we will continue to see technology playing a key role in our schools. I feel that there is a time and place for technology to be used. Some people have commented that their schools are 1:1 with technology. As a kindergarten teacher and educator, I feel that technology has a time and place. However there are important skills that I strive to have my students learn without technology such as social skills and writing skills. It will be interesting to see how technology continues to be utilized in schools.
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ed-tech community to describe a student moving through a prescribed set of activities at his own pace.
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This is what is often explained to teachers when personalized learning is brought up.
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If a course is truly personalized, shouldn't the student be creating the pathway and goals while the teacher guides rather than prescribing the activities?
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So this reminds me of ST Math or Reflex Math. Even though the students is self-paced, it would not be considered "PL" in the truest form because the teacher is still assigning the content.
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I agree Kathleen! We individualize the content the student is deficient in by assigning skills but there is no student choice. Just some 'fun' in learning through the online program.
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“We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
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“personal” learning is something they do for themselves.
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personalization only comes when students have authentic choice over how to tackle a problem.
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Yes!! When there are authentic choices, student buy-in and motivation increases. I like how the author included the phrase 'tackle a problem.' In the workplace, our students will be expected to sovle authentic problems adn this is a great way to build those critical thinking and resilency skills.
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Yes!! I agree with you 100%. Nothing can prepare our students more than allowing them the opportunity to authentically tackle problems.
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As you both said, I agree with this statement 100%. I think it is awesome to allow students to authentically chose how to handle a problem. In kindergarten, I teach the importance of problem solving. I give my students prompts that allow them to become respectful leaders. I think problem solving is a great life skill that students can benefit from no matter their grade level!
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the prevailing narrative seems to be that we can’t engage kids without technology,
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I've noticed with my own students, that their excitement and engagement with technology has decreased as they increase the amount of time the are using technology in their gen. ed. classrooms. Since they are using technology to use programs that place them in a prescribed path after taking a placement test, they are loosing interest because they have lost the authentic connection to the content. The technology instruction is redundent and unpersonalized. They are missing the personal interactions with the teacher, discussing ideas with group members, and the choices provided in authentic learning. Students in my classroom are now more engaged through group work or hands on learning than technology.
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Has anyone noticed this in their own classrooms as well? I believe technology should enhance instruction, not replace it in the elementary setting.
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Yes, I could see how this would be the case. We use a program similar to what you're discussing. As a district, we're supposed to be utilizing this online tool, but how effective is the tool if the students are no longer engaged with it?
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I definitely see this. I have trouble keeping my student's attention if I do not have the work projected onto the Smart Board.
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monitor students’ progress
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This frame of thinking challenges me. As a special education teacher, we monitor progress on reading fluency weekly. We need to follow a research-based curriculum and every week my students are tested and we I evalute their graphs. This information is legally required. How can I impliment a true personalized learning experience for my students when I am required to teach a research based intervention? Has personalized learning been applied successfully in a special education setting?
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This is a really good question and one that I am wondering about as well. Although I teach in a general education classroom, we too have to follow certain guidelines and use research-based curriculum. I wonder if personalized learning is only feasible for students who are at or above grade level?
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our thinking about what we want our kids to learn and our changed roles in that process matters
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I love this article and what the author seems to be struggling with is what I struggle with. For the students enrolled in beginning band, I cannot make it a totally free learning environment. I can offer choice and give kids some freedom in choosing which exercises demonstrate learning targets, but what I want kids to learn is not really the student choice. Is it enough to say that band itself is an elective and if kids chose to explore band, then that is part of a personalized learning model?
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I am all for student involvement in making some of their own choices as they learn, but maybe I can't look past the needs of my content area to imagine a change in paradigm for all learners
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but every mechanism we use to measure it is through control and compliance.’
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We do function within a system...the question is how to negotiate that system to personalize for our students.
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I think this is the hardest thing for both the teachers and students - it is easy to talk about PL, but once rubber hits the road it is very complex to make it work within the traditional confines of the school day and grading structures.
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There seems to be a big contradiction, at least in my mind, with matching personalized learning to the need/desire to tie everything to particular standard and grade. Our current system and expectation of a grade seems to limit the true sense of personalized learning.
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choice
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Ah- now I understand that if the choice is created and given by the teacher, it might not be personalization. Our district uses E 20/20 in some extreme cases and it generally does NOT meet any student's learning needs.
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I think this is where the disconnect is, many my district will do online learning but it isn't personailzed because it is driven by the program that the district uses and students just fly though he program to get done. In the end I don't think they learned anything from their courses. If it were personalized they would take more ownership in their learning.
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resource rich
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changing just about everything
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Makes me think of the directive "we can no longer teach what kids can simply Google." So, learning becomes more inquiry-based and connected to real-life purposes.
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I recently heard that if a student can google the answer then we are not teaching them the higher order thinking that the industries are seeking now in their future employees. Google tends to give the surface answers and not the think out of the box answers unless they take the time to really dive into resources (which most won't take that time).
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drive their own education
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For me it keeps coming back to this: who drives the learning - the teacher or the student?
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Do they know how to identify what specifically does drive their own education? We do a lot of modeling before asking the students to do different work. I think this is going to take some brainstorming as to HOW to help kids see what helps them learn.
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You’re “free to expand as a standardized individual.”[
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Ha! We have the "individual vs. society" discussion in my class each year and many students notice the irony of trying to be an individual by doing something that conforms to someone else's norms (i.e. dying your hair blue...like millions of other teens trying to be individuals is a classic 9th grader example).
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This is a great point! It is hard to fit in and stand out:) It is hard to excel in school if you risk doing something different.
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I love reading your comments, Julie! That might be a challenge with personalized learning as well. Students struggle to be their own learner and achieve their personal goals - yet at this age, so many kids are drawn to the social dynamics of groups and trying to stay close in their developing friendships. As a fourth grade teacher I see students experimenting with the individual vs. group struggle on a regular basis. This will certainly be a challenge to stay on top of!
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caring teacher who knows each child we
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I think the core of PL is this - knowing the who/what/why/how for each student, this is true even within current school structures.
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I agree! We need to care about our students as people, not just as learners and I think that this will create great success for not only the teacher but for our students as well.
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While I agree, it takes MORE than caring! If caring is all it took, I'd be golden, but figuring out how to implement it for 50-100 kids is where I struggle. I hope to learn this by the end of the course.
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collaboration and takes place in a community.
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a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
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the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it,
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we cherish our commitment to individualism yet experience a “relentless pressure to conform.” Each of us can do what he likes as long as he ends up fundamentally similar to everyone else:
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Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.
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preoccupation with data data data data data. Elsewhere, I’ve written about the folly of believing that everything can and should be reduced to numbers.[
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For many educators that’s not the true meaning of “personalized learning.”
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While I agree it isn't the true meaning, nor the widely accepted meeting, however I think it is the reality for what teachers can do in the current structure. When transcripts, grade scales, grade books and class sizes are currently where they are, this is the compromise or baby step towards the largest goal.
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“personalized learning”
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I think there is a difference between the technical definition and the operational definition. When you read about innovative schools who do all kinds of things, the easy criticism is that they can do what we can't. There is truth there, but the reality is that we need to try to do what is best for all of our students regardless of the status quo, especially when the status quo isn't working at the highest level.
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It’s had an enormous effect on media, business, politics and journalism, and its effect on education
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new dispositions to take advantage of it for learning.
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I believe this is the major gap. Many taking this course are already jumping in (or did a while ago) but I think we too often ignore where others are in relation to that change. There are still teachers who refuse to integrate anything but a few substitutions for what they have always done, instead of real change.
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That's when teachers who believe in this change of learning need to use student work and proof of student motivation in order to get other teachers on board!
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I would say, as educators, we fall into this trap when using technology. We need to look at what purpose the technology we are using is providing. Would it be more effective or simpler to understand without the newest technology? I'm not against technology, but sometimes we get so excited about what we found out on the internet that we don't keep an objective eye when choosing to implement it into our classrooms.
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not be trained to wait for opportunities that someone else has selected for delivery
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I think this connects well with the notion of dispositions - we need to create a system that supports learners who know how to learn - the whole candles to light instead of buckets to fill - but schools typically operate as bucket filling stations. A lot of students, families, and teachers need to support for this transition.
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surely lost our way
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By assigning the lecture at home, we’re still in charge of delivering the curriculum, just at a different time
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resemble standardized tests. When we hear a phrase such as “
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reductive rubrics
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I see a lot of SBG and SRG teachers explain how they can measure every discrete skill in an ELA standard with the right rubric, I feel that fits the cliche - seeing the forest through the trees. Every aspect of school can't be all or nothing - it is like the polar opposite of high stakes testing; a similar but different problem.
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Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm
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t is clear that all children don’t learn the same way
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How do we as teachers make sure that all students needs are met and that they are all able to gain the same amount of knowledge? I feel that there are so many different types of learners and sometimes as a teacher am overwhelmed by the different kinds of learns in my classroom. I struggle with how to meet each students needs to make sure I am doing my best as an educator.
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I think an important piece is to help students (and parents) understand the type of learner they are. Students who know what works best for them (auditory, visual, reading silently and hearing it read out loud, etc.) can begin to take steps towards helping their learning and success.
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I wonder if schools will ever start grouping students by learning type. For example, if there are 3 sections of second grade, one teacher might teach to the auditory learners, one the visual learners, and one the hands-on type.
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I like the idea of grouping students by their learning styles. It would really hit that personalized learning. However, what would happen if there was an unbalanced separation in learning styles. Do you think that schools would accommodate or would it be too expensive? I see this working really well in both special educ classrooms and regular educ rooms.
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a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
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I love this part of this text. As a kindergarten teacher, I believe it is important for students to have that exploration and discovery time in the classroom. They need to learn at a young age to be their own teachers. It has amazed me during our center time this past year what five and six year olds are able to discover and share with me!
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Yes! I think this can work at any level for learners. Why would we want to limit a learner to stop at a certain point and not stretch themselves in a direction that will better them as a students. I believe this is where students discover their interests and strong points with a little bit of freedom.
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industrialized form of education that pumps out cookie-cutter students
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These words used here could easily offend someone who has been in education, those who have created good lessons with ways to reach various children: "industrialized," "pumps out," and "cookie-cutter students." Not a great idea at the beginning of an article if you wish for veteran teachers to read and learn from ideas presented about personalized learning - might seem like another buzz term because there have been a lot of them throughout the years!
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tware
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“’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]
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“It’s so much cheaper to buy a new computer than to pay a teacher’s salary year after year.”[11]