PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
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This is the part that I get stuck on. Many students are either not mature enough for this yet or have been so put off by school that they think there is no educational topic that interests them. In a more one-on-one environment, like my alt school, I can usually find something to interest them and get them going. However, in a traditional school setting, where I see students only for an hour each day for only 60 days, and so many of them, it's hard to work with each student one-on-one to get them motivated. I think all the comments that the whole school would have to shift (rather than just one classroom) makes sense because the students would have to learn how to deal with this new level of responsibility. 60 hours with one teacher just won't get that accomplished, no matter how phenomenal the teacher is.
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I definitely agree with you on this. Since I teach freshmen, I feel like a lot of time is teaching them just how to be good citizens (at school, at home, in the community, and in the world)! I only see them for 45 minutes each day, but I do see them all year. I would really like to implement a more personalized learning environment for them, but I know it's going to be an up-hill climb all of the way!
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This would be a challenge for me as well, since I only have my 6th graders for 9 weeks per school year, and my 7th and 8th graders for 7 weeks per school year!
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Being a teacher in an alternative program, most of my students just want to be done with school as quick as possible. They are so tired of playing the game of school. I must admit, unfortunately, that I may feed that "get-done-with-school-as-soon-as-possible" mentality by pushing students to stay on track or get ahead of the game. However, if the student becomes the driver in their own learning then maybe they will be more motivated. As educators, we need to tap into the "What's in if for me?" mindset that many students have. Find an interest of the students and build their learning environment around that interest. Much easier said than done.
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I agree with this. I also think that parents need to be aware of what teachers are doing as well. A high school teacher at my former school put everything on Twitter and one parent did not want her 15 year old daughter to have a Twitter account. Something to always think about and be ready to have alternative ways to do assignments or simply make it a requirement.
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professionalism is far more about the effective manipulation– access, evaluation, & applicatio
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This seems to be a recurring theme as well. Getting students ready for the "real world" isn't so much about making sure they know lots of details about every subject area, but making sure they could find and understand any detail in any subject area that they will need. The goal of education seems less about passing on information as teaching students how to organize and understand the over-abundance of it. How then do we balance this with the extreme focus on core-curriculum? Finding a balance is the challenge.
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Yes, it seems there needs to be instruction on how to gather/organize the information and reliable sources, and then instruction on using it. While the end result is positive, it will take time to jump start students in their own PLE.
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Symbaloo has created a version of the platform specifically for educators
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We got introduced to Symbaloo at school this year, although I might check into the EDU version. I got logged in and played for a few minutes, but never had the time to develop something usable because as a district we were on to something different. I like that our district provides us with many topics and learning opportunities, but I wish that I had more time to focus on one thing. I think this is probably what it's like for students. They get exposed to so much, but they need help organizing it and time to explore.
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Yes, Symballoo seems like more than one day of PD. I haven't started my own yet, but I think it will take time to get a handle on the lingo as well as using the tools within the website.
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I agree as teachers we would need to be taught or have time to explore this site and learn how to exactly model it appropriately to our grade level. I would love to see how other teachers use this and model it in their classrooms too.
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I can relate to this feeling, whenever I attend a conference, I learn so much that I need a day or two afterwards to just process and create the new games and activities that I've found, but it is always straight back to teaching.
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Some teacher as my school went to a conference this year and actually talked administration into another professional development day where they could just process all of their information. It was pretty cool.
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Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs.
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We have 1-on-1 technology in our district, which is ideal for PLEs. However, when the student forgets the laptop or has no power left in the battery, the smartphone comes in handy. It is tougher to monitor the smartphone.
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Autonomy is a great concern for me. With collaboration being stressed in CCS, will students be able to conquer this skill without the use of technology? At some point, some issues have to be discussed face-to-face, and there is a separate skill set for that environment.
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I like the idea of Symballoo--kind of like a favorites list and bookmarks in my Google account. What will take time for me is learning all the lingo attached to Symballoo!
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I have always been a support of helpful tech resources that students are interested in, which is why I am always trying to learn more about different Apps and tools and explore them myself. Once I play around a bit, I usually introduce it to my students. Sometimes the resources are new, sometimes not, but there are so many wonderful tools out there. I visit Richard Byrne's site once a day! Currently, our language arts department has Chromebook carts for each classroom and the district is allocating more and more to different departments. They are wonderful to have, but students will get bored very quickly if they are only being used for tech sake. I LOVE the idea of having students create a Symbaloo. In fact, my plan is to have them begin one at the start of the school year and then they can add to it as we move through different units. This would have been particularly helpful during our research unit. I also like the idea of "empower"ing students to use their phones and other mobile devices, but we do have a pretty strict policy on phone usage at our school. Sometimes students' phones work much more efficiently than the Chromebooks. (Alissa Hansen)
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I think my students would love deciding which medium to use. I also have a lot of artistic students who would chose to create a paper/pencil project similar in format to a prezi presentation or blog with pictures.
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Choice can be such a motivator for students, we all have our strengths and weaknesses!
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This is something I also worry about with the students I teach. While I appreciate their willingness to use technology and the creativity it lends itself to, I worry about their ability to solve problems and communicate effectively face to face. How do you ensure they are learning these essential skills as well when things are so individualized?
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This made me think about how difficult it is to have a PLE in a traditional classroom setting. We have 1:1 technology in our district, but students are extremely limited in what websites and programs they can use (You Tube, all social media, etc is blocked for students.) We also do not allow students to use tablets or smartphones in the classroom, with some teachers wanting to enact a school wide ban on smart phones and tablets so that they are not allowed in school at all. I am so excited to be learning about all of the opportunities PLEs offer students, but I also think there are many changes that will have to be made before we can start moving in this direction.
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The vast array of options and sense of autonomy that lies at the very heart of personal learning environments can also be a huge inhibitor.
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I also worry about autonomy, as I teach freshmen English and 14 and 15 year olds do not have a "high level of self-management and awareness," at least not many. Like any classroom, however, guidelines need to be firmly in place and I think autonomy would need to be frontloaded before jumping into a PLE. I do think students would do very well in this type of environment. In fact, I often have students telling me about different resources they go to on a daily basis...whether it's to get advice, read a review, write a review, or even write a short story! The possibilities are endless, but I do think structure needs to be in place. At least to begin with. I start the year with my freshmen discussing and reading/watching material regarding civility, we made a code of civility in each class, and then we blog about our practicing of it throughout the year. I would like to implement a PLE in much the same manner. (Alissa Hansen)
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The idea of having one site to log into daily and then a pre-constructed dashboard of all the learning tools and spaces available to us seemed appealing to the 7th period students
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I do think that using a Symbaloo is a great idea to manage resources, and it looks like something my students would enjoy working with. However, my school has really moved towards using Google Classroom and teachers having Google sites, which I spend a lot of time and energy on with both. I think too many tech items can be a cognitive overload for students and teachers alike. I think if I am to use something like Symbaloo, I would need to eliminate at least Classroom or Sites and maybe even some of the other many sites that I have students use (Newsela, NoRedInk, Kahoot, etc.). It's just hard for me, especially with the site that I have created because I have spent so much time on it over the past three years. I just don't think students would benefit from having to click around to a lot of different resources, especially if they are teacher-created. (Alissa Hansen)
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I like the idea of a daily log in for updates. I think this would work in the Green Belt classroom for relaying information as students don't attend the same schedule each day.
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Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
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Great quote on the benefits of PLE, but getting students who are not "ready" or mature enough to handle this type of self-direction will struggle. A challenge for teachers indeed! I think the classroom (physical environment) setup is the first thing that needs to be changed in order to prepare students for this type of autonomy. What do the rest of you think? (Alissa Hansen)
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I guess I should also state that I do not think students are getting enough opportunities to be autonomous, which is why they struggle and fear it when they are given the opportunity. (Alissa Hansen)
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A personal learning environment (PLE) with personal knowledge management (PKM) tools An eportfolio A collection of resources related to a problem-based learning challenge Study group resources
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I am really looking forward to starting this with students. It's like a one-stop shop for their individual needs. One of the biggest setbacks I have faced in recent years was trying out a multitude of tech resources and although some were helpful, clicking around all over the place was overwhelming! (Alissa Hansen)
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I was devistated when google removed igoogle, and I think this could definitely take its place. I agree that students will appreciate the convenience of this site.
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Alissa, I get overwhelmed with the amount of resources and tools available. I often don't know where to start, so I opt not to. Thankfully, I'm taking this class and I have the opportunity to investigate and use some PLE tools like Diigo and Symbaloo, things I've never heard of until now!
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method students use to organize their self-directed online learning
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I think this would be very powerful and I would love to create something like this, personally. I think my accellerated students would thrive, but worry that my lower level students would struggle due to a lack of confidence in themselves and lack of self-awareness. I wonder if there are certain organizational PLE templates that would work better for certain learning styles? Or perhaps a template would defeat the pourpose.....
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attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
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I love the idea of supporting students individually, I just struggle to envision being able to support all my students adequately within my classroom. I feel like it would be easy to digress with a student over their PLE, but feel it could be difficult to find the time.
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I sooo agree!!!! I would love to watch how an expert teacher teaches in a PLE classroom! I love the concept and the idea I am just struggling to make it work in the classroom.
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I like this concept, I think it is easier to do in a classroom that is content specific. I can see where it would be more difficult if a teacher was responsible for teaching multiple content areas. At the same time, that teacher doesn't have to be the the information source for all the students, time is just the factor.
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That's interesting. I think PLEs would be easier to manage in multiple content areas because they would have to be working on their own thing. The environment is really suited for it.
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subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
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This is what I am trying to develop in my preschool class room where the students are in charge of their own learning, and I am more of a resource. What I struggle with is classroom management, I feel like all of the students are demanding my attention and I can't help everyone.
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Sometimes it is hard to fathom the classroom management of a PLE of 12-22 students, which is what I currently have, let alone 30+ like many districts have.
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Having your students be more independent is wonderful. This past year I did less large group instruction and more small groups. I taught my kindergarten students "Ask 3 before me". They had to ask 3 people for help or what we were doing before coming to me. When they came to me, especially when i was working with my small group, I asked them "did you ask 3 before me?". If they didn't, they would just turn around and go find something. This is a start for having your students become more independent. BY creating a PLE for young students, they feel more in control of their learning too. If you, the teacher, set it up and give them access to a variety of things to do, they will enjoy what they are doing and feel they are making "their own choices".
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Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play. Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
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I don't want to sound negative in my post here because I really am all for personalized learning. I wonder how we can get administration on board with us. I struggle with old school administration who tell me as a teacher that I can not use my phone during the day, that I can not use facebook, and about passed out when they realized that parents text me, questions and changes in their child's schedule. I did have a secret facebook page and it was wonderful I would use it to include parents with our studies.
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Good point. I agree with your post. It is hard to get some administrators going along with this new idea of personalized learning. Even at my other school I taught at Facebook and some other social networking sites were blocked. I like the idea of having a Facebook page with parents and students to keep parents informed with stuff going on at school, and also a way for students to post and communicate with parents and classmates. I think these social websites are necessary in schools, but the big question is how do we get teachers and administration to go for it?
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Our District has blocked a lot of the social sites as well, it comes from the upper levels of administration and not our building admin. I think they tend to be out of touch with the possibilities and fear the unknown. It would be great to use Facebook for connecting with parents and students. The alternative given to us is Canvas in which parents have access to teachers. But it isn't as easy or convenient as Facebook. That is certainly one site I wish we could use at work. I do like the idea of personalized learning environments, especially the concept of students seeking knowledge that is useful for them! This appears to be the best way to create life-long learners!
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Facebook is blocked at my school as well, which is a shame since it'd be a way to create an immersion like setting in my Spanish classroom. If I see something cool on the site that related to class, such as photos from a friend's time in Panama with the Peace Corps, I turn the wifi off on my phone so that Facebook will work, and just walk around the class showing kids, which is risky, I know. I'm sure there is a cord that I could connect from my phone to SmartBoard to make this more feasible. I should probably get a separate teacher facebook page for things like this. Some of the articles that pop up in my feed from magazines like Women's Health are not school appropriate!
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Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process
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by teaching students how to be self learners and how to be active in the learning process I think that as kids and adults these students will want to be life long learners and not someone who only does it because they have to. Or worse yet lets everyone else do it for them. I love the independence PLE classrooms create
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I see so many students who do not understand how to play an active role in their learning because they have been conditioned to rely on the teacher. Many students get very anxious and really don't know what to do when they are asked to complete self-directed activities. I think PLE will provide students with the opportunity to take responsibility for their own learning, which will help them throughout their lives.
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Personal Learning Environments (PLE) are not to be confused with Learning Management Systems (LMS) that are implemented and maintained by institutions.
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This is very important! I see the (LMS) approach in our school and in many other schools. I feel like it wouldn't be hard to confuse (LMS and PLE) these different approaches, because they seem so different. The chart gave a good outline of how different they are compared to each other.
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The chart is helpful in understanding the differences. The LMS could also be a tool in a student's PLE.
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Agreed, charts and lists make learning so much easier than paragraphs, at least for me.
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continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen. I may also informally introduce Symbaloo to some of last year’s Media 21 students and get their feedback on how they think Symbaloo compares to Netvibes and what their preferences are as students. In the meantime, I’ve created
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It’s easy to use A learner can pull information that’s personally useful to him/her Learners can personalize tiles to make them easy to spot Learners can add to, and draw from, a community of webmixes Interactivity + personalization = fun
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These look like awesome reasons why Symbaloo is a great learning tool for students. I can definitely see this resource being used in grades k-12. Although, for example, I teach 1st grade and I can see my students loving this, but they will need lots of guidance and modeling of how to set it up and use it to help them become independent with it. I can see once it's set up it would be awesome for students to have all of their favorite resources and sites all in one place!
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I have a concern about distractions. Students tend to use their phones and computers more for entertainment and chatting with friends over research and presentation.
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Agreed, a high school I taught at did not have locks on lockers, meaning kids brought their phones to class so that they wouldn't be stolen. Preventing snapchatting was difficult for me!
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I have experienced the same issues with my high schools students. I may take a different approach based on one of the side articles that stated, "students are still learning while they are wasting time because they will see consequences are for late work."
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“learning by doing” and “student as worker,”
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I would like to have some strategies to help students having an understanding of the shift in learning for them to become more involved in their learning. How do I motivate them to go beyond bookwork to exploring topics?
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I feel this is a big struggle right now in our district. Teachers are wanting their students to dig deep into a topic or their work. Students are given choices but still only surface the top of the water, doing the bare minimum, when we want them to dive in and go to the bottom. In my classroom, my students have a writing journal. We write in this "special" journal once a week. At the beginning of the year, I give them ideas to write about. Some write while others will simply draw a picture because they don't know how to write. By the middle of the year, every is writing something, whether it is a complete sentences or a few words. I will give them a few choices to choose from or they can write about something they want to. BY the end of the year, they know to take out their journals and write about anything they want. I want my students to take control of their own learning and reflect back on their work over the year so by having this year long journal, they can see their progression and how they took control over their writing.
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Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
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learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
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This is a good reminder. Students need to take on a more active role, but there is always a good balance. It probably shouldn't be all one way or all another way.
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How true! It will be difficult for some students to lead their own learning. They have been passive for so long it will be a shock to their systems.
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a number of tiles to get you started,
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teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
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I believe this is where the transformation must start, with good, consistent professional development. The key here is ensuring students are using the technology, whether that be a tablet, laptop, or smartphone, appropriately for learning.
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I very much agree the process must start with PD. PD needs to be personalized. From a baby boomer perspective we need mini PD sessions for technology applications. Otherwise I think there will be resistance from this age group because of limited tech skills.
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I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
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I can so relate to this comment. Finding time to explore and become comfortable with the vast array of tools avaiable is my biggest challenge. I get so caught up in the day-to-day management of 10+ students attending the alternative program (I am the only adult in the room with the students), I don't often have time to explore what's out there. Even when my admin and tech people pass along a list of resources, it is overwhelming to me. Much of my time is spent tracking down students, following up with parents, and documenting the events of the day.
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I also feel overwhelmed by all of the technology that I "should" be learning about and using with my students. We spend a lot of PD time on technology and incorporating it into our classrooms, but I feel like we just get a quick overview of whatever program they want us to use at that time, and then we never really get time to explore it and develop ways to incorporate it into our teaching.
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I'm with you! There are so many cool resources and tech tools I want to learn and use...but actually finding the time to explore and implement is another story!
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Teachers, she explains, are no longer the primary or even the best source of information available to students
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As a teacher in a one-room alternative program, I KNOW this to be true. I feel like the jack-of-all trades, master of none on many days. I see myself more as a manager and facilitator of their learning than the direct source.
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I always think this after I watch the history channel. I learn so much from the history channel and it is so much more interesting than listening to a lecture.
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I am in a one-teacher room as well, and while I try to keep up, there is now way to know it all. Even in the traditional classroom where I teach personal finance, I feel unable to keep up with it all. But it is hard to let go of the reigns when you have taught that way and everyone else around you teaches that way.
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I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
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I really like the idea of showing students how to use this technology and their learning for both "professional and personal use." I think when you tell students that it is "ok" for them to use technology this way, they learn more because they aren't compartmentalizing their usage of this technology as only for school, which means that they are more likely to use the program and play around with it, which will increase their learning opportunities.
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This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
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This is exactly what educators are going for, to create life long learners. Using PLEs will create that. I am so excited to incorporate this in my classroom and help others do the same.
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I completely agree with you that we want students to become life-long learners! When students leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful. Giving students permission to learn about and engage with things they are passionate about can only lead to positive educational outcomes (with appropriate supports of course)!
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For example, you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity.
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students still needed some kind of information dashboard to manage all of their information streams for the upcoming project.
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I think it is a great idea to have a place for students to "store" the information they need to research and interact with their content. My students have used symbaloo in computer class and it has taken away a lot of the management concerns. Students know where to go to find the tools they need to keep progressing with their learning!
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What a great idea! When that notebook with all the notes is missing, it could be stored and used during class instead of searching or pretending to search. Maybe we could teach them responsibility again!
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PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field
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This is exactly what we want - students to have a high degree of control over their work! By allowing them to customize the learning experience and connect with others, including experts, students are getting real-life experience that will help them solve the problems they face in their everyday lives. A PLE can help students organize this self-directed learning. Students will likely know what they want to learn but organizing that learning is often what students need support in. PLEs are helpful in providing students with tools they need to gather information, conduct research, and present their findings!
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personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals
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In my opinion, this is exactly what we want students to be able to do! By supporting students in their academic endeavors, students learn to view teachers as guides or facilitators rather than "the one who knows all." In thinking about what we want students to be able to do when they leave school, we want students to be able to do seek out their own research, contacts, and resources to solve everyday problems. If students are never presented with opportunities to direct and manage their own learning, they will not be as successful!
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You are right! If students do not get to practice this skills by doing then they will struggle when they enter the workforce.
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The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms. As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
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This sounds absolutely ideal. The challenge we as educators face with students using their own technology during instruction and competing for their attention has steadily increased over recent years. How cool would it be if it were used to enhance their learning rather than get in the way of it!
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I do have some concerns that a lot of the PLE is based on on-line learning. Students use technology constantly, but I have also seen them get frustrated with technology and on-line learning when it seems hard to navigate or they are not receiving adequate feedback.
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The Symbaloo interface looks a bit like a high-tech Scrabble board with movable “tiles” on it. These tiles give you access to Web pages or other webmixes.
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What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
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This is really handy for parents as well. I send them the link and they can access my web mix at home. When I make an update, I alert parents via my shutterfly site. Parents can go to my web mix and have their child show them games we are playing that reinforces our learning goals. It is also nice because parents don't have to download anything or search for hours on something educational for their child to do because it is already done for them.
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Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
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The concept of PLE is not a way to replace classroom learning, but to enhance it.
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This is the comment many teachers were hoping to read. I understand the hesitation to give students control of the learning environment, but is it working by controlling them?
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PLE research shows there are less behavior issues because kids get to learn based on their interests promoting intrinsic motivation to learn. I think it would be great to teach in a PLE.
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Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals. The idea for PLEs was born from the emergence of Web 2.0 tools and the ubiquity of technology in today’s society. Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available. These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
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The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
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I must remember that baby steps can get use to PLE for more students. It is overwhelming to think about changing the traditional model of education so many are used to until I read this line and take a deep breath. The sharing and conducting of "research" students are doing in individual leassons or units is a stgep in the right direction.
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o horribly wrong if teachers fail to prepare students and set usage parameters.
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I feel so much better reading this. I experienced this first hand. I thought my students were ready for the responsibility I was handing over; I thought I had set the "right" parameters, but, alas, the learning was not as rich as it could have been. In many cases, it turned out to be a huge waste of time. I still feel guilty about it. I guess the positive is that I am still trying to learn more about implementing PLE's effectively.
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Yes, it is a positive because you learned from the experience. Now you know what worked and what needs to be revised.
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Understands and uses data from assessments to guide instruction
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When we use this data to guide instruction, that means we should also use this data to change our coursework from section to section. It can be easy to forget to modify courses from one teaching to the next.
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I agree, Amanda. And I also wanted to test out the comment feature of Diigo. I've never used this before.
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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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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Being "present" online - as an instructor post comments, provide feedback, and be engaged with the students. Weekly announcements can also help students see the "human" side of the instructor.
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I have learned this through simple email conversations. I often have someone read/reread emails to make sure that I am interpreting it correctly or that what I am saying will be received the way it is intended. If students, in person or online, don't feel that they can approach the teacher, they often end up feeling frustrated and overwhelmed. if feedback isn't timely, the student can give up or do things incorrectly.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority
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Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.
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I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?
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Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.
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I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.
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Demonstrates competence in content knowledge (including technological knowledge)
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It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.
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With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.
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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
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(SREB C.3, Varvel VII.A)
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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This jumped out at me immediately as this is our next step in our PLC group for any of our 'power standards'. Next year we will be focusing heavily on using a Data Wall, as well as using common assessment data to drive instruction. We have spent the last two years deciding on our Power Standards and finding common assessments to utilize.
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It is so important to use data to make sure we are reaching our learners. This make me think of the Iowa Professional Development Model and how we use that to see what we need to work on and find ways to improve our instruction.
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Our district also focuses heavily on common assessments among core subjects and benchmark assessments at the end of each unit.
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I think it is really important for every teacher to use data to make sure we are teaching all of the things we are supposed to be teaching. We are moving towards SBG in near future and I think this will be very important as we make that transition.
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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
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I find this to be vital as not every learner is going to be successful in the same ways as other online learners. It cannot be a 'one size fits all' model.
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This one is obviously very important and key to teaching in any format. I am curious what this looks like though. How does the teacher meet these needs. I can see where there needs to be certain accessibility things available on the student's computer. Is it the teacher's responsibility to point these out for the student, or is there a way to imbed these things in the course?
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When the standard states: "different interests and backgrounds, and and students with special needs." Students that may be ELL or special needs, how does online learning adapt to those learners? I think if tough enough when you have them face to face in class, now that you don't see them, it sounds more complex!!
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Creates or selects multiple assessment instruments that are appropriate for online learning
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I find this to be extremely important as in the past, any online assessments that I have seen have been multiple choice. It is very important to assess students using several different mediums that require higher order thinking skills along with memorization.
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This is vital to present students multiple ways to show their learning. Can't expect all to perform in one way
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Providing multiple assessment types is imperative to meet the needs of all learners. Providing them a chance to show what they know if different ways helps us understand our students on a deeper level as well.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This one I find to be very important as I had this exact issue within the past week. I feel that it is important to handle these situations immediately while also allowing students to earn back privileges so that they may continue to learn and grow from their mistakes, as well as what they are meant to be learning online. Sometimes a bad choice can turn into a lasting memory for the better.
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I think this standard is so crucial at all a academic levels and thankfully there are excellent tools out there to ensure students are acting responsibly such as Go Guardian.
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Provides substantive, timely, and constructive feedback to students
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Feedback is essential for students to improve. I need to do a better job of being more specific with my feedback instead of "Super Job!", or "See me!" and focus more on what specifically a student did or didn't do well on.
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I agree on feedback. It's not easy to give specific and detailed feedback to students and still get them their work back in a timely manner.....one of my biggest struggles as a teacher
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Without feedback students will struggle to improve upon their understanding. Timely and constructive are important to the learning process so students know how to correct any misconceptions they may have, but done in a kind and effective way.
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As educators we understand the importance of feedback - and more specifically TIMELY feedback. This is a challenge, though, in a typical teacher's day. I wonder if it will be easier - or harder - with an online course??
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I agree with Barb, this could be very difficult! I deal daily with around 140 students, and to provide "timely feedback," would be most challenging
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Has experienced online learning from the perspective of a student
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Applies research, knowledge, and skills from professional growth to improve practice
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Utilizes a course evaluation and student feedback data to improve the course
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Feedback from students is critical for improving as a teacher. Even though it might not be what you want to hear, it will provide you with important ideas to improve for the future. I give evaluations periodically and they do help me improve my instruction.
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Student feedback is so powerful. I use google forms to get feedback from my students quarterly. Also, I created a daily check in using google forms so students can ask for help or share problems they are having privately. It's been very successful.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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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
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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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Networks with others involved in online education for the purpose of professional growth
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I like the idea of networking with others in your particular area of education. Having a group of people who teach the same content can be helpful when you need help or suggestions as well as you being able to offer help or suggestions. I know I really appreciate the library network I am a part of.
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Going from a large school with 8 teachers in my subject area to a smaller only 3 this is one of the things I miss the most is the networking. We don't take the time to do this if we don't have access to it immediately like we should
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This can "sky the limit." Students can interact with different cultures, different environments, and formulate different ideas throughtout the world.
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Making connections with other online instructors will require conscious effort and commitment. Teachers in general can be very isolated in their own classrooms, and I imagine this is even more of an issue for online instructors, particularly those who work in isolation.
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Aligns assessment with course objectives
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This seems like it should not have to be spelled out, but it is critical that our assessments align with our objectives. If there is no connection between the two the assessment is not valuable at all.
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Sometimes this seems easier than it is - I've taught lessons that didn't line up directly with the assessment! Then I look back and realized that I didn't explicitly explain what I was thinking that the students should know/need to know.
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Its important to assess over things that are important to the class. You really shouldn't assess things that are not important to class content. If its not hitting a standard or has some direct connection to the class you shouldn't be assessing it.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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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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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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emonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
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Understands the differences between teaching online and teaching face-to-face
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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
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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Just the nature of technology lends itself to multiple opportunities for collaboration such as we are engaging in right now.
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To learn students need to interact not only with the content, but with the teacher and other students. As an online teacher we need to create many opportunities for all three.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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Assists students with technology used in the course (Varvel III.C)
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Selects and uses technologies appropriate to the content that enhance learning
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Sometimes teachers get caught up in the use of technology and it turns projects/ideas into busy work and more the struggle of the technology and not supplementing the learning as intended (GUILTY OF THIS MYSELF)
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Using technology appropriately is so important. Using it just to use it does not enhance anybody's learning nor does it make for effective instruction.
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Knows the content of the subject to be taught and understands how to teach the content to students
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Vitally important and sometimes overlooked in some settings. Used to work in a school where they only had one certified teacher (a special education teacher) and two other aids in charge of over 50 students in close to a 100 different courses. How can we expect a teacher to be the expert in all these areas?
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory
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Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
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Just like in the classroom, it's important for online teachers to create a safe online learning environment, by getting to know students, communicating clear expectations, and addressing individual needs.
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Its important for students to feel safe when working or responding to other students questions online. Also lets students know that it is ok to have different opinions from classmates and that is ok.
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Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6,
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Utilizes a course evaluation and student feedback data to improve the course
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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Giving students the opportunity to self-reflect provides greater feedback and perspective on their learning for the instructor. Reflection and self-assessment also provides another layer of accountability and ownership for the learner. Pre-assessment will help guide instruction to best meet the needs of the students.
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Based on the article about online student learning styles, this aspect is essential for helping students be successful in an online course. Since the primary means of communication with all students is what is posted, those materials have to be very clear about assessment expectations.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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Communicating learning outcomes ties in directly with our district's SBL initiative
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I think students should be made aware of what the learning goals are for the day/week/unit. Lets them really focus in on what we as the teacher feel is important for them to know.
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I feel this would be hard for me to have a total year or half a year planned to push out to a online class. This is a great idea would just be a challenge for me.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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This seems to be especially important to be able to provide content in a variety of modalities, but it also suggests that the instructor will need to develop effective skills in this area. That part seems a little daunting, especially in a world where apps come and go or change from free to fee-based.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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Tailors instruction to meet the different needs of students
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available, approachable, positive, interactive, and sincere
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Has experienced online learning from the perspective of a student
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• Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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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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As an educator who works with English Learners, this stuck out to me as essential. Special considerations will need to be taken when working with language learners or students with special needs in online courses. Things such as reading level, ability to communication in writing, and background knowledge will need to be carefully considered by the instructor when designing instruction.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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This is one thing I really appreciate about this course-the opportunity to experience online learning as a student. It only makes sense, we all have had the experience of being in a face-to-face classroom before we set foot in the classroom as a traditional teacher. Why wouldn't we require the same for online instructors? I like that this gives me perspective and empathy for future online students.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Communicates with students effectively and consistently
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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• Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
ollie1 (Peterman): Iowa Online Teaching Standards - 21 views
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2. Demonstrates competence in content knowledge (including technological knowledge)
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I feel that this is important that you know the content you are teaching and able to do what you are teaching. I do feel that you should also be willing to learn new things if needed.
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Constantly changing is right! Technology is the ultimate 'life-long learner' example!
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Constant learning is the key word. When it comes to technology you have to be in the constant learning mode or you will not keep pace!
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• Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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This is a healthy reminder of the why and the how we do what we do. Pedagogy is not only interesting but essential to effective teaching. Much thought should go into the nuances of online learning and how activities and interactions should be structured to capitalize on and enrich learning.
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This is an issue that I see with my the teachers I am currently coaching. Developing lessons that are age and ability level appropriate can assists with many other issues that arise in a classroom because it will keep the students constantly engaged.
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6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
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I think the core of good teaching is relationship and community building. This is an essential component to facilitating rich learning experiences for traditional and online students alike. in particular, I feel being approachable and interactive are especially important when evaluating a learning environment.
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In the future if/when we start creating online learning opportunities for the staff it will be nice for teacher in the same building to talk about the class they are taking. We are getting that kind of experience with us all being in the same cohort.
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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Once again experiences help us deliver good instruction. So if we are taking classes and learning we in turn become better teachers and know what struggles may happen or what worked and what didn't
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Up until this course, I honestly had no idea how difficult it was to do everything for a course on the computer. Despite being very tech savy, I find myself somewhat challenged to manage the different windows required.
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Designs the structure of the course and the presentation of the content to best enhance student learning
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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 really don't understand how you can adjust for different learning styles and abilities--its the same assignments for all unless you create online course that has different levels of abilities
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I think you could start by offering choice. If a student has to discuss theme in a story, their products could be an essay, a video, a Presentation, or something else. Additionally, you could create different assignments for different students if they need it. An online course would be an easy way to make that happen since students aren't necessarily seeing what their peers are producing. I know Google Classroom just made it available to provide assignments to specific students. I would imagine Moodle can do the same thing.
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Creates a safe environment, managing conflict
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Working both in a school setting and outside of the schools, I see this as a standard that should come at or near the top of most instructors lists. I want my students to have an environment that they feel safe and want to come learn. I want my students to feel that instructors genuinely care for our students and want the best for each of them.
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Utilizes a course evaluation and student feedback data to improve the course
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I love to give students a voice in their classroom. It can be something as big as classroom rules and expectations to something as small as a choice of what to do next from teacher selected activities, and anything in between. Giving students a voice will give them some ownership of the class and give them a reason to want to keep coming back.
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I need to do this because I get set in my ways and need to find out what the students would like to learn in my classes.
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Agreed! This is a very important, even though you may get feedback that is difficult to read. It is extremely helpful in knowing what is most effective from those that are actually completing the assignments. When students have a voice it makes it more meaningful and more effective.
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• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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University of Illinois
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Networks with others involved in online education for the purpose of professional growth
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This is why I love my fellow TILTS ... and OLLIE classmates! Networking is critical for a guy like me
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Networking takes on a whole new meaning in education, especially at the HS level. We no longer can teach in isolation. We have to work not only with our colleagues, but also the community. This includes businesses and agencies that can help us to produce well rounded students for their workforce.
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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I think this is so important when it comes to having student complete assignments online. In a face to face classroom communication can be easy, quick and personable. As educators we can't loose site of this when the class and assignments are online. We have to still find ways to connect and let our students know that we may not be face to face but we still care about their learning.
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This is just as important as timely feedback in a traditional classroom course! When the instructor is not face to face with the students it is sometimes harder to know what the next step might be, without the feedback from the previous assignment or feedback on a discussion board.
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Selects and uses technologies appropriate to the content that enhance learning
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I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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Selects and uses technologies appropriate to the content that enhance learning
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I think there is a two-fold situation brewing here. On one end of the spectrum, we have teachers who are happy to explore lots of ways to use digital tools and processes. We see a lot of app and extension requests come in from "these kinds of people". After a while, the district has started to take a stance and wants a way to filter out the requests to the essential ones. It's a slippery slope, however, because no one has definitively decided what is essential, and even if they had, it could change overnight. On the other side of the spectrum, you have teaches who are overwhelmed by all the choices, and so they select none. They would prefer that someone tell them "THIS one" when choosing the right tool for the right job. I believe there is happy medium in the middle where vetted tools are supported. Not quite there yet. It's a bit of a jungle.
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a variety of assessments
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
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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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Promotes learning through online collaboration group work that is goal-oriented and focused
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current with emerging technologies
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I think it is extremely difficult to stay current on all of the technology tools. There are the new tech tools and then the others are continually being updated. We seem to have certain leaders who are know about certain products. We all know who to ask about Google Calendar. moodle-Iowa
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I definitely agree with this!! I used to think that I was good with technology and doing well with new things until we went to ISTE last summer! That, along with these classes has really showed me how much I really don't know!
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Demonstrates competence in planning, designing, and incorporating instructional strategies
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I strongly believe this is the most essential part. It is the understanding of the big picture (Understanding by Design concepts from the late 90's), assessment, and how are we going to get there is the key to any teaching. This front loading, upfront planning, and focus on the big picture will ensure more learning. It is planned and not rushed. You will always need to adjust, and the moodle allows ample ways to adjust instruction as the students need it. Technology or no technology, this is the heart of teaching.
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Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d
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I really struggled which to pick out as being most essential in the 2nd area and I went between self assessment and the ability to differentiate with all learners. I decided to go with the self-assessment and pre-assessment. Hattie studied thousands and thousands of strategies and found the number one way to improve learning is through reflection- knowing where I am, setting goals, and reflecting along the way. This is the nice part with online learning as it forces all students to be transparent and not blend in with the class and not engage. With solid planning for a variety of abilities in the classroom, good assessment & feedback, and constant reflection, we should see improvement in learning.
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2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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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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• 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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This class is a great resource for starting to learn how to use these tools. I am curious as to how long one would have to use these tools to be confident in being able to also require students to use them. I certainly see them as a great resource, but to what extent would teaching students how to use the tools overshadow the learning that is to take place about the actual content for which the tool is being used?
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• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
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This is a critical piece. It has to start not only at home, but at the lower elementary and be consistent throughout a childs k-12 life. We also need to have consequences in place if students do not follow the guidelines. That is all part of the learning process, but cannot be a repeat continuously.
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PLE Articles - 0 views
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As such, teachers must learn to effectively incorporate these social media based initiatives into their lessons.
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I'm curious as to how many teachers are on board to incorporate this into their lesson. Are teachers embracing this or seeing it as a lot of work for them to get it structured?
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I think many teachers are nervous about handing over all of the responsibility of learning to students and computers, but I think technology is best utilized when paired with what is already happening in an engaging student-centered classroom.
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Students loved the ability to personalize their Netvibes portals (themes, templates, layouts) as well as the pre-existing widgets available in Netvibes; they also liked that they could pretty much embed any kind of content in a way that the content really lived on their pages.
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I could see why this would really appeal to a student. If you have to read a book that is basically all beige, it becomes boring real quick. If a student is able to take technology and use the colors they like, put in the themes that interest them, I could see why students would want to engage in learning. They created something that they are interested in. From there, the sky is the limit!
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students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
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Is anyone else concerned that students seem to be always plugged in? Between computers, cell phones, iPads, video games, etc, kids/teens are always staring at a screen. Any concerns?
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That is a concern I have as well. We seem to lament the fact kids just get together and scroll on their phones at restaurants or whatever, but somehow it is okay for the classroom now? I'm confused by that as well.
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I also have concerns regarding student's technology use. I teach first grade and I have seen a huge change in students' social an coping skills that I think is due in part to constant technology use. My students who are nearly "addicted" to technology have the most difficulty. I think it is important to remember that kids/ people still need human interaction.
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Students engaging in networked learning have to learn to be more self-directed than in the typical classroom… they are required to take a more active role in the learning process. Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
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After reading this article, it got me wondering about two things...in the future, will some students be able to stay at home a few days of the week instead of going to school? Also, if a teacher implements this and calls in sick, is there a need for a sub? Think of the money a school could save on subs.
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I agree, what is the need of school or classrooms if this can all be done on computers at the student's own pace?
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I think an important aspect of the educational system isn't just learning information, but also about learning to socialize, how to make friends, how to get along with others. I don't think you can teach those skills without face to face interactions. Maybe those skills could be taught by other means, but also parents need/want their children to go to school, so they don't have to pay someone to take care of them, while they work.
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I think teaching them to be self-directed in their learning is important. This is a life skill. We want an autonomous learning environment but also our students to have a growth mindset, be gritty. It is about finding a balance but teacher guidance is still necessary, we are an important part of their support.
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While computerized learning programs do offer great opportunities for students, I don't think teachers can ever be eliminated from teaching/ learning. Not all skills lend themselves well to computerized learning. Also, students need multiple experiences with material to fully master and for the students that need interaction to learn, computers will not be the answer. Lastly, children need to learn social skills and computerized learning at home will not help them learn that.
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Students now have access to desktop computers, smartphones, tablets, smart TVs and game systems that connect them to free online tools that are always available.
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Here is my problem. as a teacher in a district in need, not all students have this technology available tomake this happen.
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This is still an issue for many districts, even the more 'affluent" districts have pockets of need that are difficult to navigate when it comes to internet based activities.
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I realize that many students have access to these devices, and there are great resources for learning on these, but they are also rich with distractions to learning. I struggle with my own children in this area, I have to MAKE them use the learning apps, because if I don't they will wander to Youtube.
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Although many students have access to these tools not all districts/ students do. This creates a gap in student opportunities, learning, and success. Until this year I did not have access to 1-1 computers. This has changed my classroom a great deal and lends to far more opportunities in the past. Also not all students necessarily have these resources or internet at home. Working in a rural community and with mostly at-risk students this is a concern.
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Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
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When you register to use Symbaloo, you gain access to a slick user interface that allows you to create webmixes of your favorite Web sites
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The examples show a huge variety of Web sites. What if a student isn't familiar with more than a few sites, wouldn't they be handicapped?
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Seems to me that this tool will take practice to learn how to really use it and utilize it's features. I had never heard of it until now, and looking it over seems like it could be useful, but takes time to get used to it.
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Jessica, Since we can create more than one webmix I think it would be feasible to have another webmix for these students. Those who can handle the resources could have a larger mix, those who need a simplified version could have another with the important websites. Although it shows a large variety we are ultimately in charge of how vast we want it to be for our students.
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Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
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Although I agree that teachers are no longer the primary or even the best source of information available, I fear that many students are so accustom to being spoon fed information, they view learning as a spectator rather than as an active participant in the process.
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Students often want to "ask Google", which I personally encourage. However, they aren't able to critically examine a source yet. Many adults also cannot examine sources well. This is an important piece missing from education.
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Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
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Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
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I decided to create a base information dashboard
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learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lesso
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This is kind of what I've been looking to hear. In much of this reading about personalized learning I think about a group of 28 elementary aged students and think- "oh my gosh how could some of them ever do this!" The fact is young children still need to learn how to use these tools, process information from them, and then use it to demonstrate their understanding. It is good to hear that teachers are still necessary for the role and students are not completely on their own in their learning! There is a balance.
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The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
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This is an area I would like to do some practice with my students in. Collaboration plays a big role in my classroom but we haven't done much with online peer collaboration aside from Google Docs. I would be interested to see some examples of how other teachers incorporate collaboration with online resources.
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they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing
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These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles. The concept of PLE is not a way to replace classroom learning, but to enhance it.
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A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
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PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness. Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
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This is the part of PLE's that truly scares me. As I've said before, I feel that students often view learning from as a spectator rather than as an active participant. Which makes me curious how I could get these students to take on such responsibility?
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I think parents also need to know and feel how important it is to support the students in this type of learning, and to take some responsibility for overseeing the work and ensuring the use of devices isn't being abused.
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Ashley, that is a great point. While computerized personal learning sounds like it has great benefits, its uniqueness is totally separating the children's school experiences from the parents', and while that may be a good thing in one sense, the parents now have even less involvement in their own children's education, and as a parent and educator, that idea is very unappealing.
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These tiles give you access to Web pages or other webmixes.
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I do not have a Symbaloo yet, but I will soon. My wondering here goes to my current learning management system and whether or not this tool would be easily integrated. Sounds like it would, but I have yet to try.
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I have been using Symbaloo with my first graders for the last two years. (However, not in the same way described here.) My students do not create their own. My school is 1:1 with Chromebooks, so my first graders use Symbaloo to find resources they can use during literacy or math. It works well with any LMS, because students can set their homepage to it or can bookmark it for easy use.
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Because Symbaloo is web-based, you can access your favorite webmixes from different computers. You also can make Symbaloo your start page on any given computer.
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In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
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When they say "meaningful way" here, who should it be most meaningful to? When student driven learning happens, to what degrees should it be meaningful to me as the teacher and to them as a student?
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Good question - a lot of these articles have a lot of advertising-like buzzwords, but not a lot of substance. Is "speed" the highest value or a determiner of "meaning"?
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day-to-day activities and interests both inside and outside of the classroom.
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What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
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I have already made several changes to my webmix since I have begun. I love that I can make this easily accessible to students. The automatic update means I can update the classroom webmix to pertain to our learning while eliminating things that become irrelevant. There is nothing more frustrating when a link is embedded and then it no longer works.
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notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
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Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo
18 Amazing Free Sites and Apps to Use With Google Classroom - 1 views
Google Apps Blog - 3 views
PLE Articles - 2 views
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Students can use their PLE to gather, organize and evaluate learning resources while collaborating and sharing with others.
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Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource
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This statement is 100% me. I've created Symbaloo, diigo, pinterest, etc... and never really go back to them for the educational aspects. I still stick to just bookmarking things. I understand the benefits of having a curation tool of some sort. What's the best way to introduce this concept and how to have students decide what type of digital dashboard works best for them? I wonder if the students are as digitally savvy as we perceive them to be when it comes to learning online.
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The concept of PLE is not a way to replace classroom learning, but to enhance it.
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The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
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this is a dramatic shift for teachers-- you really have to get past the idea that everybody has to learn the exact same thing
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It's not just the teachers. It goes so far outside our realm of control. The states have to be willing to allow the different curricula, the Grownups in the houses have to allow their students to learn different things and differently from the traditional. Grades/assessments have to be different.
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Many students in the first class that tried Symbaloo today commented that they liked the clean, visual interface of Symbaloo and the ease of adding content;
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tudents engaging in networked learning have to learn to be more self-directed than in the typical classroom…
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In accepting responsibility for the learning process, students had to subscribe to news feeds and blogs, discern the value of social bookmarks, and set up the aggregator to manage all the Internet resources.
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Teachers are challenged to provide the appropriate balance between structured lessons and learner autonomy in order to facilitate self-directed learning.
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But as Drexler points out, we are in a new era where information is abundantly available and professionalism is far more about the effective manipulation– access, evaluation, & application– it only makes sense to reorient learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
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I don't disagree with this statement, but as a generation that learned primarily via lecture, textbooks and test-taking and feel we were successful learning this method, we are drawn to also teach this way. Until we get better PD and support to change our instruction, this is going to be a tough sell to a generation of teachers.
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Honestly, we need more buy-in from the Grown-ups in the households too. When their child doesn't come home with a typical assignment, or if they are shown a different method to accomplishing a task - holy moly!
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students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious
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How do we get students to do this on their own? When I try and get students to acquire information for different reasons, they seem to just type something into Google and use the first thing that pops up which is Wikipedia. Even with discussions about looking and evaluating appropriate resources, they still want to the easiest path, which is the first few returns when they Google something.
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Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners.
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I'm glad to see this statement in the article as well as the next one about teacher's attaining training be knowledgeable to utilize PLEs. I still have a hard time seeing personalized learning with all students in my classroom without redeveloping the current model of our school and having to deal with resistance of such a change from other teachers, administrators and parents as well as students. It seems such a dramatic change not just from what I currently do as a teacher, but also the way I taught.
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Preliminary testing I did of Symbaloo under a “test” student login indicated it would function in a stable, normal manner in our network environment for students, so I settled on Symbaloo as my tool of choice for this spring.
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I've had experience with Symbaloo for other classes I have taken. While I have like the ease of using Symbaloo, it's something that once the class is over, I end up just relying on my bookmarks I have collected over the years in my browser for sites I use rather than ever going back and logging into Symbaloo. It also seems like my students like when I give them a list of websites in class instead of having to find their info. I seem to be able to easily link and list possible sites in Google Classroom, so I wonder, what am I missing with Symbaloo that I can't already accomplish in means that myself and my students are already familiar with?
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A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings
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I love the idea of this. I have a hard time believing that all of our students will buy into it. I see some students really enjoying the freedom and ability to do what they want when they want to. I see others who won't put forth the effort. I know that - like most things - the students will get out what they put into their learning, but how do we force the issue with those that don't want to? I know that in our current system we have these issues too. Do we drop the minimum standards and allow students who want to, to graduate and get jobs at age 14, 15, 16? We used to do that, even just 50 years ago it was a viable solution - is it still?
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Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
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Are we pushing ourselves out of a job? What will be the educational requirement for someone who 'just' needs to motivate and support students? I know lots of people who are better at that than I am. I know my content, but if they (the students) can find it (the knowledge) somewhere else, why would a district keep me around with my high dollar salary? (insert eye roll emoji)
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PLE Articles - 1 views
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Not every student is ready for this responsibility, so teachers need to have strategies in place to guide and support these learners. In addition, teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way
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It is not enough just to have PLEs and use them in the classroom, a teacher needs to be able to provide intervention, conferring, and reteaching strategies to help the student understand the expectations. They need to know how to use the tool correctly.
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Having the opportunity to collaborate with, visit schools supporting PLEs, or receive support from other professionals already comfortable with implementing PLEs would prove valuable on my journey to create learning environments to best meet my student needs. I so agree with your comment of teacher role.
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This is a very powerful statement. I agree it is not just enough to have PLE's and use them. It is very important to have time to collaborate and have some professional development. Using PLE's teachers will be in a different role than in previous settings and will need the tools to support their students through this learning journey.
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Some instructors empower students to use their own mobile devices such as tablets and smartphones as a means to create PLEs. Others utilize sites such as Symbaloo or NetVibesas a foundation to help learners create and maintain their personal learning environments. Below is a video that shows how a 7th grade student uses Symbaloo as a PLE in her science class:
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How do students learn how to use their PLE? Do they take a class to learn how to correctly and effectively them or does each classroom teacher teach bits and pieces of it?
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I think this depends on the students. Some kids can naturally figure out how things work and others will need a tutorial. Ultimately the kids will choose a PLE that they feel comfortable with or already know how to use.
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Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners.
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Are schools going to provide training for teachers so they know how to use all of these PLE tools? I feel I would want to fully understand how to use all of these online tools before I teach my students how to use them.
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We also need to teach our students to think and learn on their own. They are used to being provided with resources, graphic organizers, and other tools to guide their thinking. This is a big shift in processing and responsibility for our students. Because they have never done this in earlier education, some will really struggle to adapt.
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You pose great questions, "are schools going to provide training for teachers so they know how to use all of the PLE tools?" I agree educators will need more training to properly implement PLE's into their classrooms. The statement that teachers are no longer the primary or even the best source of information is a huge shift in thinking. Our jobs as educators will be to support our students on their on learning pathway.
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as an instructor, you can make a webmix quite interactive.
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PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
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This definitely seems more geared towards middle and high school students. Are their ways to create PLE's in the elementary classroom?
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I read in one of our assigned readings/videos that a PLE sometimes looks like the homescreen on a smart phone. So an elementary student may have a variety of educational games that they have found/been provided that they would use for practice. Other kids' PLE may not involve technology at all, but instead be a manipulative, like counting blocks. I know my own children (by birth) have been practicing multiplication with their Pokemon cards? My first grader couldn't handle using the iPad for sight word practice and had to go back to flash cards. He learned what was acceptable and regained access. While this classroom isn't necessarily PL, I would think the same concept applies?
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We also discussed that as they begin to work in inquiry circles next week and to collaborate on their digital research projects, they can create, publish, and share their topic webmixes with their peers so that they can collaborate and discover information sources through this form of networking/information sharing–I find this possibility exciting for the students, and they seemed impressed by this concept as well.
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This networking in inquiry circles sounds like a wonderful way for students to share their learning. It would also give students a way to have a voice for those you are more hesitant to share in the regular classroom. I have a lot of questions about how it all works. How do we prepare students for this work? Do they have basic grammar structures so their writing makes sense? I am unfamiliar with the websites being used. Do we need to have inservices to get all teachers "up-to-date" on what students will be using? And lastly, what constitutes a finished project? How do students know when they are done?
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we are in a new era where information is abundantly available and professionalism is far more about the effective manipulation– access, evaluation, & application– it only makes sense to reorient learning toward facilitation of students’ “active role in the learning process” and teachers’ provision of the right balance between structured lessons and autonomy; let’s never forget it is an ongoing balancing act.
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It is very clear the teacher and student roles are making a major shift. While we are changing the roles in the process, as educators, we need to have a unified understanding of what the balance needs to be or we will be giving students mixed messages. Students can quickly determine how to access what they need once they are given the tools but evaluation and process will require some lessons for the students AND the teachers.
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you can create tiles that link to challenges, quiz questions, polls, discussion forums, chat pages, and other types of content and media that will facilitate more student involvement and creativity
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Personal learning environments (PLE) are a new approach to personalized learning that allows students to direct and manage their own learning experience while pursuing educational goals.
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Every Wednesday my district has a late start for students while teachers are receiving PD. Just this morning a discussion at my table involved brainstorming how to move students past doing just what's expected of them. How do we get their thinking to move past, "How many paragraphs/sentences do I need to write?" PL could be a tool to develop that independent learner.
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I agree, this will be the hardest step for our students! They are used to the traditional model of education with clear expectations and guidelines always structured and provided for them. We are trying to increase opportunities for students to be independent and accountable for their own learning and many are resistant. They know how to "play the game" of the traditional model of a school, so change can be intimidating.
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Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious. The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
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As I have been talking to my kids about PL, I heard (and have feared) someone say, "So we're doing the teacher's job?" I think, like most changes in education, it's going to take some convincing/educating the parents as to what PL is and the role of the teacher. Of course, I feel that it's all about how it's presented. If you get the kids to understand their role and the teacher's role, you may not have these issues.
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This needs to start in elementary for it to be truly effective; I don't think we can expect secondary students who have not been taught how to learn in this environment to suddenly run with personal learning. While many of them think it sounds great, they haven't been conditioned to independence in their learning. They want everything provided for them and often don't know where to start when set off on their own. We need to teach students how to learn in this manner in order for it to be successful.
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those policies are not going to change.
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This is a systematic problem that needs to change in order to make PL work. Restricting access is not the answer, and I believe we'll get there as a society. If we want real life, the students need to understand when it's acceptable to do what. I already know my students will struggle with this issue, but if they're engaged in their PL, they may not need those distractions. As with any classroom management issue, expectations will need to be established and enforced when violated. We read that adults even struggle with using technology appropriately in the workplace, so of course this will need addressed with students.
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On that thought, will our lifting those access restrictions at the elementary through secondary grade levels assist learners beyond the K-12 walls with using technology appropriately? Would it reduce the occurrence of workplace and adult inappropriate use of technology which seems to be sadly common place today?
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We have so many problems with restrictions on our devices. At our school, teachers have the same filters as the students also! They give us no passwords for administrative access or even the WiFi. How can we teach students to think critically when using the web if we simply restrict everything? Especially when it comes to teachers, this seems a bit demeaning. People will always use resources inappropriately. Unfortunately, that's just the way it works. Why restrict everyone due to the poor actions of a few?
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ong have educators, from Aristotle to Dewey to Sizer, called for “learning by doing” and “student as worker,”
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I feel that this is where we are at as educators as well. We need to "learn by doing" because a lot of us are doing a job we were never trained to do...and I'm not even that old! I currently have a student teacher, and she's amazed (and a little scared) at what we're doing with our students with blended learning and also standards based grading. She hasn't even graduated and she knows nothing of either of them! Get ready, honey! :)
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The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
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Because you can link to an infinite variety of web pages and you can embed media
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The concept of PLE is not a way to replace classroom learning,
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This is an important declarative to use when persuading teammates or administration to support the personal learning environment in your school. Like any differentiation piece, collaboration, individual student consideration of needs, and building a rigorous, yet attainable structure to learning is included with that design. Creating the PL to include technology students are frequenting, motivates students buying in to the idea at first.
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I agree with this statement about not here to replace classroom learning but to enhance it. I also agree with your comment about how it is an important declarative when bringing the topic to co-teachers or administration. Education is always changing and administrators will want to listen if you have a way to enhance student learning.
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parents, email conversations, Facebook posts or even twitter hashtags. These interactions among their learning community reinforces learning and combats the often negative stereotypes associated with traditional learning techniques. Because PLEs are learner controlled, they are easily adapted to the learner’s day-to-day activities and interests both inside and outside of the classroom
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This all sounds great! I could easily believe my students would enjoy these social network interaction learning communities. However, it does form a question connecting to student safety. I'm wondering how districts already implementing PLEs are assuring students they are responsible for will be involved with a secure/safe learning experience?
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my main priority is for students to have a tool they can use to organize their information streams and to create their own topic webmixes, and from what I’ve seen so far, Symbaloo definitely will meet those needs. As we begin venturing into our research the next two weeks and students begin developing their Symbaloo webmixes, I’ll continue to collect feedback from students on how this learning tool is working for them and how they are using it for themselves as well as within their groups–I’m excited to see what will happen.
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ymbaloo EDU
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ruth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo, and I want to take inspiration from the 7th grade student in the video above to move forward in this way and learn and practive better these skills and with these tools.
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I often feel the same - slow to utilize the tools available. It's always well intent, but priority address other items at hand. I'm hoping this evolves as I develop more understanding of PLEs and their use for enhancing learning opportunities of those I instruct.
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Not to mention, once we master one tool...another one pops up! I try to stay current in technology through classes and our PD opportunity, but it is tough to stay on top of things. I think the best way to do this is to stick with one tool and work to know it well. Otherwise we fall into the trap of "jack of all trades, master of none!"
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Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
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I think this statement is very important for the heading why PLE's are beneficial. Showing learning can take place in both formal and informal settings. Often with the push to meet the standards and standardized tests teachers feel the need to focus on the formal learning setting, however the informal learning setting can actually prove to be more beneficial in my opinion.
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ollie1: Iowa Online Teaching Standards - 3 views
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Tailors instruction to meet the different needs of students
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The majority of trainings I am involved in are ones that require participants to use some type of technology from low to high tech. Knowing where my participants are starting at is so important to my planning and being able to individualize techniques to meet them where they are comfortable. This is the only way I get buy in and eventual implementation.
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I started using Google Forms a couple years. Since all my trainings revolve around technology I like to get a feel for whether the learner (typically adult) is a technology novice or an early adopter. Have had the full range.
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If I'm in a face-to-face training, I usually start with a five-finger assessment: rate your knowledge of this thing from zero to five, and hold up that many fingers. Just by looking around the room, you get a feel for their comfort level. A Google Form would be a very easy way to do the same thing.
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Understands and uses data from assessments to guide instruction
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I think this would be difficult in a course you set up prior to instruction..how to be flexible and responsive to learning..
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I'm thinking about that too, how would you set up a course that could be responsive to each learner? I was thinking part of the responsiveness might occur with pacing. That if you're skilled at one of the 'assignments' you wouldn't have to spend time on all the tutorials. What I don't understand is how an instructor would change an online course once it is created and students are enrolled...?
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We do an assessment at the beginning of our courses to see where teachers are with the content.
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Provides substantive, timely, and constructive feedback to students
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Challenging if you have a hundred participants. Also requires very clear targets so feedback can be about the LEARNING.
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You have made a good point Kim. I also think from a students perspective if you are taking the class for credit timely feedback is highly important to know if you are matching teacher expectations. I can see how for an instructor this would be very difficult with a hundred participants.
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Assists students with technology used in the course
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Sometimes it's hard for me to remember that I use technology all the time, and many people don't. I have to remember to provide scaffolding for people that are not only learning the content of my course, but are also learning the technology I'm using to deliver the content and assess their learning.
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This is so true. One of the big challenges I am facing this Fall is not only how to provide support to staff on the use of iPad apps, which does lend itself to some online PD, but how do I demo and assist attendees with the divice navigation piece? I don't seem to have the correct tools to do a live demo or recorded demo showing such things as pushing the home button twice, practicing gestures etc..
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This is one I was going to place an annotation on too. If a student gets stuck on the technology that I have embedded in Moodle then I need to be able to be an expert and walk them through it. There is nothing more frustrating than being a student, having questions on not the content but the tools in the course, and a teacher who is unable to assist and send you to someone else.
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You're absolutely right. It's very frustrating to have difficulty using tools that seem to make understanding the content difficult.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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Maintaining an online social presence can be very time consuming, depending on your other job responsibilities.
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I agree with both of you that it's important to keep it manageable. I think facilitating an online class could be a good lesson in time management. I like the idea of online office hours and the ability for your to reach you in multiple ways. I think you need to make a multi-faceted plan and stick to it as a personal commitment to yourself.
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I am currently teaching a fully online course for Morningside right now, and I am finding that I have to force myself to stop and not spend so much time online. Students think they need immediate feedback, and I typically feel as if I need to give that feedback. Noticing I have more to do with this class, work, and family, I just can't be online 2-3 hours every night addressing their questions. I'm learning to set boundaries and making students accountable for deadlines.
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Has experienced online learning from the perspective of a student
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I appreciate so much more the student perspective and it will make me more consious of trying to develop an understandable format to improve their opportunities to learn online.
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If we can empathize with a student, it make the relationship that much stronger...
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I am one that has never taked an online class before this. It is necessary to experience an online class to be able to construct a decent class for others to take online. I am learning so much by doing this.
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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I agree with some of the other posts that it's important not to use technology for technology's sake. Just because you can, doesn't mean you should include it. Sometimes I am "wow"ed by a technology and find it tempting to use without thinking about whether it's the most appropriate in a particular case. That's one reason why I hope to gradually learn a wide variety of online tools so I can better determine which tool to use when - and if at all.
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uses techniques to engage students
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We have to remember that technology alone isn't enough to engage students. Just because it has a screen and buttons doesn't mean people will learn.
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Student engagement at a high level will be key in improved student achievement.
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Amen!!!! If students are not engaged in the methods being used to teach them or in the learning process in some way, teaching becomes a mute point!
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uses techniques to engage students
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opportunities that enable student self-assessment and pre-assessment
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I have not mastered this at all, but I do keep trying! So many times I have found that staff participating in trainings I conduct, come with the feeling that they have no background knowledge in what I will be addressing. I view it as my responsibility to help them draw connections between what they are already doing or know how to do and what I will be presenting. Ideally I try to develop a pre assessment the uses their current knowledge and will help them make the connection to what the training will entail. When I succeed at this anxiety levels are lowered and the training goes smoothly and retention seems to be improved.
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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 (SREB C.14, Varvel V.F)
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I think it is very important to keep the technology structured. When you are teaching face-to-face there is usually an agenda, planned breaks, planned activities, etc. Careful considerations need to be taken when structuring an online course too. I am finding with this class a consistent set up helps me feel much more comfortable and I can focus on content and not get held up on the technology.
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Utilizes a course evaluation and student feedback data to improve the course
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This is going to be very important especially in just beginning to teach online classess. Feedback will help improve the course and improve the chances of participants recommending the course to others. Colleagues of mine put together a course, asked for feedback, and learned their quizzes weren't working on every section. Pretty important to know but nobody said anything until they were asked for feedback.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Knows the content of the subject to be taught and understands how to teach the content to students
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We can't assume that all teachers have a deep understanding of the content to be taught
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Are you referring to the teachers taking the course or the teacher teaching the course? If a teacher has choosen to teach an online course, I would hope they have a deep understanding of the material/content being taught otherwise they shouldn't be teaching the class.
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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I think this standard is particularly essential to teaching online successfully. We have to realize that online learners have different needs than students we are teaching face to face, and our instruction must change accordingly.
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I agree completely! After taking a couple of online courses and then teaching face to face courses, it is a completely different teaching and learning experience.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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First, if we have students go to a link or a tool that is no longer accessible for some reason, that could be a bit of a problem and would hold the class up. Also, staying up-to-date on new technologies and skills provides many more opportunities to incorporate tools into a course to make the delivery of the content of the course as accessible and appropriate as possible
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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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I think this would be an area that would be easy to find yourself getting into trouble with. We need to give credit where credit is due, and gain permission from owners of sites, materials, etc. before using them. With so much information out there, we want to make sure we have quality information, without trampling on the rights of those who created the material.
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ifferent learning styles, different interests and backgrounds, and
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Learning styles is an interesting concept to be included in teaching standards. Recently I have been studying the research for another class. I have always trained PD considering learning styles and consider myself a "visual" learning, I also have taught Gardner's theory to teachers, however there is little empirical research to support this concept. In fact in our years of Every Child Reads work, they had this listed as a myth to reading strategies! If you want to consider this as a myth, here is a link you might be interested in; www.youtube.com/watch?v=sIv9rz2NTUk
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Link not working. Search Youtube for learning styles a myth and you will find it.
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Maybe rather than referring to the visual, auditory or kinesthetic needs of a learner, they are referring to whether a student learns better by reading material and "digesting" it on their own vs. collaborating with others over the material read; showing they have an understanding of the material by video taping a lesson in their classroom vs. writing a learning log of the lesson: lesson description, what went well, what they would change, what didn't work, etc. Just a thought!
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Demonstrates effective instructional strategies and techniques, appropriate for online education
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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It is always important to align resources and learning materials with learning goals and choose the things that will enhance learning. I find that it is easy to get caught up in all the cool web 2.0 tools out there and I need to remind myself to focus on the things that will help students meet their learning goals.
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I believe it is so important for a teacher to constantly evaluate the data being collected in their "classroom" - whether it's an assignment or journaling, etc - to evaluate if the instructional strategies that they are using to teach the course are actually helping the students to learn or causing more confusion! It is only by analyzing the data collected from the students in various forms that a teacher can truly know if their methods are helping the students learn and if they are not, by changing those strategies or methods so that the information is more accessible/understandable to the student. Teaching is only truly effective if the students are also learning!
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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I wish ALL teachers would do this, including middle school and high school teachers!! I feel it is so important to make sure students know what they are going to be learning in a course and the expectations of how they will be learning the material presented. Otherwise, students are going in blind to the reality of what the course is all about and how they will be expected to learn the information.
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You are so right, Andrea. In my learning about formative assessment, I have learned that it is critical that students know what the expectations and the learning goals so that they will know if they are on the right track. It is very difficult for students to self-evaluate if they do not know what the learning goal is.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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A teacher is only teaching if the students are learning! I believe it is so important for a teacher to look at their class data (coursework) to determine if the students are learning or able to learn the material being presented. If all the students or a majority of them are failing, it's probably not the students fault as much as it is the teachers. Teachers need to be open to changing their instructional strategies based on the needs of the students, and if the students are not learning then it's time for a change!!
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• Aligns assessment with course objectives
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Through learning with formative assessent the assessment must be aligned with the course abjectives. It is entirely unfair to assess something that is not a part of the objectives, and students will be quick to point that out. The course objectives must be the guide for all that is done in the class.
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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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The idea that one might start an online course AND learn the content at the same time seems like a recipe for disaster to me! While I consider mystelf a lifelong learner and there are new things to learn all the time, if I had to study conetent to stay one step ahead of my students in an online course AND develop the tools, it would be one daunting task!!
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Articles: Design - 0 views
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You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example:
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Colors can be divided into two general categories: Cool (such as blue and green) and Warm (such as orange and red). Cool colors work best for backgrounds as they appear to recede away from us into the background. Warm colors generally work best for objects in the foreground (such as text) because they appear to be coming at us.
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Lots of extras actually take away meaning because they become a distraction.
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Do any slides feel text heavy? Be honest with yourself.
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This happens when you take a low-rez jpeg (from a website, for example) and stretch it out.
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People should be able to comprehend each one in about three seconds
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A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements:
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These slides are really hitting home with me with the larger font on the statistic. I'm realizing now that I haven't utilized statistics this way in the past in my presentations and will change that going forward!
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I also find myself trying to be "consistent" so I don't vary the font size. This illustrates how important it is to emphasize the important!
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The arrow comes in later to underscore the point: Our future looks good!
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you hate bullet points
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I'm definitely agreeing with using as few as bullet points as possible after looking through all the articles and lessons in this class. You're making me think real hard how I'm going to approach my college computer class that I teach. Obviously we aren't in PPT very long compared to the other Microsoft applications but never have I discouraged using bullets...now you're making this hard on me! : ) There will definitely be some itmes and ideas that I take from this class and learn it forward.
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Try to bold only the key parts of each point — limit it to as few words as possible.
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if it is included in the software, your audience has seen it a million times before
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This seems so incredibly obvious, yet I have never considered it. The same clip art is being reused through the world and many presenters are probably unaware. With high schoolers at least, I think overly cheesy or old graphics are a quick way to lose both credibility and engagement.
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In my personal finance class I have always used the company slides with my changes. I was worried most about content and then last year one of my students asked if I had considered using a different template for each unit (it was stated in a kind way, just wondering way) and it made me see the need for change. Last year I just changed templates....which they liked. I wish they could see the changes this class is bringing for me!
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Use appropriate charts
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contains watermark
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Think of your slides as billboards
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This combined with the three second rule mentioned above are helpful tips, but also very practical. You don't need a degree in design to consider how quickly your slide can be comprehended. I've never considered how quickly people give up on a slide that is confusing, but we all do it.
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Great concept. We only put important information on a billboard and that should follow suit on presentation.
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Follow these steps to reduce and simplify your text-heavy bullet points
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I was getting a bit frustrated at being told why so many slides are crap but not having enough practical advice to prevent it. This list of steps is incredibly helpful. I can't wait to try and simplify some of my presentations, though I'm scared how long it may take for such a text heavy person like myself!
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Image is stretched vertically & distorted
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And this is even better…
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Remove all extraneous copy from bullet points
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Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
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If the photographic image is the primary area I want the audience to notice (such as a picture of a product), then the image can be more pronounced and little (or no) text is needed.
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Spend time in the slide sorter
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I don't think I have ever used this screen on powerpoint. This will be beneficial to make sure my slides have a consistent theme and that they flow nicely.
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I remember when I have worked with staff who do not use powerpoint very much how excited they were to see the slide sorter. Some of them had deleted slides in the past because they were in the wrong order. OH MY!
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Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you
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Use high-quality graphics including photographs.
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Unity. Slides with visual unity look as though the same person created them and make your message feel cohesive. You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck. Here’s a pair of slides to illustrate:
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Step 4b: Replace bullet points with images
YouTube - The Big Bang Theory - 1 views
PLE Articles - 3 views
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I could stand to be more savvy in my own organizing of online learning and networking:
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This is so me! I really need to create a personal learning environment for myself with everything in one place.
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I know that I do not take full advantage of these and I should! It just needs to be my go to and make it a habit. It totally makes sense to have everything in one place.
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For me taking the step after doing more of my own PLE would be to help my staff.
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Exactly. How is it that I can create a Symbaloo and resources for teachers but can't find the time to do it for myself. I feel like a chicken with my head cut off some days trying to remember all my favorite places and websites that I use for different lessons.
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I am terrible at this to. I have lately been creating folders on my bookmark toolbar to get more organized. There are so many resources that we have learned about from each other and this course that I have forgotten about and I wish I would have come up with some way to organize them as I was learning about them.
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DITTO! I find myself going through many bookmarks on my computer daily. Need to get things organized and manageable.
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ou can embed media (images, videos, and Slideshare presentations) in a tile, as an instructor, you can make a webmix quite interactive.
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Love that this can be done especially so kids don't have to go to various websites all the time and try to navigate which can be tricky even for us adults at times.
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Symbaloo has improved options since I was first introduced to it. I'd like to help staff create their own!
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I agree with the ease of it and having others use it. I think it is imperative they have a full hour or more to work with it. I would recommend they come with sites/images/links they definitely want to include before work time. They may spend more time on that and not finish it. Suddenly, it gets pushed back and not used.
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allows students to direct and manage their own learning experience while pursuing educational goals.
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Learning isn’t germane to structured classroom environments alone; it occurs in both formal and informal settings.
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This has been true for centuries, yet our schools still function with the thought that things must be learned in the classroom. That thought is starting to shift and progress has been made, but we still have a long way to go to change some mindsets.
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I love getting updates from friends teaching through outdoor classrooms or non traditional settings. They always share the successes but also acknowledge any difficulties. Trouble shooting is key for those making shifts to PLEs.
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The employ of PLEs in the classroom can go horribly wrong if teachers fail to prepare students and set usage parameters. PLEs place a large amount of responsibility on students and thus requires a high level of self-management and awareness.
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These are critical steps! We can't just assume students know how to do it. We have to teach them the skills either at first or as you go along. Throwing students into the situation is setting them up for potential failure.
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Agreed Kim! I also made a comment earlier about student motivation factoring into this too
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What I do like about Symbaloo is that if I make any updates to this webmix, students receive the updates as well!
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I use symbaloo for my library resources. I am able to embed it on my library page. What I like is that it gives the students the direct link to many of the resources without them having to hunt for them. There are times that I want them to do that, but sometimes it just needs to be quick and Symbaloo works well for that.
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I like the links readily available for a teacher's specific unit. Symbaloo helps students stay connected to assignments and increases efficiency of finding information.
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I encouraged students to use their accounts as an information dashboard for “professional” or school interests as well as personal passions.
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I really like this idea. I have never really explored Symbaloo enough or thoroughly enough to use it with students. I would like to explore that possibility more as part of my personal learning plan
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I thought that was an interesting idea also. We've discussed Symbaloo for years but I hadn't considered students creating their own.
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I like the clean look of it. People get easily lost in many online sites. Symbaloo forces you to find the key sites. This can really force you to find the best of the best.
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Students engaging in networked learning have to learn to be more self-directed than in the typical classroom
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This is definitely a concept that we need to teach our students. Cooperative/group learning was something that I did not like growing up as I was usually the one most responsible in the group and ended up doing most of the work. We need to teach all of our students how this concept works so that it can be successful for all.
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Very true for this to be successful. I think a step before that is to do an in-depth training for staff. So many times new methods and teaching tools are dumped in our laps without training, supports, or guidance. PLEs could have lasting, powerful effects on students so I'd make sure it's all staff not just teachers to benefit from training.
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A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings.
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Interesting ... a PLE isn't a physical environment at all, but rather a method ... hadn't thought of it that way before reading this article.
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I think what is also crucial to think about is how to get students to effectively research. We find this as a battle a lot. I wonder, though, if students are picking their own path that we would have more time to teach and reinforce these skills with them.
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These tools provide a medium for students to create their own learning space that is more natural and unique to their interests and learning styles.
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What? You mean our kids don't like to physically come to school, sit down, listen and learn anymore? And we are to adjust our 'teaching' to best fit their learning, including the delivery methods and mediums?!?!? Now that takes a GROWTH mindset!
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Lol! I have a small group of students everyday. Because of the numbers I let them choose where we work each day - comfy loungers, table with rigid seats… I also let them make decisions on as many things as possible every period. I like to think these students feel empowered, valued, and appreciated because of these simple tweaks to my teaching style. However, realistically I believe this would be more difficult for me in a class of 30. I want to learn strategies and then help other teachers to take the leap.
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This encourages students to apply their learning in different venues which creates a culture of lifelong learning.
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This to me seems like the greatest benefit to a PLE, but still relies HEAVILY on learner motivation. If a student is not motivated to learn (individually or otherwise) a PLE seems like it could be a way lose touch with that student
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I agree with this also. Motivated students are not my concern. It's my middle school students that project their lack of interest, refuse or struggle to learn in the traditional setting, and those that show apathy toward any aspect of learning. These students may benefit the most from PLEs but how to convince them in a class of 30+ is daunting.
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facilitation of students’ “active role in the learning process”
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I think a lot of modern day teachers (will) struggle with this ... moving from the keeper and giver of knowledge to facilitator of knowledge. We don't 'teach' them anything anymore that they can't learn on their own ... if they WANT to (even the quadratic formula). The challenge to me is how do we motivate and teach today's kids to WANT to learn on their own?
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Yes, how do we instill the intrinsic value of personal growth and learning? I see one way is connecting to real-world implementation. Students ask "why learn this" and "when will I ever use this". I agree that some or many teachers will struggle shifting from keeper to facilitator because it's out of comfort zone and control issue.
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I currently have a few students that would be ready and do well with this learning environment. How do we change the mindset of those other students that think school is useless and would do nothing all day long if given the opportunity? I'm afraid the "active" role may need to be more facilated that what we have been reading about so far.
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The concept of PLE is not a way to replace classroom learning, but to enhance it.
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I think this is important because some people might think that having a PLE for a student, then the teachers role is done. The teacher still has to provide what students need to learn, standards, but it is the student who decides how and the teacher is there to be a facilitator.
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I second this comment. This concept would take a lot of background and professional development. Teachers may feel threatened and some may worry about losing jobs as the internet can replace everything. Understanding it is not meant to replace is essential.
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So important to know that the teacher still plays an important role in this type of environment. Especially as students who are so used to the traditional learning environment move to a PLE.
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Teachers, she explains, are no longer the primary or even the best source of information available to students
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This is so true! With all of the ways students can find information using technology, the teacher is more there to help or facilitate a students learning if needed. Unlike "back-in-the-day", when students relied on the teacher or library for almost all of the information or learning.
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Truth. While the teacher's job has changed greatly, they are still very necessary. Now however, the need to teach students how to find the information and find good and trustworthy information.
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Not every student is ready for this responsibility,
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It would be nice if all students would be able to have a PLE, but some are not mature enough or motivated enough to work independently. Some students still need to be "pushed" to get work done and stay on task.
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There has never been one way for students to learn. We have to be flexible and offer different ways. I agree, this does not fit all students. We can still integrate pieces of this for students but use traditional means as well!
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The concept of PLE's seems really appealing to "lazy" teachers and it will unlikely work. For those of us that use technology frequently in our daily instruction you know that it takes a lot of pre-planning to incoporate technology appropriately. If you add the element of a student not being ready to take this step you either have teachers never try or really really fail.
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I agree that some teachers may think that using the PLE will be an easy out for them in regards to planning and instruction. If it is done well, the teacher who is part of the PLE actually should have more work to do as they monitor students on their individual work.
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Even while this does not work for all students, a modified version would still beneficial for all students. Some would need more guidance while still setting goals and completing projects.
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I would totally agree that not every student is ready, but isn't this the point of personalized learning?
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PLEs give learners a high degree of control over their work by allowing them to customize the learning experience and connect to others, including experts in the field.
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clean, visual interface of Symbaloo and the ease of adding content; they also liked that they could customize the “tiles” they were adding and that their webmixes loaded quickly.
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I'm in an elementary school and use Symbaloo in my library site. The kids and teachers love how easy it is to use and find the sites that they use quickly. I even have teachers accounts linked to our school page so that specific ages can go to their own class symbaloo.
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I have been out of the classroom for a couple of years. I would love a chance to share these ideas with some of the new teachers I coach in my work.
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Because Symbaloo is web-based, you can access your favorite webmixes from different computers.
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Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious.
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This is such a win, win. The students are finding what interests them, helping others, and also helping the teacher. All too often teachers spend a large amount of time finding the resources. This works much better in the upper levels as it is essential to talk about reliability and good sources. I think it is essential to look at databases provided by the AEA and others purchased. These are reliable and good places to go. In the elementary, I send them here for reading levels and as they don't have the same ability to search online.
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PLE by creating blogs, wikispaces, prezi presentations and photo collages as final projects; thereby diversifying instruction.
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This is where I get frustrated in the elementary. Most sites are for students ages 13 and up. I won't allow them to create their own prezi, animoto, powtoon, etc. accounts. So I have them use my login & password which is likely breaking copyright rules. These social media platforms (including Pinterest), need to create student friendly ones for ages 7 and up (just threw out an age) so that we can integrate similar style of teaching.
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I agree. If we wait until they are in middle school to have them "appropriately" use websites they have already developed their sense of digital citizenship without the proper instruction we know they need.
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Heather- I did some digging into Symbaloo's privacy policy and it looks like as long as you have obtained parental permission, students under the age of 13 can create an account- but I would look into a creating a pro account. I know I'm going to check it out! "By making any such personal information available to Symbaloo, you acknowledge that you have obtained the consent of a parent and/or guardian of that individual to provide such personal information, and that you have taken reasonable precautions to prevent individuals under the age of 13 from falsifying such consent"
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Students can extend their learning into questions to parents, email conversations, Facebook posts or even twitter hashtags.
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Organizations/schools have always tried to increase communication. Parents have always continued to want more understanding of what students are learning. Using this type of format and inviting them into the learning is crucial. They can give feedback, see how to help, and also feel confident in what students are learning and the type of projects/products. The trick- how do we integrate families without internet? That is not impossible (especially if they come pick at school and allowing access in the library), but something to seriously think about. Rural areas can't go to McDonalds 20 miles away to do homework. We must have a policy to help those without internet.
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supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners
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I was elated to read this quote. I think we can focus too much on the what verses how do we grow and improve our resources. The sheer number of resources is overwhelming and can cause people to shut down. I think the key is to teach how to evaluate a resource and think about if it fits the current need. Curating is not like liking or making comments everywhere. We need to teach people how to decide.
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teacher centered classrooms to more learner centered classrooms
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teachers must pursue training and be knowledgeable of how to utilize PLEs to enhance learning and ensure that students are using this e-learning tool in a meaningful way.
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I decided to revisit Symbaloo, which I first discovered about a year or so ago through my colleague and friend Wendy Drexler.
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Personal learning environments are beneficial because they support learning anywhere and allow learners to connect the diverse environments of school, home and play
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Study group resources
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Symbaloo EDU
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I was doing some research on Symbaloo EDU and it looks like they have created something called Learning Paths- https://www.symbalooedu.com/learning-paths/ This would be a way for students to move through learning at their own pace.
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You can share with the public or with a select group of individuals (via email).
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let’s never forget it is an ongoing balancing act.
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sharing with others.
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The social media platform that supports PLEs creates a perfect space for peer collaboration and sharing information.
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Symbaloo
Implementation in an Elementary Classroom (Articles) - 1 views
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physical redesign of your classroom based on different examples of learning zones and flexible learning spaces
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We introduce the different types of classroom learning environments.
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When trying to introduce different classroom environments we must sometimes deal with less enlightened administrators. We can not always get what we want/need.
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I agree - more flexible learning environments is not always ideal in some situations. The resources needed to make Personalized Learning effective are not always available to us. What do we do then?
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Inquiry-based instruction, a teaching technique rooted in questioning —
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Marcon tracked children from preschool through the third and fourth grades and found that those with “overly academic” preschool experiences struggled in their later elementary years when they were expected to “think more independently and take on greater responsibility for their own learning process.
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Agree, but we must be careful that academics are not forgotten completely. I have encountered students who have come into kindergarten very independent and lacking the ability to spell their pwn names.
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Definitely something to be wary of...guided play might be a better term that would make me more comfortable in this case. I think with the right prompts they can have freedom to play with an end in mind, as well.
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In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
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In an ideal world, someone would do the appropriate assessments and then include them in the student's file. Research is key, I try to observe my future students in their current class room whenever possible.
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Student PEP's (personalized education plans are a great tool to ensure the next teacher or school knows the most important things about a student. This means the teacher can better meet the needs of the student quickly instead of re-learning what another has already discovered. Unfortunately, it is rare to receive that kind of information and we must dig further which sometimes requires a lot of work and time to get answers.
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This is especially true for students with IEP's already in place from another district. Reading it before can give you background and an idea of how to approach the student to assess where they are.
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Read students' files. In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.
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Creating personalized education plans for students or some sort of information that passes on from one school or teacher helps us get a better start with students. If we can start with a student knowing they do better in certain environments or with accommodations we do not need to re-learn over weeks what someone else has discovered. This allows us to meet students needs quickly. Unfortunately it is rare that we see that information without spending time digging for it.
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inventory assessment of existing resources and from a repository of tools and apps that support learners in your classroom.
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Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”
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“Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
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Sadly, our traditional education system does take out this play time and creativity. I've been a teacher for 7 years and I started during the beginning implementation of the Common Core Standards. There has been such focus on rigor and DOK that learning experiences have become so bland and structured. Students have almost been trained to wait for instruction to do anything.
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I agree! When I began to let my students select some of their learning they had no idea how to approach it, they wanted me to tell them what to do. In a world with so many opportunities our students lack the ability to really begin outside the box thinking.
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I taught kindergarten for six years. Over that short amount of time, I saw a decline in critical thinking as we constantly pushed content on students. As a first grade teacher, I continue to see this decline, as well as a major lack of social/coping skills.
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Practice procedures for independent and collaborative work. Forest Lake's rule of thumb is that each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it. Then add another. Eventually, you'll be able to work with a small group while the other children learn without your constant supervision.
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This really emphasizes how long it takes to establish a learning environment that works for personalized learning. Especially in elementary everything needs to be pre-taught and prepared.
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I'm still going back and forth on how I could even begin to structure my own classroom environment to implement personalized learning. It seems like so much work, not that it wouldn't be worth it, time and energy to teach expectations with no definite outcome. I don't know how my students will handle it. Will they take it and run with it? Will they struggle being self-directed learners and make it seem like I've restructured my classroom for nothing?!
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I'm also struggling on where to start. I'm trying to decide which "baby steps" will be the most beneficial for my students. Like you mentioned, it will be a lot of work, so you want to make sure that it will be beneficial.
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Arrange desks into collaborative clusters or stations. The key is to give your classroom flexibility and enable varied work to go on at once. Include options for sitting on the floor, which is better for kids who don't learn as well while sitting still in a chair.
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This is something that really changes how students work. We have different types of learning areas and the kids can work together or in a quiet space if that is there preference. We also have a variety of flexible seating, students love having choices and seem to be more focused when they are comfortable. Days are long when sitting in a chair all day and they get squirmy.
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Absolutely agree! Sometimes (especially with special education students in my experience) they just need to refocus and moving to a different area with different seating works so well!
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continually resist the temptation to lead her students through lessons
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I feel like this would be the hardest part of personalized learning for teachers new to the implementation process. Stepping back from leading students through how to do something and letting them explore/learn on their own. The teacher part of me would want to constantly interject to see where they need help or how they are doing!
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If we don't give kids a chance to experiment, they may not know they're good at something or like it
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This statement is very interesting to me and I feel like this has happened to me several times before. For example, I've had several experiences when a student struggles with place value but then excels when we get to our multiplication unit. In place value I don't tend to use a lot of manipulatives but when we get to multiplication it is taught very visually to begin with. Maybe that's what a child needs in order to excel - a chance to manipulate and experiment. I need to look into ways other than base-ten blocks on how I can add in manipulatives with my place value unit.
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s Thinking Maps,
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if there’s no place for play in the classroom, “then there’s no place for children in the classroom
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With young children, you can have them draw a smiley or sad face in response to questions like, "Do you like drawing pictures?" Then you'll be better armed to play to their passions and strengths.
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You can check instantly using a simple thumbs-up/thumbs-down question-and-answer or, if you have them, electronic remote clickers. Forest Lake curriculum coordinator Marian Scullion suggests using an exit slip; after a lesson, have students write their answers to a quick question about what they've learned. Then, use that feedback to plan for the next day.
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Share planning duties with a fellow teacher. Find someone at your school who shares your passion for differentiated instruction and join forces. Divide up the work; each of you can devise different versions of a lesson for different learning styles and abilities. Plus, once you get a few people excited about this effort, it can be contagious.
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Such a great idea! I see so much competition in some teacher relationships, when if they would work together it would benefit the both of them! I also feel students can better collaborate when grade levels do similar activities, so even when friends or siblings are in different sections, they can still support one another because they are doing similar or the same skills. Grade level sections who work together seem to be happier and have greater success with students. Two heads are better than one!
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This is a simple chart on which each student writes what she already knows ("K") about a given topic, what she wants to know ("W"), and then -- to be filled out at the end of the lesson -- what she actually learned ("L"). You can use these charts like cheat sheets to spot strengths or gaps in students' base knowledge.
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You can also provide struggling students with leveled text -- less difficult reading that contains the same content."
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gives them a lot more than what I can give them teaching straight from a textbook all day.”