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Evan Abbey

Articles: Preparation - 3 views

moodlesw.aeapdonline.org/...view.php

shared by Evan Abbey on 13 Apr 15 - No Cached
    • pkmills
      pkmills on 13 Apr 15
       
      This is my most common mistake. I know I tend to cram too much information. I am taking the same source document I used for the first presentation to try to re-do the presentation from scratch
  • Simple does not mean stupid. Frankly, thinking that the notion of simplifying is stupid is just plain, well, “stupid.” Simple can be hard for the presenter, but it will be appreciated by the audience. Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out
    • pkmills
      pkmills on 13 Apr 15
       
      Simplifying my presentation will be the smartest but the most difficult thing I have done in a long time.
  • ...41 more annotations...
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper. Personally, I use a large whiteboard in my office to sketch out my ideas (when I was at Apple, I had one entire wall turned into a whiteboard!).
    • pkmills
      pkmills on 13 Apr 15
       
      I am looking forward to this step. my sister-in-law quilts and does this step to see what the quilt will look like laid out. I bought sticky notes just for the occasion,
    • aboevers
      aboevers on 17 Apr 15
       
      You could use different colored sticky notes and make your own "quilt"!
  • When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?” Really ask yourself the tough questions throughout the planning process.
    • pkmills
      pkmills on 13 Apr 15
       
      This idea of "so what?" was my a=ha moment. It will probably be the one question to help me determine what is really important.
  • Ten slides.
    • ney4cy
      ney4cy on 17 Apr 15
       
      i know this is geared toward a venture capitalist but I think with some minor changes this would be great for a teacher. So much of what we do in education involves all 10 of these topics.
  • Twenty minutes
  • Thirty-point font
    • pkmills
      pkmills on 14 Apr 15
       
      10/20/30 was another a-ha moment for me. I had not heard the 10 slides rule before. I had heard that 20 minutes was the ideal time and 30 point font for projecting. I am looking forward to getting to see if I can make my presentation work
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      I actually disagree with this part of Kawasaki's post, though the math works out if you have only 20 minutes (since the general rule of thumb is 1 slide = 2 minutes). I have seen presentations where people use slides that build off one another, which means you are able to click through a series of 10 slides within 30 seconds to illustrate a point. Obviously, these presentations won't follow the 10 slide rule, and they will work fine.
    • chaneline
      chaneline on 14 Apr 15
       
      Maybe that is a good rule to start with, but sometimes it will depend on the purpose of the slide.  For instructional sake, you may have a series of pictures that tell a quick story or give visual examples.  
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I am posting on Ollie Iowa, but do not know why Evan's name shows up but mine does not. Am I missing some step? Does it matter? I agree that I had heard about 10 slides before, but I had not heard of the 10-20-30 ratio. It gives me a starting point of reference.
  • always volunteer to go first or last, by the way)
    • dougmay
      dougmay on 14 Apr 15
       
      Always good to make the first or last impression
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      Depending on the venue, you DO NOT want to go last. At conferences, for example, people will often leave before the final presentation. When we get stuck with the last presentation at a statewide conference for teachers, we are basically resigned to the fact that we will get 10% of the audience we would have gotten in the first two time slots. After lunch is also really bad. If the venue was for an interview, that might be a different story. My preference, though, would be to go second. The studies I've seen on this say that if a person "knocks it out of the park" early, it presents a hire-able option right away and they tune out to the rest of the interviews. They will give the first two people a chance just for the sake of comparison, but after that, it might not matter how good you are.
    • ney4cy
      ney4cy on 17 Apr 15
       
      My hsband speaks quite a bit on sunbstainablity and carbon trading. He always hated when he was scheduled to speak right after lunch. He said the audience was usually not as attentive.
  • If you want your audience to remember your content, then find a way to make it relevant and memorable to them
    • dougmay
      dougmay on 14 Apr 15
       
      Making a connection will invest them.
    • rabraham
      rabraham on 14 Apr 15
       
      Yes! and it will help them remember the important aspects.  Connections are  great way to help it be memorable.
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • dougmay
      dougmay on 14 Apr 15
       
      I used to have my fifth graders perform Shakespeare memorized on stage. They were always nervous but I would tell them that it is just like we rehearsed over and over again. PREPARATION POWERS PERFORMANCE!
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      Having one successful presentation does wonders for your confidence. You have memories of what you said and how you said it that connected with the audience, and you can always fall back on those if you feel an audience isn't warmed up to you yet.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I always remind my students that there are two types of nerves: ones for when you're unprepared (the bad kind) and ones for when you're excited (the good kind). If presenters are prepared, then they can use confidence and excitement to connect with the audience.
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      This is an interesting point to ponder. I'm finding myself thinking about what I enjoy in a presenter an then thinking about how I present to the students. Am I using the same strategies to get my point across to the students? Sadly, I don't think I am.
    • Evan Abbey
      Evan Abbey on 14 Apr 15
       
      This is a good maxim for all of teaching, not just for presentations. We are here to inspire, guide, coach, and provide feedback more than we are to transfer information, especially in an age where there is so much information and it is readily accessible.
    • chaneline
      chaneline on 14 Apr 15
       
      This point made me think about my presentation coming up.  I was asked to present because of my knowledge base, but I need to go beyond that.  What information does my audience need?  What are they interested in?  The answer to these questions will change and vary based on the audience knowledge level.  
    • ney4cy
      ney4cy on 17 Apr 15
       
      I agree.I always presume that I would be wasting peoples time to do anything beyond "just the facts" But when I reflect on some of the more memorable presentations I have attended, I would say that the ones with a connecting theme and story are more engaging and I retan more of the informtion presented. This is an A-ha moment for me.
    • aboevers
      aboevers on 17 Apr 15
       
      I was also about to highlight this sentence and write the same things recorded here.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      Oh how I want to tell the students everything! I'm learning (through this and inquiry learning) that I should leave them curious for more.
    • chaneline
      chaneline on 14 Apr 15
       
      I definitely do not appreciate being dumbed down to during a presentation.  Taking time to do some probing questions will help to know what level of understanding the audience is currently functioning.
  • The brain cares about story.
    • bdoudwaukee
      bdoudwaukee on 14 Apr 15
       
      While I know this to be true in my own experience sitting through presentations, it also scares me. How am I to come up with a relevant story for every presentation I make? I don't have that many stories, and I'm really not the greatest storyteller. I get it, but this can be stressful in itself!
    • chaneline
      chaneline on 15 Apr 15
       
      When the presenter is a good storyteller, it's magnificent! I marvel at those people that can tell  interesting stories.  It's what I remember from presentations.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I agree that the best presenters are the best storytellers. I've found that my students love stories about me when I was younger. I've started adding in some of my funny childhood pictures to add some personality and connection to the content!
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out. What is the essence of your message?
    • rabraham
      rabraham on 14 Apr 15
       
      Keep it simple! By really thinking about and getting right down to the essence of your message, it may save a presentation and not have as many people tune out what is being shared.  These are the things that I take notes on at other presentations, why not just cut to the chase.
  • Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • rabraham
      rabraham on 14 Apr 15
       
      I need to keep this in mind while creating PPts.  In the past, I started at the computer, but I think it would be more effective to write out the flow.
  • Humans have been sharing information aurally and visually far longer than we have been getting information by reading lists. A 2003
    • rabraham
      rabraham on 14 Apr 15
       
      This supports the elimination of bullet points.
  • “In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • rabraham
      rabraham on 14 Apr 15
       
      I like this idea and need to keep it in mind while putting together presentations.  The information is included, but it is also hooked to an emotion that helps it stay with the audience.
  • “But as a storyteller, you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
    • rabraham
      rabraham on 14 Apr 15
       
      This is essential, especially to educators.  Many people are afraid to do something new because they may fail or have difficulties.  If you share how this happened to you, it helps the audience think of you as a real person rather than someone who got it right the first time...which is not reality most of the time.
  • Twenty minutes
    • rabraham
      rabraham on 14 Apr 15
       
      I usually teach 30 minute classes, so my goal for a longer PPt is usually 15-20 minutes.  If I want to have more discussion, I usually aim for 10-15 minutes.
    • chaneline
      chaneline on 15 Apr 15
       
      For the 50 minute presentation, this is a bogus rule.  People will not be happy with a 20 minute presentation with the rest of the time for discussion.  I would find that very annoying.
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I have 40 minute classes... I don't think this is a good or workable rule. My kindergarten-5th grade students would NEVER have 20 minutes of meaningful discussion. I do often add extra gadgets to my presentations: games, videos, music, pictures to keep them focused and not just reading the text the whole time. 
    • vmcgee
      vmcgee on 17 Apr 15
       
      Twenty minutes is probably about the right amount of time for a Junior High class.  Go beyond that, and we start going beyond their attention span.
  • he stories and the connections they made with the audience caused these relatively small points to be remembered because emotions such as surprise, sympathy, and empathy were all triggered.
    • chaneline
      chaneline on 15 Apr 15
       
      Isn't this so true!  We all remember those powerful stories and are drawn to them.  It's what connects us all.  If a presentation has this, it must be a winner.
    • aboevers
      aboevers on 17 Apr 15
       
      Good point here! But we do need to remember some of the lesser points as well.
  • we learn best with a narrative structure.
    • dougmay
      dougmay on 15 Apr 15
       
      I keep wondering how to use stories in an educational presentation such as information about the solar system.
    • ney4cy
      ney4cy on 17 Apr 15
       
      in a previous course I read about the power of anaarative on retention of information. This was from the work by Eric Jensen.
    • vmcgee
      vmcgee on 17 Apr 15
       
      Yes, I think that maybe "Narrative" is a good term to think of.  "Story" makes it difficult to put in terms of factual information that we deal with.  Maybe it would be easier for me to approach this if I think of it in terms of providing a narrative for students with my content.
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us
    • dougmay
      dougmay on 15 Apr 15
       
      This is so true in retrospect.
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • dougmay
      dougmay on 15 Apr 15
       
      This may not work when teaching 12 year olds. HA
    • bdoudwaukee
      bdoudwaukee on 16 Apr 15
       
      I was thinking the same thing! Ok, if my oldest kid could possibly be 14, then the font is 7 - nope! Right now in my elementary art room it could be much smaller. Funny
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      I have kindergarteners- so I'm guessing 2.5 font isn't what the author means. This article seems more directed at professional presenters rather than elementary teachers. 
    • ney4cy
      ney4cy on 17 Apr 15
       
      I would agree. if I were usng this with children I think I would be more likely to stick to larger end of the 30 point max. Yung children need larger font to focus and i would think find it on the slide.
  • The majority of the presentations that I see have text in a ten point font
    • bdoudwaukee
      bdoudwaukee on 16 Apr 15
       
      I just went to the ISEA's training for Mandatory Reporter. It was a video of an RN taking nonstop for 3 hours and going back and forth to a Powerpoint. It was horrible - her slides were the crayon template - what does that have to do with child abuse - and she crammed lots of words on a slide. One slide that she kept going back to, you couldn't even read it was such tiny print. Death by Powerpoint!
  • EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • mrswalker_
      mrswalker_ on 16 Apr 15
       
      This should always be the first step to a presentation. It will help the presenter organizer their ideas around the key points, rather than from beginning to end.
    • ney4cy
      ney4cy on 17 Apr 15
       
      This is an excellent idea on how to plan your presentation. A must remember for sure!
  • Your audience needs to see where you are going.
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • vmcgee
      vmcgee on 17 Apr 15
       
      This really goes hand in hand with the focus of our lessons.
  • Contrast is about differences, and we are hardwired to notice differences.
    • vmcgee
      vmcgee on 17 Apr 15
       
      In science I think this can be done by emphasizing differences between a correct and an incorrect model.  I have found that students can learn what is correct often by understanding what is incorrect, as long as they understand why this is the case.
  • I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
    • vmcgee
      vmcgee on 17 Apr 15
       
      I think that giving ourselves guidelines like this is a good way to force ourselves to make adaptations to the way that we do things.  It all comes back to concentrating on the focus of the lesson.
    • aboevers
      aboevers on 17 Apr 15
       
      I wish all presenters followed these rules!
    • aboevers
      aboevers on 17 Apr 15
       
      But usually students won't read assigned material and you need to present a summary--but this has to change!
  • elevator test. This exercise forces you to “sell” your message in 30-45 seconds
    • aboevers
      aboevers on 17 Apr 15
       
      I do this (but I call it an Elevator Pitch) with my students when they are preparing the Proposal or Problem/Solution paper. They act like they are on "Shark Tank" and sell the idea to the class in a short speech. It is a great way for them to decide what are the most important support points and solidify the topic.
  • storytelling is the key to leadership and communication in business:
  • aim to unite an idea with an emotion
    • aboevers
      aboevers on 17 Apr 15
       
      I see some connections to advertising here. We are creating emotional, logical, and persuasive presentations to "sell" the information we are presenting.
  • If clarity and economy of expression are the goals, it would be hard to find a more perfect medium.”
    • aboevers
      aboevers on 17 Apr 15
       
      This is where power point originated, I suppose!
  • ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • aboevers
      aboevers on 17 Apr 15
       
      Good rules to live by!
  • PowerPoint
  • PowerPoint
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-This is a perfect "motto" to go by when creating presentations that I will begin using. In other readings we've already had, it was mentioned about having ten powerful slides and getting across the main idea, instead of having a long drawn out, boring presentation that doesn't allow the audience to take much away from it in the end. Working with this in mind, that is where the practice of my presentation comes into the picture. If a presentation is practiced well enough, the large font and small amount of text won't matter since will be able to expand the information on the slides.
  • ...1 more comment...
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-Whatever you are presenting needs to have a story behind it-somehow-as well as making the story interesting. Most of the time presentations can be given by doing so with personal experiences. Personally, I love hearing about other's personal experiences when it comes to pertaining to my career and their lives, due to the fact that it helps me learn from them. I feel by incorporating into the presentation some personal experience, this allows the presenter to be more comfortable in front of the audience, know their material well, and the audience will remember the presentation. Many presenters do a great job of incorporating comedy into their presentations, which adds to the creativity and helping the audience relate and remember the content.
  • mgoodwin5 on 18 Apr 15
     
    Articles: Preparation-I love the exercise that forces you to "sell" your message in 30-45 seconds. This is a great exercise to test yourself to see if you know your presentation. Would the presenter be able to do this? Would I be able to do this? Do I know my information I need to present? What do I need to do to improve my presentation in order to be able to sell in it such a short amount of time? This exercise would be a great way for my students to run through their presentation with another student as a practice for the actual presentation.
  • mgoodwin5 on 18 Apr 15
     
    Articles: Presentation-There are quite a few that mention font size. I feel this is a problem for many either questioning what size to have, if the size they are using is too large or too small, as well as what actual font to use. I find humor in the comment using the oldest person in the audience and divide by two with that being the font size. Using the 10/20/30 is the way to go to have an effective presentation. This is what I will be using and what part of my expectations will be for my students for any of their presentations to be more effective.
lisa rasmussen

ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views

moodle.aeapdonline.org/...view.php

shared by lisa rasmussen on 16 Jun 11 - No Cached
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.)
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      You hit the nail on the head.
    • Maryann Angeroth
      Maryann Angeroth on 13 Oct 11
       
      What role does homework have in formative assessment?
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Our administrators are telling us to do more formative assessments, they are also treating it like a noun.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      These courses have helped me recognize the difference in using the formative assessment as a "process" rather than a type of test. It makes a big difference in when and why a teacher uses the strategy.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      Ours are as well. I think formative assessment is any kind of data that helps a teacher decide what to do next in the classroom. For instance, as a music teacher, I can listen to kids sing a particular passage as a formative assessment; if they all sing it well, they are ready for another passage. If no one is getting it, then I need to slow down the passage until they have a better handle on it. If some are getting it and others aren't, then I usually try to improve another aspect of the passage (dynamics, diction, etc.) so that the strugglers get more practice on the pitches without boring the kids who already know the notes. In essence, by differentiating, I kill two birds with one stone. The formative assessment (i.e. listening to them sing it the first time) is the crucial piece here...if I just assume that they know it (or don't know it), then I have made assumptions about their background knowledge. That is the purpose of formative assessment: an assessment that formulates some further action or inaction.
  • there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      Teachers don't want to know the theory and research behind a strategy...they just want the strategy or strategies that will help them help their students. I'm not a science teacher but the book you refer to sounds like a great resource for science teachers.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Thanks for the resource.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Throught my work with Margaret Heritage and the Iowa Core, I found this to take much more time than I thought it would. I am still learning about how to write clear learning goals and success criteria. Practice will eventually make perfect, but I have a long ways to go!
    • jalfaro
      jalfaro on 26 Jun 11
       
      The first principal I worked for required that all of us clearly post the learning objectives for the day or week on our white boards. He wanted the students to know at the beginning of class what the goal was for the day and what they were expected to do. Transparency shows that we'd thought about our lesson and that the students were a part of the equation. Thinking back to my own education, I know there were too many moment when I was left wondering what we were really trying to do and why it was important!
    • Dirk Troutman
      Dirk Troutman on 22 Jul 11
       
      Any lesson or course with clear learning objectives will be a success, any without it is unlikely to succeed.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Is it really just a matter of "communicating" goals and criteria to students? Wouldn't students benefit from being involved in the process of identifying goals and criteria?
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      Purpose for the lesson and outcomes for the students (what they will be able to do).  The students need to understand what they will be learning and how they will show it (rubrics).
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      Also we need to communicate as instructors with our students as to how what they are learning applies in their "real" lives.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      A technique that I have used lots when starting a new topic is to ask the students what they hope to gain from it. That helps me call their attention to specific spots when we learn the new info. It also gives me their language, so I know better what words to use so they will be able to understand the concepts by connecting them to what is already familiar to them. It's powerful, especially when they see me referring to the list to see if we have met everyone's goals.
  • ...64 more annotations...
    • Cheryl Merical
      Cheryl Merical on 16 Jun 11
       
      The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I would agree. Most often I think of "informing instruction" as helping the teacher and do not look at "informing learning" as part of the process to help students.
  • used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I hate to say it; but we were using formative assessment long before the conference that defined it came about...but we can all work on improvement.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I agree that teachers are (were) very good at using formative assessment. Sometimes I wonder if when the standardized and accountability measures were put in place, teachers stepped away from their good prtactice because someone else was telling them that NCLB was the "real" measurement. Maybe we lost something?
    • David Olson
      David Olson on 18 Oct 11
       
      I like that this definition is to provide evidence. This shows we are really doing it.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Cheryl Merical
      Cheryl Merical on 17 Jun 11
       
      Again, so important to include the student in the process, which is something that is often overlooked.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      With user friendly, clearly stated targets for the students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Giving students time to reflect and learn about themselves.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      It would be appropriate to add one more thought to this sentence: rather than teachers merely sharing learning goals, students should be involved in determining their goals.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Haven't we learned that using rubrics to share expectations for students aids in learning. I've been learning the SINA process this past week. One of the focuses of the school in this process was making sure students and also parents knew and understood the standards and benchmarks used in their instruction. Sounds like they chose something that will increase student achievement!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      All important to involve the students; they can't just sit and absorb learning they have to actively particiapate in all facets!
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      For "experienced" teachers it is a big shift from the teacher-controlled lecture to student-led learning. It is exciting to see the students actively engaged, but hard at first to "facilitate" and utilize the "teachable moments". It requires extra preparation, constantly evaluation of habits, and patience to wait for students to take ownership of the discussions and learning.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with Kathy - having the students involved in helping to set the learning goals would be great! Either way, having the students clued in to what the learning goals are is a big step to help them sort out the important pieces.
  • Learning progressions describe how concepts and skills build in a domain
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      This section makes me think about the Iowa Core and how it really builds from kindergarten. Teachers are often made more aware of how a skill is "built" from the ground up.
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Lori- the Iowa Core needs to be in the front of our thought process! :)
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Our biggest Iowa Core question may be, who develops learning progressions. Given the amount of time they take to develop, how can the state/AEAs/LEA work toward accomplishing this very important task?
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      We have done some learning progression work as a state through some of our state content teams, but much more needs to be done in light of the Iowa Core and a broader audience needs to be involved.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Learing progressions must be understood by all teachers. Margaret Heritage talks extensively about this being a major problem. If teachers don't understand these progressions, they won't know how to go backwards or forwards if students don't understand or have mastered concepts. IC helps some with this, but not perfectly.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I feel like we barely got started with this process at our last meeting. I hope we spend more time on it, as I feel that learning progressions are an important part of formative assessment, and we may not get the results we want without them.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      We have spent a lot of time talking about who should develop learning progressions. In our district we use the phrase "unpacking the standard". We go back and forth. In some cases, it seems as though the teacher and student should own that learning. But sometimes, teachers, particularly in the elementary school where teachers are more generalists, they do not have the depth of content knowledge to develop rigorous learning progressions.
  • Descriptive
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      I also think of the word "constructive."
    • terri lamb
      terri lamb on 21 Jun 11
       
      Constructive would be a great addition to this and is implied but should be evident.
  • Helping students think meta-cognitively
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      Many points in this article are connected to not only effective formative assessment, but also in the bigger realm of effective instruction.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      Totally agree - we need to teach students to intuitively know when and how to use a variety of learning and/or problem solving strategies. Schools need to focus on 1 - 2 strategies in every content area (Cornell Notetaking or Kansas Strategies) so the students really apply every day the learning strategies to help them learn all content, vocabulary, etc.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students have to 'see' the value in learning. If they are accountable for their own, it'll have much more meaning to them.
    • Jessica White
      Jessica White on 16 Oct 11
       
      Yes, that metacognition piece is so vital. Students really need to start thinking about their thinking.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with all of you. Effective instruction means knowing where your students are. Formative assessment is one of the main ways that you know that. It's difficult to imagine truly effective instruction without formative assessment.
  • process used by teachers and students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      I agree. When students take ownership of their own learning, there are so many more positive results.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Thinking of formative assessment as a process is helpful for me. Like the writing process, it needs to become a highly personalized and organic activity for every teacher.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      I agree that it is a process, an on-going instruction that provides feedback. In one of my other classes, there was a lot of discussion about how the Google calendar allows us to use formative assessment and allows us to better know our students. I think the confusion was because they think we have to have a completed project to assess when in reality, all we are assessing is the 'process.'
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      The word "process" should be bold and scream out at us, as a reminder that assessment is not a one-shot deal, yet how often is that the case? We do ourselves and our students a disservice if we base our assessments on a single observavation or task.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      yes, I think of the research process absolutely needing formative assessment embedded throughout the process. Too often, students proceed through a research project, getting all the way through to the final product with no feedback and then both the teacher and the student are disappointed by a poor grade. With formative assessment embedded within the research process, students are given the opportunity to gauge their own progress and success and make adjustments as needed. End result - a positive experience for both teacher and student.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Must agree with others on the use of the word "process". As a district administrator, I often hear about students being over-tested. The possibilities of assessments being used formatively AND/or summatively is a process. Not everyone has made the shift.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Amy, I love your comment on Google calendar! I truly think you nailed it on the head with your response. Verbatum I agree with you 100% and hope that things start backing the process rather than an assignment.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I have heard some look at formative assessment as a product or test vs. the broader "interactive process."
  • partners
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Working as partners allows us to model better for our students and they to model for each other.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      And the teacher has to work on modeling so that the students can best see how this works. The culture of the classroom is something that must be nutured, it does not always occur naturally.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      I have found that teachers do not like to be vulnerable and have someone critique their teaching. The team must first establish trust with the peers they will be working with and understand that it is not to critique but to share ideas for improving teaching and learning for all.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Collaboration is a difficult thing to create, because it takes the entire crew to effectively do so! 
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      The AIw process has a perfect venue to allow teachers to score each others instruction based on a series of rubrics.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      The trust factor between teachers and students is so important to establish the partnership.  But it is hard to maintain classroom management and show vulnerability.
  • sense of trust between and among students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      The classroom culture is set by the teacher - a place where there is mutual respect, only use positive statements, encourage one another to do and be their best at all times, confront and discuss obstables, and have rules posted for working together so all students know what behavior is exptected of them.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is so important to build that trust and sense of teamwork. In choir, it may have been easier to see how we all needed to support and encourage each other, since the end result, the choir sound, included the sum of all members. A complicating, but perhaps helpful factor in a choir is the multiple grade levels represented. I always assign older, more experienced students and mentors for younger students. Most of the time this has worked well to build a team spirit within the group. The students do critique themselves and each other live and through recordings. Emphasis is always placed on encouraging and positive criticisms.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The sense of trust among students must come from a teacher who models this in the classroom on a regular basis.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      This is what seems to be most often missed--using the feedback to adjust both teaching AND learning.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      We've had Lead & Learn out several times over the pasts three years to present to Data Teams. Consultants were assigned to buildings to work one-on-one with building Data Teams as well. It is a new concept for most of us - using data to drive instruction. Through the help of their awesome materials, our Data Team uses their 5 step process to collect and evaluate student data.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Oh, Cindy! I'm so glad you mentioned those data teams (since we've been trained for the past 3 years). Data really is a key to classroom success...too many teachers just keep teaching even though students are begin left behind. Universities need to do a better job training new teachers how to NOT teach the way we've been teaching for the past century.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I whole heartedly agree here. Too often I see this happening. It is amazing have often both teachers and students have been turned into technophobes in classrooms. I still have some students that dread doing things on the computers and all but refuse to do things with technology because they've never done it any other way.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      The word adjust is a huge word in this definition as well. Formative assessesment allows us to make changes in our teaching if what we are doing isn't having the desired result. These past two years I've spent a little time learning about the General Education Plan. If one intervention doesn't work, we need to adjust or change what we're trying. I think this is difficult for teachers as well. We get inpatient and we want to see results sooner rather than later. Yet, we need continue adjusting our instruction using the data to drive our teaching.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Change instruction...that is what is missing!!!! Not just putting it into the grade book and moving on.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      I am in agreement with most on the point in the past teachers see the data, but keep on teaching "to cover the content". We are beginning to recognize the need to change but it requires a change in techniques and mental approach. Similar to letting Standards drive what is taught instead of the lessons identifying which Standards are covered.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      If teachers would use the feedback to adjust their instruction, I believe we would have fewer frustrated students! These two parts of the definition--process and using feedback to adjust teaching--are critically important in the whole school improvement process.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This issue of ongoing adjustment is such a powerful concept.
  • integrated into instruction
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      My big learning in my study of formative assessment is that it must be planned, even informal assessment must be planned.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I agree. Purposeful teaching leads to better teaching and more learning by students.
    • Peggy Christensen
      Peggy Christensen on 27 Jun 11
       
      This was an ah-ha for me too. It was during our Every Learner Inquires meetings that I first realized this. I worked with a teacher who write down the key questions he wanted to ask students during the lesson I observed him teaching. He addressed all the questions he had listed. However, just remember that you don't need massive quantiies of quality questions. A few well-thought out questions can go a long way.
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      Peggy, I appreciated your comment about just needing a few well-thought out questions. As educators we tend to overplan, which is fine, but we need to pull back the reigns when extended questioning etc. just isn't needed for thelearning to occur.
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      My district has worked extensively with teachers to identify a purpose and the measures we will use to assess their progress.  These key questions can be the measures along with a number of other strategies.  I agree that many teachers over plan, we need to realize it that some students will not get it and that we need to plan for some enrichment opportunities during the lesson.  This will help students stay on track.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      I agree that planning is important. Formative assessment must be a deliberate part of instruction.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Integrated into instruction.....not taking away from instruction to teach!
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      It is so important that it be a part of the instruction process, and that students be informed of the importance of their role in this process.
  • the individual students.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      And that's where differentiated instruction comes in, as well as differentiated assessment!
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Explicit and communicate are the two words that jumped out at me in this sentence. Teachers need to be explicit and thoughtful with their planning and then students need to know what the intended goals are. It's hard to hit a moving target but if we do these two things our students should have success!
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, explicit and communicated expectations and criteria need to be given for the student to reach the intended goals.
    • denise carlson
      denise carlson on 27 Jun 11
       
      In my work I'm frequently puzzled by the number of teachers that do not embrace the importance of clearly communicating expecations to their students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I also agree that criteria should be clear, otherwise a student does not know what direction they are heading.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      I think that sometimes the criteria and expectations are clear in my head but it is the communication that doesn't always follow through.  This happens to me the first time I assign a project or paper.  I learn after that first time.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I think it's easy to hand back our papers with our feedback on it and then we move on to the next topic. But we need to go one step further and ask students to think about how they can improve the assignment based on the feedback. This might just be a quick write to get the students thinking about improving their learning.
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, we often don't give time for this and it is an important process.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      I also agree. And if a student hasn't mastered a skill/concept how (and why) would a teacher want to move on to a higher level skill?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      An art portfolio with past work shows this growth, but students need to be shown what to look for.
  • about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • terri lamb
      terri lamb on 21 Jun 11
       
      Since improvement is the desired goal in formative assessment, this should be a priority.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Agree! And "disscussion or suggestions about what the student can do to improve" is key. Too many times students are given non-descriptive feedback and true learning and/or improvement does not occur.
  • that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers).
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is very important to remember that the interpretations of historical facts never happen in a vacuum, but always reflect the worldview of the interpreter. Our students need to learn to research the background of their sources and not just take everything presented to them at face value.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      The American Memory web site (Library of Congress) has many historical artifacts that can be used in such a process. Historical inquiry is so powerful when students are able to make the connections that Deborah mentions above.
  • Where am I going? Where am I now? How can I close the gap?
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      Nice, concise questions for us to keep in mind as we plan objectives, goals, and formative assessment of the same.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      These are great questions! Sort of like the 'so what and who cares' questions I keep in mind when planning curriculum. Why am I teaching this and how will my students use it?
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      These are awesome questions. I might have to make some posters!
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I agree that these are wonderful questions for anyone attempting to reach a goal. These questions are useful not only for feedback from a teacher but also provide a structure for student reflection
    • jalfaro
      jalfaro on 26 Jun 11
       
      We must respect our students and involve them in all of the past mysteries regarding teaching and learning. It should not be an I/you situation--"we" is the pronoun of choice for classroom success.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Too often we use "I" and "you" when we should be using "we."
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This principle of being partners seems to start with the respect and trust of each role, (i.e., instructor and learner) in the assesssment process. If the process is interactive, then the teacher will be both instructor and learner as well as the student being instructor (during constructive feedback to the teacher) and learner.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      This is such a short paragraph with so many critical pieces in it! So much of what we know about how social/emotional factors impact learning gets shoved to the back of the agenda under the pressures of better test scores, etc., when it makes all the difference in the world, for exactly the reasons listed here.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The person who has the biggest investment in the student's learning is the student. Students who understand this have the best outcome as life-long learners.
  • by realistic examples of those that meet and do not meet the criteria.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      I sometimes use a college writing textbook with my students because every chapter has "professional" examples of the topic followed by two essays written by college freshmen. My "gifted and talented" students quite often attack the more realistic student essays. I have had some of the most interesting discussions as I push students to fairly and honestly identify the good qualities and areas still to improve in their own writing and in the writing of others.
  • Sharing learning goals and criteria for success with students, support
  • nvolving students
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Involvement--getting students to talk about what matters to them...how are they going to apply the lesson...asking them what else they might want to know1
  • appreciation of differences
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Showing students you appreciate their differences is a personality trait some teachers have more of than others. Cultivating this acceptance can improve the culture and climate of the classroom, and sometimes teachers can encourage with success, this trait in other teachers.
  • The teacher might first offer students a paraphrased version of that goal such as
  • n self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students learn best when they are responsible for their own learning.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      This reminds me of the British expression "Mind the gap." This is a compelling argument, but I wonder about the simplicity of application. Is it feasible for a teacher to give "frequent feedback" of such a high quality that s/he is making sure that every students is in his/her zone of proximal development and then adjusting instruction accordingly. If teachers are to move away from industrialized models of education, then changes in the learning environment need to occur as well. I'm feeling like a Detroit auto executive in the late 1980s.
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Should teachers ever grade peer feedback? Students flock around Student A because she gives in-depth and insightful comments to their work. Student B finds to comma errors and tells his single partner that the essay is "good." Should these students be evaluated? Should they evaluate themselves? Or is this just punishing them with rewards? (I can't think of the title that I'm attempting to steal here.)
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I like the word collaborators used in describing the students in what we are working toward for all classrooms.
  • n addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      I think we leave peer and self-assessment behind in the quest to accomplish all that is required in a 45 minute class period. There are so many online tools and formats that might fill the need for increased peer and self-assessment. Why not encourage backchannel reflections during a presentation? A site such as http://www.chatzy.com/advanced.htm might be one way for this to be accomplished.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Do you like Chatzy better than TodaysMeet?
  • in an eighth grade writing class the students are learning how to construct an argument. They are focusing specifically on speech-writing and have examined several effective speeches, both from prominent speech-makers in history and from previous years’ eighth grade students.
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      Like this lesson idea. I wonder what speeches they are listening to or viewing. I wonder how one can get these to share in class.
  • What can you do to improve or strengthen your opening paragraph?”
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      This is a great way to give feeback on a weak element in writing because it causes interaction with the student, dialogue, reflection, and revision. One can be sure that with this simple question the student will revise and, in turn, grow as a writer.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I agree, this is a great questin for students to think about their work and revise it on thier own, without being told what to write.
  • purposefully planned
    • David Olson
      David Olson on 18 Oct 11
       
      The key si PLANNED, not just incidental
  • In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      This section brings to mind last week's discussion of rubrics - clear expectations expressed in student-friendly language. While I think of rubrics as guides for students, I also think of them as summative assessment tools. Is there a blurring of summative and formative assessment?
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I think they can be blurred. Once the purpose of an assessment is identified, it can be used a number of different ways. ITBS can be formative if data is examined with a formative task in mind just as much as it can be summative. Not?
    • David Olson
      David Olson on 18 Oct 11
       
      Sometimes criteria is better than a rubric.
  • Learning goals and criteria for success should be clearly identified
  • 4. Self- and Peer-Assessment: Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
  • close the gap between students’ current understanding and the desired goals
  • goals
  • goals
  • goals
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I definitely think this is very important to look at in the big picture. There are school SMART goals that need reached as well as individual student goals. The two cannot be mutually exclusive and too often they are thought to be so.
    • David Olson
      David Olson on 16 Oct 11
       
      It should say best used by educators AND LEARNERS, since it is all about how students learn, as well as, how we teach
    • David Olson
      David Olson on 16 Oct 11
       
      and used by students, too.
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      The importance of students is not mentioned
    • David Olson
      David Olson on 16 Oct 11
       
      Students are important also.
    • David Olson
      David Olson on 16 Oct 11
       
      Studetn involvement is important
    • Lynne Devaney
      Lynne Devaney on 17 Oct 11
       
      Students are important.
  • instruction. A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers
  • There are five attributes that have been identified from the literature as critical features of effective formative assessment
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      This outline of 5 attributes is very powerful! Easy for any teacher to get their hands around this. I could see PLCs spenind an entire year talking about even on eor two of these or a principal developing walk-through with these. Thanks for including this article in our reading.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      A former colleague had her students use MovieMaker to record messages to their parents for conferences. She reported that students were thoughtful and sincere as they described accomplishments as well as goal areas.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      Students are not automatically reflective. Providing support and feedback to the student on how they are utilizing formative assessment makes sense.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I think it is important to make sure that students have the structure and organization necessary to help assist their learning. The management piece of this cannot be forgotten.
  • students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Perhaps this would help students learn to provide better feedback to peers. Even after teacher modeling, many students have difficulty moving beyond superficial compliments to provide thoughtful, constructive comments.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      This does take alot of practice for students.
  • two stars and a wish
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this idea! It seems like a good (friendly and safe) way for peers to evaluate each other. Since each student is required to give a "wish" nobdy should get upset about providing or receiving a suggestion for improvment.
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I like this as well. Phrasing can be so important. This puts everything in a very positive light. Instead of this is what you did wrong, the wish looks at what you could do better. The outcome is the same, however.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I have seen this in action before, and it really does help the feedback to be constructive and not offensive.
  • non-threatening environment
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this part best! As early childhood teachers we understand the importance of a "safe" learning environmnet. Children need to feel secure in thier environment in order to be able to give and accept feedback and learn to the best of thier abilities! :)
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Have we taught students that feedback is punative and not for encouragement and to extend the learning/
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I agree that this has to be established, first. I often encourage teachers to take those first couple of weeks of school to establish that atmosphere of trust--not just between the teacher and students, but also between students and students. Then the focus can be on learning!
  • Formative assessment is not an adjunct to teaching
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Formative assessment is essential to learning. It's something that is NOT supplementary or something that might be nice to do. Formative assessment imust be part of teaching and learning. Yet as I consider my educational career, it seems that formative assessment has become a buzz word in education only relatively recently. As we continue to look at ways to increase student achievement, formative assessment is something that needs to become a permanent part of our "educational vocabulary."
    • David Olson
      David Olson on 18 Oct 11
       
      It is part of teaching, and has been, but it is an important new focus, and is being explained more explicitly than ever before.
  • they monitor and take responsibility for their own learning
    • Judy Griffin
      Judy Griffin on 13 Oct 11
       
      Students have to take ownership of their learning, and learn to monitor themselves. It's hard for teachers to let go of the reins!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I agree that is one of the most difficult things; as we like to be in total control.
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Maybe it is time to let the students do the heavy lifting.
  • should avoid comparisons with other pupils
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      This is a really important statement, as I still remember being compared (not favorably) to other students in front of the entire class when in 6th grade.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Too often I see kids comparing themself to their peers and if we can get away from this and focus on an assessment that underlines what the individual child is doing and improving off of year-to-year showing this to the student hopefully they will get a sense of fulfillment in knowing their is growth in their cognitive development.
  • teachers and students receiving frequent feedback
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Sometimes feedback has a tendency to be one sided. It is good to see that both teacher and student should have feedback so that both can adjust.
    • David Olson
      David Olson on 16 Oct 11
       
      This two way feedback is really an enhancement of the Madeleine Hunter model and goes beyond just the teacher checking for understanding.
    • Jessica White
      Jessica White on 16 Oct 11
       
      I like that it is stated that formative assessment is not an adjunct to learning, but integrated. It is part of our instructional process.
  • the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria,
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Just saying "good job" or "needs work" does not help a student. Specifics are important.
  • their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I think that this ties in with a student centered classroom. Students are responsible for their learning and not just relying on the teacher to be the sole provider of feedback.
  • For example, students can work in pairs to review each other’s work to give feedback.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I like this idea, students can learn a lot from providing postive or constructive feedback for their peers. I would think it also helps them improve their own writing when they learn ideas from their peers.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. With the teacher's guidance this is one of the best learning environments.
  • determine how formative assessment may best be used by the nation’s educators.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      This states "best used by" tells me that it should be a useful tool that reduces the daily tasks of the classroom teacher and not documentation tasks that sit on the bookshelf.
  • informal observations
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      Often the informal observations yield just as much information as the purposefully planned techniques. Walking around small groups and jotting down snippets of conversation gives a lot of information.
  • In the year following, the FAST SCASS and FA Advisory Group isolated the attributes that, based on the research and current literature, would render formative assessment most effective.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Our district has been working with AfL for several years, but I have not had the opportunity to read this article before. It is great! Great synthesis and easily difenstible. Would love to (and intend to) use with principals and teachers.
  • itions of formative assessment and related research. The FA Advisory Group and FAST SCASS devoted substantial effort to clarify the meaning of “fo
  • the individual teacher
  • evidence
  • A teacher needs to have modeled good feedback
  • sufficient detail
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I often wonder how much I miss in my instruction or learning due to not enough specificity in many areas of the process. For examle, are the learning outcomes stated in enough detail; do the assessments provide enough detail, etc.?
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I think this is important for the students to know, also. Some learning styles have a difficult time learning one piece unless they can see how it fits into the bigger picture. Helping the students understand how the short term goals all fit together would be so helpful for these students. And formative assessment is a great way for both teacher and student to make sure they are on track.
  • through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      These creative activities for students use so many excellent questioning techniques as students compare and contrast, and in the evaluation and synthesis of ideas.
tvalline

Articles: Delivery - 8 views

moodlesw.aeapdonline.org/...view.php

shared by tvalline on 27 Sep 14 - No Cached
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It is so important to avoid the "expert syndrome" as was alluded to in one of our earlier lessons. TMI is very damaging. It is NOT about us as presenters. We need to remember what the goal of the presentation is and stick to it.
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • marydirksen
      marydirksen on 27 Sep 14
       
      My students will testify that this is absolutely true. Presentations put them to sleep if the lights are out.
  • So look at things from their perspective, and proceed carefully.
    • marydirksen
      marydirksen on 27 Sep 14
       
      It really does help to know your audience. When I present to our faculty, I am already aware of the "hot button" issues. However, if we are to present to an unknown audience, it would be great to find someone "on the inside" who can prepare us for areas of contention.
  • ...27 more annotations...
  • "We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing,
    • marydirksen
      marydirksen on 27 Sep 14
       
      Wow. This sounds like a very high statistic. Are we really so judgmental that we reject the message because of the messenger?
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This is concerning.  I may become a bit more self-conscious after hearing this...well not really.  Those high schoolers are going to be judgemental no matter what, I think I'll just keep on doing what I do.
  • So keep the presentation to less than 20 minutes.
    • marydirksen
      marydirksen on 27 Sep 14
       
      Yes! What will be remembered are the discussions and responses to the material that is presented. Audiences/Students must be given the opportunity to engage the material, to "enter into" in what is presented.
    • merle64
      merle64 on 29 Sep 14
       
      Hmm.  I find myself resisting this blanket statement, both as an audience member who has listened to a lot of engaging presentations that were in the 30 to 60 minute category, and as a presenter who usually talks for 30-45 minutes (with activities/discussion) Depending on the topic, and the level of engagement of the audience, I would think this 20 minute rule may not apply to every situation?
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity. Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • merle64
      merle64 on 29 Sep 14
       
      This is true even for presenters who have already established a relationship with the audience.  The presenter still has to work to continue to win the audience over, rather than rest on the success of past presentations.  
  • Get closer to your audience by moving away from or in front of the podium. The podium is a barrier between you and the audience, but the goal of our presentation is to connect with the audience. Removing physical barriers between you and the audience will help you build rapport and make a connection.
    • merle64
      merle64 on 29 Sep 14
       
      I notice that children do this naturally.  They love to scoot up front, as close to my legs as possible.  They're establishing a connection, and that helps them listen, attend, and learn.  
    • medidiigo
      medidiigo on 30 Sep 14
       
      Oh, but we like our podium. It feels safer to hide behind the barrier, especially when we're not used to giving presentations to adults. This will take some getting used to.
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      This always increases classroom participation.  I continually use this technique in order to gain attention.  It keeps the participants on their toes and allows the presenter to be more "present".
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • merle64
      merle64 on 29 Sep 14
       
      And carry extra batteries for said remote, too.  It's very easy to forget to turn the remote off after the presentation.
  • If your presentation has to be long, break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present. "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • merle64
      merle64 on 29 Sep 14
       
      Bingo!  This is the key for the longer-scheduled presentations.  Students need opportunities to move, talk, laugh, and share how they're processing what's being presented.  
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      I often did break my presentations up, but more like 20-30 minute intervals.  Having only 10 minute intervals will aid in discussions and feedback.  I am looking forward to trying these time frames out.
    • tvalline
      tvalline on 05 Oct 14
       
      Most of my presentations are to students and I'm expected to fill 48 minutes.  By using this principle and breaking it up every 10 minutes I will have a much better chance of keeping them engaged.  They respond to video well and as mentioned, need to interact with the content.
  • Too many presenters stick to the PowerPoint template, Gallo says, then cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored. And people start checking their BlackBerrys. (To see eight of the worst PowerPoint slides ever created, see "8 PowerPoint Train Wrecks.")
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is so true. And I am just as guilty as the next presenter for using this standard technique. Somehow we thought that a spash of color here or there would make it more interesting. These kinds of "Death by PowerPoint" presentations are going to be even more difficult to endure as an audience member, now that we know Presentation Zen.
    • tvalline
      tvalline on 05 Oct 14
       
      Guilty.  Working on it, though. :)  Trying to incorporate less words and more images to illicit better retention.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Simple, yet effective. I didn't know about this
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak. You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns. As a result, you’ll disarm them, and they’ll be more likely to accept your message
    • medidiigo
      medidiigo on 30 Sep 14
       
      Empathy. Understanding the issues from the audience perspective. This is a very proactive approach to changing the minds and hearts of others. I will consider this when I review the slides for my project.
  • He has internalized the content, and he's very fluid and smooth. And that's because he rehearses.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Honestly, I have never done this. I understand the need to internalize the content but practice 10 hours? Who has that kind of time for practice?
    • tvalline
      tvalline on 05 Oct 14
       
      A valid point.  I try to go through my presentations silently a few times, but 10 hours seems like a lot.  I would love to have that kind of time, but just don't.
  • Practice 10 hours
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says. Watch for these key factors: eye contact (you should be making eye contact 90 percent of the time); posture (don't slouch, stand up straight and natural, and avoid putting your hands in your pocket); voice (don't speak in a monotone voice). "You don't need an expert coach to be there to find these things," Gallo says. "You'll pick out one hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • medidiigo
      medidiigo on 30 Sep 14
       
      This is a great tip for those who want to become better presenters. If we're going to rehearse for 10 hours, we might as well video tape ourselves and then watch that as part of the practice time so we can critique ourselves in action.
    • tvalline
      tvalline on 05 Oct 14
       
      I haven't done this for a few years, but it is likely time to do it again.  It's uncomfortable, but necessary if the goal is to improve.
  • Use a TV for small groups
    • nathanjenkins
      nathanjenkins on 01 Oct 14
       
      There is such a drive for "bigger is better" these days.  I truly believe gigantic screens can be overwhelming at times, therefore distracting.  This is a wise tip.
  • Fail to Rehearse
  • Does your audience hold fast to a bias, dogma, or moral code — and do your ideas violate that in some way?
  • This is just the human condition, especially so for the busy (often tired) knowledge worker of today.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Great reminder. I am presenting at a conference next week, and mine is the final presentation on a Friday afternoon, the second and final day of the conference. Those who stick around will be ready to roll. I'm keeping it short!
  • This is an absolute must.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I'll have to make some inquiries at our school. I'm not sure if we have these. 
  • The true professional can always remain cool and in control.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      I wish I could feel this way every day in class. Truth is, I don't. Gotta keep working toward it. 
  • you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      This takes all the pressure off! I am going to write this on my first note card. 
  • So expect them to resist
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      More great advice for teachers. They resist. Oh, they resist. 
  • You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns.
  • Most people listening to presentations tend to tune out after about 10 minutes,
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Duly noted! 
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Public speaking 101. This is a must, and it seems obvious to those of us who have to watch unrehearsed student presentations day after day. Grrr. 
  • "They don't just wing it."
    • Joe Brekke
      Joe Brekke on 03 Oct 14
       
      Right!
  • Try looking at individuals rather than scanning the group.
    • tvalline
      tvalline on 05 Oct 14
       
      I am a scanner, it seems to feel safer when I'm presenting. However, it makes good sense to look at individuals to increase connection and attention.
  • By considering different points of view and addressing doubts and fears before they become roadblocks, you’ll demonstrate an open mind
    • tvalline
      tvalline on 05 Oct 14
       
      I like this idea of empathizing.  Stepping to the "other side", the audiences side, to see/feel/think what they may.  This allows us to work through any challenging differing points of view prior to our presentation.
  • "Most presenters who are just considered average or mediocre are usually caught reading the text on their slides,"
    • tvalline
      tvalline on 05 Oct 14
       
      Agreed.  This is very annoying to me.  I can read.  Engage me with something that is not on the slide.  I can say this is one thing I feel pretty comfortable with in my own presentations.  I glance at my slides for reminders or to jog memory, but try never to read them.
Peggy Steinbronn

ollie4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodle.aeapdonline.org/...view.php

shared by Peggy Steinbronn on 25 Jun 12 - No Cached
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      I can get on board with this definition!
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      Yes, I agree. I cannot imagine how many hours went into this one short sentence. :)
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      Agreed. We had to do this for an Iowa Core training and it was a lot harder than it looked.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      I think this is an area that has gotten a lot of attention in the last five years, and teachers have become more efficient at this.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      We have been working on this as well. I hope students see why we are doing it. I remember asking a geometry teacher when will I ever use this or why are we doing it. He never did answer me, and I was already confused by the subject. It may have helped me to know why we were doing it.
    • kangas
      kangas on 30 Jun 12
       
      I try to give my students a unit plan/overview at the start of the unit, that lists my goals, the activities we are going to do and a tentative schedule. As we get to projects/assessments, we've already practiced skills and work on fine tuning the rubric together. I hope they are able to see how things fit together but, I am not always sure they get why they need to retain the knowledge for future use. Foreign Language requires you to use prior knowledge of Spanish and English Grammar. This year we will add the references to the national foreign language standards and competency based grading to the mix. Should be interesting action research.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      Yes, teachers need to be very clear about learning goals and success criteria. A part of our Gradual Release classroom walk throughs including interviewing students to see if they can state in their own words what they are learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • Kay Durfey
      Kay Durfey on 25 Jun 12
       
      Specific and evidence-based feedback is most effective for everyone involved.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      It is the biggest bang for the buck to improve learning compared to any other strategy. This does need to be our focus.
    • Bob Pauk
      Bob Pauk on 26 Jun 12
       
      I agree that this should be our focus. Unfortunately this is more time consuming so for many teachers this can get put on the back burner.
  • ...16 more annotations...
  • The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
    • anonymous
      anonymous on 26 Jun 12
       
      This makes such perfect sense and sounds like it would be so easy.
    • kangas
      kangas on 30 Jun 12
       
      Using google forms and the flubaroo script (add-in) makes quick feedback an easy part of my class. 10 quick questions on the iPad and feedback almost immediately. I wait until everyone is done then send it to them. Then we can look at it again as a whole group.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      It seems important to me that the evidence is for both students AND teachers.
    • Peggy Steinbronn
      Peggy Steinbronn on 10 Jul 12
       
      Thanks for sharing about the Google add-in, flubaroo. It seems like it provides quick, easy feedback that would be useful to students.
  • The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Bob Pauk
      Bob Pauk on 26 Jun 12
       
      I think too often we do not involve the students in even formative assessment. A test, quiz or any other assessment is usually seen by the student as something that is done to them. The teacher gives it to them, grades it and show the grade, rather than it being more of a cooperative project involving both student and teacher with the clear goal of finding out what is being learned in order to improve future learning opportunitites.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      This goes back to the argument of how and why we grade. Why do students expect a grade for everything they do? Because we, as teachers and society, have taught them that the grade is important. Lost in that approach was the idea that the learning is the important aspect of school.
    • kangas
      kangas on 30 Jun 12
       
      I had students tell me that they don't try as hard if it is not graded. So I tell them everything is graded (some is completion, some is accuracy. If it's going to be like the real world/a job, all the things you do are looked at in your performance review, not just one assignment/project. It shows me a lot about work ethic and accountability for my own learning if they don't take the activities seriously. Some are meant to be fun, but they are also educational and chosen for a purpose.
    • Lisa Jacobs
      Lisa Jacobs on 02 Jul 12
       
      Good point comparing quality school work to job performance. In the world of work, each day contributes to a person's performance evaluation.
    • anonymous
      anonymous on 26 Jun 12
       
      This seems to be a part that is skipped sometimes. Teacher are actively involved in formative assessments, but are kids always involved? Do the kids know when they need further instruction or reteaching?
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • anonymous
      anonymous on 26 Jun 12
       
      This sometimes seems like the hardest part to me - getting kids to realize that they are responsible for their own learning. Sometimes students want to take a more passive role and it becomes quite a challenge to engage and motivate them to become active participants.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      Agree! Especially second semester of senior year!
    • Heather Whitman
      Heather Whitman on 29 Jun 12
       
      I do not feel that education has done a great job of making learning relevant to THEIR lives. I am hopeful the Core will push us to give projects, assessments, etc. where the kids see their connection (relevant now- not when they are 25) to the world & learning- not just something a teacher assigns.
    • A Hughes
      A Hughes on 29 Jun 12
       
      I went to the AEA 11 TIC/TOC presentation on Project Based learning. It was eye opening to see teachers really challenging their students with a project. I do know some students that just want the easy grade of an objective test instead of projects.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      This is a big statement. It requires a solid rubric, checklist, or whatever the assessment may be in order to have students see exactly what they did and keep us from comparing it to other students.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      I think that with the grade removed, the ease (and temptation) to compare students to each other is reduced. Summative assessments for a grade almost mandates comparisons since you have to rank students, either to each other or to a pre-existing scale. Providing feedback for each individual to do better doesn't have this built in competitive dimension.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      I did this in the writing process. It was difficult for students but powerful. I know now that I needed to model what suggestions for improvements & positives looked like besides, "spell better" or "it was good."
  • there is clearly no one best way to carry out formative assessment.
    • Heather Whitman
      Heather Whitman on 26 Jun 12
       
      And this is what making teaching so difficult yet makes it so awesome at the same time.
    • keri bass
      keri bass on 01 Jul 12
       
      I think this also supports the idea that you need to vary the assessment as well to make sure that an accurate picture of the the students' learning is assessed.
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • A Hughes
      A Hughes on 29 Jun 12
       
      How does the teacher get the students to give positive descriptive feedback? I would be concerned that students would just give their friends the "ok you did great" kind of feedback.
    • kangas
      kangas on 30 Jun 12
       
      I think that this is particularly challenging in foreign language, where students are still acquiring skills of writing. To do this effectively, I think you need to scaffold it, and then have the student look at his/her work with a definitive list of criteria and then have a peer look at it with the same list and ultimately have them compare it. I am not sure how to account for kids who don't have the skills to do the task....
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • Aaron Evans
      Aaron Evans on 28 Jun 12
       
      This is the important part for teachers to understand. We often think, or hear other complain, about every new idea being somethign new added to their workload. This is actually a purposeful planning of many concepts that you already employ, just being used for a more structured and planned purpose.
  • Collaboration: A classroom culture in which teachers and students are partners in le
    • A Hughes
      A Hughes on 29 Jun 12
       
      Collaboration between the teacher and students takes time to establish. As a librarian, this is extremely difficult for me to do. I drop in and collaborate with the classroom teacher for a short lesson.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal
    • jquandahl
      jquandahl on 30 Jun 12
       
      This is such an important point. Teachers and students need to be "on the same page" - understanding where they they are going, why, and how they will get there.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • jquandahl
      jquandahl on 30 Jun 12
       
      Another important thing to remember. Sometimes, as teachers, we can lose sight of how important it is to MODEL MODEL MODEL in order for students to truly understand and be successful.
  • formative assessment be regarded as a process rather than a particular kind of assessment.
    • keri bass
      keri bass on 01 Jul 12
       
      I like that it repeats the importance of the process here. I noticed that in the official definition it does not mention a means of ranking students, but rather a process intended to improve student achievement. I think too much emphasis gets place on the grade by both students and the teacher and not enough emphasis on the learning.
    • Peggy Steinbronn
      Peggy Steinbronn on 10 Jul 12
       
      I agree with your comment about emphasis on the grade--parents seem to be in the same "boat". How can we get that turned around?
  • A further benefit of providing feedback to a peer is that it can help deepen the student’s own learning. However, student- and peer-assessment should not be used in the formal grading process.
    • keri bass
      keri bass on 01 Jul 12
       
      While I believe that teaching the subject encourages deeper understanding, the counselor me is more cautious about the potential harm in pairing the wrong students. I think it would be imperative to choose the right partners to insure optimal learning.
  • feedback
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
amytlach

Articles: Delivery - 2 views

moodlesw.aeapdonline.org/...view.php

shared by amytlach on 25 May 15 - No Cached
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • kliston
      kliston on 25 May 15
       
      I never knew this trick. I will definitely be using this trick in future presentations.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I didn't know it either.  That's an awesome trick that could have saved my bacon several times!  Well, lesson learned.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This is new to me also! I wonder if I'll be able to remember it in a crisis moment?
  • Turning the lights off — besides inducing sleep — puts all the focus on the screen.
    • kliston
      kliston on 25 May 15
       
      We tend to turn the lights off when we present in the library and when we do this it does turn all the attention to the slides vs. to the presenter. We will no longer be turning off the lights.
  • At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
    • kliston
      kliston on 25 May 15
       
      Keeping in mind the 10 minute rule is something that seems manageable as well as appropriate. We do this with students in elementary school so why wouldn't we do the same thing with adults? Thanks for the reminder.
    • Karen Stern
      Karen Stern on 29 May 15
       
      This is a good reminder! Since my team does so much coaching in differentiation in the classroom, we have made it a habit to practice differentiation in our presentations to staff.
    • amytlach
      amytlach on 01 Jun 15
       
      This reminds me of the 'brain breaks' I used to take with my students when we were working on new concepts.  Lots of interesting things come to mind that could be done to connect these chunks of time at the end of the presentation to. 
  • ...59 more annotations...
  • Practice 10 hours for every one hour of the presentation
    • kliston
      kliston on 25 May 15
       
      Wow! 10 hours of practice for every hour of presenting. That seems like a lot time but I know from experience the more time I spend preparing the better my presentation tends to go.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      That seems like a lot to me too, but maybe this could include the previous time we have spent teaching concepts before.  If we have a story that works, we can incorporate that into our 10 hours?
  • 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability
    • kliston
      kliston on 25 May 15
       
      This is an amazing statistic. Gallo's tips below are something that I am totally going to apply to my next presentation.
    • Karen Stern
      Karen Stern on 29 May 15
       
      That's a daunting statistic! No matter how much time and effort and study I put into a presentation, it is worthless if I don't connect with my audience.
  • The first 2-3 minutes of the presentation are the most important. The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Important to remember the hook.  I wonder what the time frame is if the entire presentation is less than 10 minutes?  I'm thinking of myself here with web videos in the flipped environment.  10 seconds?  30?
    • Karen Stern
      Karen Stern on 28 May 15
       
      Wow. This makes me realize how important it is to connect to the audience even before the presentation begins.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love this: "The audience wants to like you"  So true.  Another way I've heard it expressed is - They're rooting for you.  It's true!  
  • To advance your slides and builds, use a small, handheld remote. A handheld remote will allow you to move away from the podium. This is an absolute must.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      My students always get nervous and accidentally change slides when they use my Keyspan remote.  Just goes to show, you have to practice.
  • But go for a compromise between a bright screen image and ambient room lighting.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      A problem we also have is if it is too dark (no windows in most of our classrooms), students or attendees can't take notes.  I also  know from personal experience - it's darn hard on my eyes when everything else is dark, but there's a bright white screen in front of me.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      These basic concepts of logos, ethos, and pathos are the core concepts I expect my sophomores to understand and apply in their writing and speeches, so it's only reasonable that I be able to apply them as well.
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree, Wendy! We should demonstrate those same characteristics that we expect from students. I think when audience members give resistance, it shows that they are engaged and struggling through the ideas that we present.
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Logos, ethos, pathos.  Nice connection.   And while I don't need to believe the audience will resist (this could cause more harm than good for me), I can simply consider what they might be fearful of, feel threatened by, and/or not feel familiar with.  Empathy is key.
  • Nobody is as interested in you as you think they are,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      Ouch.  Sad, but true.  I think this ties in heavily with the Curse of Knowledge.  As much as I think something is cool, and therefore am deeply excited and engaged by it, they don't.  And the longer I talk to try to change that, the worse it becomes.  
  • "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I wish I could get my high schoolers to believe this.  They think practice makes them boring, so their awkward mistakes that get awkward laughter is "good" for them.  Ugh.  So wrong...
  • how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I remember telling students this when I taught speech.  93% of any message isn't dependent on the specific words, but rather how those words are communicated.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • Wendy Arch
      Wendy Arch on 25 May 15
       
      I make my sophomores do this before their first speech!  They have to use their school iPads and record themselves giving their speech, then watch and evaluate themselves.  Those who do it invariably get better!
    • amytlach
      amytlach on 01 Jun 15
       
      This is SO HARD to do, but so good for you to take the time to do.  I hate watching myself,but untimately find it helpful and feel more relaxed when I present after watching and self evaluating
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • Karen Stern
      Karen Stern on 28 May 15
       
      This ties well to the 80% rule in the Mindfulness lesson. I should always leave an audience wanting more of the information I am sharing, not looking at their watches hoping to be done soon.
    • amytlach
      amytlach on 01 Jun 15
       
      I really thought long and hard about the 80% rule and this goes right with it.  We really don't need to tell EVERYTHING we know in one sitting! 
  • If I had only one tip to give, it would be to be passionate about your topic and let that enthusiasm come out.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Yesss!  Thank you, Garr.  This seems like a salve for all of my presentation ailments that come with worry about delivery.  So good.  Best advice.  Makes it easy.   And if I don't feel passionate about it, I make myself find something to connect emotionally to, and work from there.  Ultimately, it's all emotional.  If I can find the emotion in it, the passion, the audience will buy in and we'll all connect.  
  • Don’t hold back
  • Be confident
  • connect
  • in an honest and exciting way
  • let your passion for your topic come out for all to see.
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yeah, this is not the place to ramble about the boring specs.  Hook them first, then gradually disperse the resume type of accomplishments throughout the presentation if you want to, embedded within it, and relevantly attached to actual points you're expressing and demonstrating and illustrating.  Your background can be an asset to reinforce a point you're making, so you're seen as having experience with the concept...
  • Professional entertainers know this very well.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  I'm a musician, and whenever I play a show, I stack the songs in a way that will build momentum and allow the audience to ride the music in a way that they'll want more of us when we're gone.  It's strategic, and it's also totally about reading the vibe of the audience and scrapping any plans I had for a setlist if it doesn't feel right as gauged against the crowd.  
  • short attention spans
  • if you have 30 minutes for your talk, finish in 25 minutes.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Totally, if not less, even!  This way, you can allow for bumps that arise or opportunities for conversation should that arise, too.
  • The podium is a barrier
  • Get closer to your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I strive to make eye contact with everyone, move my body throughout the room, weaving, getting close in proximity to everybody.  My voice then travels with me, providing a different dynamic, and memory is triggered with association of spatial relationships.  So, if I'm talking about a certain topic while over here, the audience will take in that whole spatial/audio/visual relationship and it will stand out from when I made this other point while standing over there, with other spatial/audio/visual relationships at play.  It's the way our brains work, so we just capitalize on our natural proclivities.  
  • Remember the “B” key
  • By having the slide blank, all the attention can now be placed back on you
  • don’t forget to smile
  • eye contact
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      There is a chemical called phenylethylalamine, and it is released during eye contact.  It's partically responsible for humans falling in love, among other cool things like helping digestion and improving motor skill dexterity...all of this while under the spell of phenylethylalamine.   I definitely want my audience to fall in love with me.  ;)
  • The audience should be looking at you more than the screen.
  • thank them for their input.
  • you’re not the star of the show. The audience is
  • It’s in their power to embrace — or reject — your ideas
  • You’re presenting because you need them to change their beliefs or behavior in some way
  • people find it hard to change. So expect them to resist.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is amazing.  If we expect there may be kickback, it won't be so painful or disorienting to pull order back in.   I just read an article and the author said - the more great things you do, the more people you will touch, and so the more people will know you and love you.  When you increase the number of people who know about you, you increase the number of people there will be who hate you.  Wow!
  • Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
  • considering different points of view and addressing doubts and fears before they become roadblocks,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      This is sort of like the concessions at the beginning of a persuasive essay...admit there are other sides, there is controversy, there is resistance.  Name it, throw out possibilities, and then invite the audience to let go, free their minds of distractions and judgment and assume there just might be something they could take away and learn from this presentation.  Since learning has to have an emotional attachment, it's important to address that admit it, and encourage the audience to tap into that part of themselves that is open to making the time worth their while by finding a way, even forcing a way, for their engagement, which means not assuming they know everything and to have a beginner's mind.   After some shared vulnerability and expressed passion for my subject, I have audiences to somatic exercises and breathwork before I begin fully. It breaks the ice.  ;)  Makes them feel less foolish if they want to ask questions.  It softens them to me, and unites the group as a whole with a sense of camaraderie, because they all just went a bit outside of their comfort zone together.  
  • So be humble in your approach
  • and their frustrations and anxieties — should shape everything you present.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      They just want to be heard, want to feel seen.  They have a real response and it's triggered by a zillion things in their past and programming that I as presenter couldn't have foreseen, and I don't have the same trigger points as they do.   It's about being gentle on myself and the audience.  ANYTHING they express is valid.  Acknowledge their real feelings, embrace their right to express it, courageous is what they need to feel from it.   Resistance is a sublime opportunity to learn, as a 'teachable moment', a growing pains moment, an illuminator for new consciousness on all parts.  It definitely will help me grow and resculpt my approaches to my work.  Awareness is good. 
  • Removing physical barriers between you and the audience will help you build rapport and make a connection
    • Karen Stern
      Karen Stern on 29 May 15
       
      I agree with this idea! The last time that I presented at a Teacher Quality workshop, my partner and I were in the high school auditorium. We were on the stage, and the audience was spread out all over the room. It was hard to draw a response from them!
  • audience
  • share your ideas with others before you present
    • Karen Stern
      Karen Stern on 29 May 15
       
      Sharing the presentation ideas with others (especially those who work in different fields than I do) will be a good way to gauge the receptiveness of an audience.
  • Practicing in front of another person or a video camera will help even more
  • he says
  • out loud, over many hours and many days
    • Karen Stern
      Karen Stern on 29 May 15
       
      Ouch. This is something I HATE to do! Especially in front of others or a video camera. It would be worth it, however, to know that I'm doing more than winging it.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Agreed, Karen...this is indeed painful for me, too.  Yet, critical to success.  I don't want to flounder and flop once in front of an audience.  
  • When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
    • Karen Stern
      Karen Stern on 29 May 15
       
      I've never thought about reading from the slides in this way: that it breaks the connection to the audience. I have always tried to avoid reading from the slides just because it seems unprofessional and condescending to my audience, but I'd never thougth about the connection that gets lost.
  • so you’ll take on a conversational tone
  • it will show
  • feel more warmly toward them
  • you’ll disarm them
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      Important not about disarming the audience.  We want openness so the message can hook them in their hearts.   Imagining each one of them is a dear friend or family member, or beloved client ALREADY, helps me frame the audience in love and wrap them in understanding and compassion.  
  • they’ll be more likely to accept your message
  • people in your audience get to determine whether your idea spreads or die
    • kmcastaneda
      kmcastaneda on 29 May 15
       
      This can feel daunting and intimidating!  Solution?  Speaking with conviction about a topic I'm passionate about and believe in as something to help the audience, for their highest good...this is the remedy for worry about whether or not the audience will love me and my work.  
  • Don't make every slide look the same (i.e., Title, Bullets; Title, Bullets)
  • As you plan your presentation, try to come up with arguments against your perspective.
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Brilliant!  This suggest to basically build in the alternate viewpoints while planning.  It sort of happens naturally while I prepare - playing my own devil's advocate.  I'll not trust that those thoughts are worth using to make myself more prepared, instead of dismissing them.  Love this.
    • amytlach
      amytlach on 01 Jun 15
       
      This is more common all the time with issues that people who are not involved in agriculture are not educated about as to how or why things are done to be productive.  Great to think about what potential is out there for opposition. 
  • alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
  • And then the audience gets bored. And people start checking their BlackBerrys
  • give the audience's eyes a rest every so often."
  • you'll come across as much more engaging as a speaker and effortless."
  • internalized the content
    • kmcastaneda
      kmcastaneda on 30 May 15
       
      Internalizing content is complementary to finding a way to emotionally connect and feel passionate about the topic in the first place!  These two concepts seem to feed each other.
  • temptation is to turn the lights off so that the slides look better
    • amytlach
      amytlach on 01 Jun 15
       
      This is a great point, but some photos need to have the room darkened some to be able to see.  I have played with brightness on a few photos and it seems to help with some. 
  • "They practice much more than the average presenter."
    • amytlach
      amytlach on 01 Jun 15
       
      What a great reminder!! Preparation makes everything better. 
meyerlaura

Articles: Preparation - 3 views

moodlesw.aeapdonline.org/...view.php

preparation

shared by meyerlaura on 08 Aug 14 - No Cached
  • the audience could always just read your book
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is an absolute downfall of my classroom presentations. I constructed introductory PowerPoints so my students wouldn't need to read the chapter's intro. but it was merely an abbreviated regurgitation of information. I had no "good" purpose in creating it.
  • it will be appreciated by the audience
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      If you're truly keeping your audience in mind, this should be more important than the data/message. 
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I agree, Chanda. We are presenting to an audience. They need to understand and appreciate the presentation or we have failed. The audience ALWAYS has to be the first forethough. (Redundant statement?) You can't give the same presention to middle school students as you would professionals or you have lost somewhere somehow.
  • When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?”
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is a great idea. I know I haven't done it. I've just shared the info. with my students rather than asking "so what". Why do they need to know this? If I don't know, they surely won't care, and my presentation is moot.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      If we don't ask "so what", why are we presenting the subject matter in the first place?
  • ...23 more annotations...
  • In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      I think of conference presentations of which I've been a part. We usually have so much info. to cover in our hour, we make it last about 40 minutes and allow 20 minutes for discussion. My fear is that going the other way, we'd have to cut out too much "necessity" and there wouldn't be enough questioning/discussion. Or is this just my egoistic thought that our info. is THAT important?
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      Mine have always been opposite of ideal, too - more time for presentation and less for discussion. However, when I think about it, it makes more sense to do 20-40. If presented well, there should be plenty of discussing to take place.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      10-20-40 is a great plan!
  • ten slides to explain your business,
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      As I think of recent conference presentations I've helped present, the 10 slide rule could apply (in a modified fashion to our content, of course). It would take some real paring down on our part to get to the nuts and bolts, but simplicity is a rule to follow not just idolize.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      10 slides max seems short to me. However, as we read and discussed, the majority of the information should be verbal. I have a tendancy to put too much on the slides and, therefore, usually get 20 or so produced. Ugh. In reality, too, I am doing more work than I need to - and time is valuable!
  • starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      I can relate to this...
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      To me, this only makes sense. I don't do a formal story board or anything, but I usually have an outline that I follow. I like the idea of the sticky notes, though, so you can move the content around without lots of crossing out and arrows! LOL I am going to try that.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      It sounds so basic to make a blueprint first, but for some reason, when making power points this does not occur to me. I love the sticky note idea!
  • core idea for every successful play he produced could be written as a simple sentence on the back of a business card
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      Whoa...heavy
  • think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      This is so hard for me...but I know it's important!
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      work on this
  • look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      ideas for story conflicts
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      kamishibai tips --> visual + story
  • think about the day of your presentation. What is the real purpose of your talk?
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      what is the purpose of your talk or presenation? Always keep it in mind.
  • becoming the best possible presenter for that particular audience
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Know your audience. Speak in terms they will understand.
  • spare your audience a “data dump.”
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't fill your slides and presentation with data!
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You don't have to give the audience everything. Keep it simple and keep them wanting more.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      I am realizing that "Simply making it" is not the same as "easily making it" or "quickly making it"
  • Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You must plan ahead or you will be wasting a lot of valuable time.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You really need to rehearse since you won't have everything in front of you. Know your material.
  • Ten is the optimal number of slides in a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a meeting
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't bore the audience with more than 10 slides!
  • Thirty-point font.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Use a minimum of a 30 point font for a good visual.
  • What does the audience expect
    • apresler
      apresler on 17 Aug 14
       
      Considering who the audience is and what they expect is key to preparing your presentation. 
  • you need to answer the basic “W questions.
    • apresler
      apresler on 17 Aug 14
       
      Ask and answer these questions before beginning your presentation will make sure you include the right information. 
  • Basic elements to include in your story: Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • apresler
      apresler on 17 Aug 14
       
      Basic storytelling elements
  • What made this CEO’s presentation so compelling and memorable was that it was, above all, authentic.
    • apresler
      apresler on 17 Aug 14
       
      Making your message authentic will also make it memorable for the audience. 
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • apresler
      apresler on 17 Aug 14
       
      10/20/30 - great way to remember limits of good presentations
  • Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated.
  • Start with the end in mind
  • pattyharris123 on 13 Aug 14
     
    30 point font minimum
  • nettiemarie on 20 Aug 14
     
    Communication is the transfer of emotion.
cherylfletcher

Articles: Preparation - 1 views

moodlesw.aeapdonline.org/...view.php

shared by cherylfletcher on 16 Jun 15 - No Cached
  • I usually do not even have to look at the whiteboard or legal pad when I am in PowerPoint, because the analog process alone gave a clear visual image of how I want the content to flow. I glance at my notes to remind me of what visuals I thought of using at certain points and then go to iStockphoto.com or to my own extensive library of high-quality stock images to find the perfect image.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I wonder how long it took him to reach the point in which he didn't have to refer back to them due to the planning analog?  Or does it come so naturally it happens the first time?
  • If you want your audience to remember your content, then find a way to make it more relevant and memorable by strengthening your core message with good, short, stories or examples.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      When I think about presentations that have stuck with me, I was able to empathize with that specific presenter because their content was told in this story format!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I would agree. Sometimes I think people when presenting may make it too hard on themselves trying to involve a story so that the audience can relate. It's got to be your story that is normal to your life. You don't have to make the Oscar's with your first presentation. Now after saying that, I still struggle doing this part sometimes. 
  • The best kamishibai presenters did not read the story, but instead kept their eyes on the audience and occasionally on the current card in the frame.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      Through the readings thus far, this is a common theme.  Know your content and share the story to make those connections with your audience.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Back to the preparation and knowing your content. I would categorize myself as one that dreads giving presentations but actually really enjoy it once a successful presentation has been given and the successful ones come back to preparation and knowledge.
  • ...32 more annotations...
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      I think that being mindful of this rule when planning will make a big difference in my presentations.  In another class I will be creating a Pecha Kucha presentation and that format also has a strict rule of 20 slides, 20 seconds each!
    • dahrens20
      dahrens20 on 19 Jun 15
       
      I've always taught in the classroom about avoiding too much text/info but setting a standard such as 10/20/30 where the font is 30 makes it more standard.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This sounds like an excellent approach, 10/20/30 Going to try this and see what kind of effect is has.
  • This exercise forces you to “sell” your message in 30-45 seconds
    • leahjmiller
      leahjmiller on 16 Jun 15
       
      It also makes you have a clear purpose/vison for the presentation.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      The elevator test has really stuck with me since reading about it in the first lesson. I like this and plan to use this in my classroom as well.
  • Keep it simple
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's so easy to say this to ourself and especially our students but as simple as it is to say it, ha, it's so hard sometimes to narrow things down in regards to presentations. The 3 things to remember will be a great aide for me to use.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My tech department usually says KISS. Keep it simple - stupid. We are referring to ourselves as stupid. Don't put too much into something - keep it simple for the audience.
  • caffeine
    • dahrens20
      dahrens20 on 19 Jun 15
       
      Coke please : )
  • Use visuals in an active way, not a decorative one.
    • dahrens20
      dahrens20 on 19 Jun 15
       
      It's been nice seeing all the visuals and pics and how they all can tell a story. It's really a simple process and a reminder that I need to include more into mine instead of the usual PPT clipart/objects/etc. Much more telling and relating to the audience.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I would agree with the first comment.  If and when I do put a picture on a powerpoint, often times I am looking for a picture that might match the content.  Really, the picture should embody the content.
    • pfineran
      pfineran on 23 Jun 15
       
      Knowing your audience well should seem intuitive to educators as we always think about the various learners in the classroom, but I know that as I have transitioned to working with adult learners, this is a bit more complicated!
    • pfineran
      pfineran on 23 Jun 15
       
      Wow! To pare it down to three main things would REALLY take some thought!
    • pfineran
      pfineran on 23 Jun 15
       
      I feel as though I have a long way to go to get to this point!
    • pfineran
      pfineran on 23 Jun 15
       
      I need to remember to have my audience somehow engage with the content or they won't be able to answer this question. Then I have wasted their time.
    • pfineran
      pfineran on 23 Jun 15
       
      Story telling is such a great way to grab and keep your audience's attention. People are more apt to listen when they can relate to what is being talked about. Stories are a great way to invite your audience to get involved.
    • berlandson
      berlandson on 27 Jun 15
       
      I especially enjoy when students share their stories!  I always tell them they have just made my next presentation better as I have a new story to add :) 
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Such an important point considering how often presentations are used to transfer simple bits of information.  We've all experienced innumerable meetings that transferred information better suited for a handout or quick email.
  • Great content is a necessary condition, but not a sufficient one
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      A great point here because we've spent so much time considering many of the surface aspects of presentations, but at its core has to be relevant and engaging content. Presentations that lack good content are like blockbuster movies that lack good writing: all style and no substance.
  • Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Being able to pass the elevator test is a must for good presentations, but I think the Belasco test is better for the early stages of preparation.  If you can't pare the essence of the presentation down to one sentence, then your initial purpose is too complex to convey to the audience. Such a simple step could save hours of time and effort in the long run.
  • Documentaries do not simply tell facts; rather, they engage us with the story
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      At least GOOD documentaries do this
  • while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.”
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      Even the best stats available don't alone make a good presentation.  I can totally relate to watching a presenter unveil his or her argument as I sit and try to take down that argument point by point.  Good stories can't really be argued, which is why they are more powerful than reason alone.
  • Make your presentation—visuals and narration—participatory.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      In my new role as a PD facilitator, this is something I need to grow in.  Easier said than done, but when the audience has a role in the presentation it is exponentially more effective in delivering its message.  I've sat through enough passive and mindless PD sessions that I owe it to my colleagues to at least encourage their participation.
  • I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well.
    • kluttenegger
      kluttenegger on 25 Jun 15
       
      I find this to be the most convincing part of the 10/20/30 rule.  Depending on the level of audience participation and how the presentation fits in with the rest of the lesson or activity, 20 min. won't always be feasible.  However, torturing the audience with countless bullets and tiny text should be avoided (And yes, I'm a hypocrite because I'm as guilty of this as anyone).
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them. 
  • I find the analog approach stimulates my creativity a bit more as I said. No software to get in my way and I can easily see how the flow will go.
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can see how a powerpoint would be prepared more successfully on pencil and paper rather than on a computer.  First of all, doing the presentation with a pencil and paper would offer fewer distractions (you wouldn't flip from window to window).  I also believe you would be able to be more creative without a program that already sets the background format up for you.  You would have a blank page to start with and could brainstorm the design of your slides.
  • EXERCISE If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • gsmutz
      gsmutz on 27 Jun 15
       
      I like this idea.  Think of the three most important points of your presentation, and make sure you emphasize them.
    • berlandson
      berlandson on 27 Jun 15
       
      I agree, excellent idea.  Trying to decide if it would be three ideas per day or per unit?  I think I could start with three "big ideas" per day.  Good challenge!
  • 9. The art of story telling
  • 9. The art of story telling
  • 9. The art of story telling
    • gsmutz
      gsmutz on 27 Jun 15
       
      I can think of some of the best presentations I have been to and they all have storytelling involved.  Many might be about former students or teaching experiences.  Some might be jokes or inspirational stories, but they all have stories.  This is definitely something I want to work on!
  • In your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • gsmutz
      gsmutz on 27 Jun 15
       
      This seems like a great way to tell a story and attainable for any content area.  In math, I could connect our current content to previous content with a story.  I could talk about problems that my students in the past have had with the current lesson and how they overcame it.  I feel like this could be a starting point to a story, if you don't have one.
  • 10/20/30 Rule of PowerPoint
  • Who is the audience?
    • berlandson
      berlandson on 27 Jun 15
       
      I think in class it is important to get to know your students.  Building the relationship with the students and understanding their background definitely helps the teacher to design a lesson/presentation that will reach the students.
  • The best presenters illustrate their points with the use of stories, most often personal ones.
    • berlandson
      berlandson on 27 Jun 15
       
      It is often hard for students to give an interesting presentation and I think it is because many of them lack the "history" to have stories to share.  I co-coach our Academic Decathlon team and as they work on their prepared speeches we often tell them the best speeches are tied to "real life" not a researched topic.  Now I know why....they have stories to share!
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us. Based on our research, knowledge, and experience, we can tell it from our gut. Internalize your story, but do not memorize it line by line. You can’t fake it.
    • berlandson
      berlandson on 27 Jun 15
       
      I think this is what makes good teachers!  When the teacher teaches what they love, they just naturally have stories; they do not have to read from a slide as they are telling about something they really know, love and want to share!
  • What is the purpose of the event?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      My presentation will be to the younger students and their parents about our 1 to 1. The students want to get the info quickly and get their new chromebook. The parents want this over so they can go home!
  • A data dump — all too common unfortunately — is when a presenter crams too much information into the talk without making the effort to make the information or data applicable to the members of the audience. A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Did a data dump the last time I presented. Had so much information in too short a time. Learning to be a better presentor.
  • Really ask yourself the tough questions throughout the planning process. For example, is your point relevant?
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      So What? I never really thought about that before. I definitely do not put myselves in their shoes enough to say - what is the point of all of this. Need to follow this!
  • Good stories have interesting, clear beginnings; provocative, engaging content in the middle; and a clear conclusion.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Sounds like my English teacher. Introduction, middle and conclusion. Guess I had forgotten about that.
david moeller

Articles: Delivery - 2 views

moodlesw.aeapdonline.org/...view.php

shared by david moeller on 18 Jul 14 - No Cached
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is very true and I have experienced the value of finishing early both as a presenter and as a participamt
    • tjbudd
      tjbudd on 22 Jul 14
       
      True, but in a class setting we shouldn't end class early to accomplish this. Planning other activities to enhance an early end is a good idea.
    • we4nails
      we4nails on 28 Jul 14
       
      I think we have been taught that keeping students busy bell to bell is important and that often we try to do that by being in front directly instructing the whole time. Finishing a little early with an enrichment opportunity - or time for them to dig into the other 20% would be a GREAT idea for in the classroom!
  • press the “B” key while your PowerPoint or Keynote
    • mnollsch
      mnollsch on 18 Jul 14
       
      I can't believe I didn't know this!!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      This article is a bit dated, so you will need to double check it is true in the current version. I've got a button on my remote that does the same thing, so I'm not much help in this.
    • tjbudd
      tjbudd on 22 Jul 14
       
      I use a remote too. Didn't know that worked, will have to check it out.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Great tip.  I will be checking this out.  
    • we4nails
      we4nails on 28 Jul 14
       
      I usually just mute the screen, same effect and works from the remote.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I had no idea....
    • mnollsch
      mnollsch on 18 Jul 14
       
      I don't seem to have many problems with logical resistance when teaching. However, emotional resistance often comes up with college students when I present information that challenges a belief they have about parenting, guidance or something they experienced growing up.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I have occasionally run into resistance with my staff members. Unfortunately, it was a divided staff anyway, and I think some of the resistance came from just being bull-headed toward others. I have felt my presentation was adequate, but would actually see some staff members look around before making any comments. It was a tough group of staff members to work with!
  • ...51 more annotations...
  • Acknowledge any sacrifices they’re making,
    • mnollsch
      mnollsch on 18 Jul 14
       
      Students are often overwhelmed by the work load when they get to college.  It's important for me to remember to acknowledge that they are overwhelmed and give them survival tips!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Good point! Acknowledgement goes a long way towards your end goal of persuasion.
  • break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides,"
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is a very helpful strategy. Or I build in a pair and share, small group activity, an opportunity to use materials, etc
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      The pair/share is my staple... when planning, if I can't think of something more profound to put in there, I will put in a rhetorical question and do a pair/share. It does do wonders for keeping the audience engaged.
  • Practice 10 hours for every one hour
    • mnollsch
      mnollsch on 18 Jul 14
       
      Well, maybe for a presentation at a conference.  This isn't even practical for daily work in the classroom with the teaching load and preps I have!  
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Agree, that might be great if you only give a few different presentations, but I have daily hour long lectures to present just to get all the content in before the AP exam.  I would never sleep!!
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      This seems like a lot! 
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I had to give so many presentations as a principal. It would have been impossible to spend 10 hours for each hour! I know I did early on when I first started my presentation career, but certainly not as it go going!
  • However, he says most presenters will spend 99 percent of their time preparing the content and
  • Start strong
    • kbelland21
      kbelland21 on 21 Jul 14
       
      This is very true! The presenter will keep the audiences attention if they start the first 2-3 minutes strong.
  • come up with arguments against your perspective
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Great idea! This will help you be better prepared when they come up.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I agree it helps to be prepared. With my divided staff, I always tried to play devil's advocate with myself to prepare myself for the inevitable. Sometimes, I won my "argument". Sometimes not, but I always tried to be prepared with facts.
  • "Try to find some way to break up the presentation into manageable chunks of time,"
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Engage your audience in a hands on activity if possible during your presentation. Keep them active and engaged.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      Good suggestions for breaking up the time.  My presentations are always long, I need various activities for keeping the students active.  
  • give the audience's eyes a rest every so often
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Interesting thought. Images that are very busy can take time for the audience to digest, give time for them to comprehend the images and the presentation.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I like the thought of just blacking out the slide show every once in a while using the B. It gives the audience a short time to digest and yet continue with the presentation.
  • deliver your presentation and watch yourself
    • kbelland21
      kbelland21 on 21 Jul 14
       
      Great tip! You will learn a lot from watching yourself present.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      I did this last year when working on my National Board Certification.  It was very eye opening, I noticed everything odd that I did (speech, questions, movements).  
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I found this to be the most helpful strategy during my student teaching as well! 
    • we4nails
      we4nails on 28 Jul 14
       
      This is something I do a lot as a conductor, but haven't used it in presentations as much as conducting - what a good tip!
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      I love doing this! I always videoed my student teachers and when I started giving staff presenations, I always had someone tape it for my own review. It's amazing what you notice that you didn't realize took place!
  • passionate about your topic and let that enthusiasm come out
    • tjbudd
      tjbudd on 22 Jul 14
       
      I've been telling my business students this for several years. If you can find something you are interested in, your enthusiasm toward that product or service is evident. I guess it makes sense that it would translate into the things we speak about.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      yes, do what you love and love what you do. It matters.
  • individuals rather than scanning the group
    • tjbudd
      tjbudd on 22 Jul 14
       
      I like this technique. I think it helps create a bond with the group if you make eye contact and hold it for a few seconds before moving on. Scanning without holding eye contact seems awkward to me and insincere.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      Scanning the group seems so unnatural to me. I DO make eye contact with different audience members. Granted, I scan to find that individual but it is not a robotic look around and I do settle on someone.
  • Make sure your text and graphics are large enough to be seen on the small the screen
    • tjbudd
      tjbudd on 22 Jul 14
       
      We use dual 42 inch displays in our training rooms. They work very well for freedom of content. Blacks and whites are all reproduced well but text size is critical. The monitors almost force better slide design by becoming illegible when too much text is placed on the slide.
  • standard template in PowerPoint? Title and bullets
    • tjbudd
      tjbudd on 22 Jul 14
       
      I think they're the norm just because they speed up the preparation side; not because they increase engagement or comprehension.
    • we4nails
      we4nails on 28 Jul 14
       
      Some business places require this, I know that my sister who has shadowed me in this venture is forced to follow that outline and she hates it. It is also the format that original note taking strategies were taught decades ago, and we just can't seem to move past it despite all of the evidence that it doesn't work.
  • Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes. "When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience
    • tjbudd
      tjbudd on 22 Jul 14
       
      I think this is an easy trap to fall into. If we've got a screen full of bullets and text, when we get a bit nervous, we resort to reading.
    • pattyharris123
      pattyharris123 on 11 Aug 14
       
      No doubt everyone in the room can read the slides themselves! This is one of my biggest pet peeves when being an audience member so I am very conscious of it.
  • everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing
    • tjbudd
      tjbudd on 22 Jul 14
       
      So true, I've seen the atmosphere in the classroom change on a day I wear something more casual. On the same note, I think students seem to respect our opinions more when we are more formal. I tend to start a new semester with more formal clothing, then back off to make them feel more comfortable in sharing their opinions once I've earned their respect.
  • The first 2-3 minutes of the presentation are the most important.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      I find this true in my classroom on a daily basis. The opener for the lesson is most important for getting the students attention.
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I was going to say the same thing! This reminds me of the anticipatory set of a lesson plan. 
  • thank them for their input.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      Thank yous validate the speaker. They also give you time to ask them to clarify if your not sure of their point. 
  • remember that the people in your audience get to determine whether your idea spreads or dies.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      This is so true. It is the presenters challenge to get the audience to accept and support your idea.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      For me, this means "selling" my class.  I need the students to be engaged and excited about the material so they convince others to take my classes.  
  • you want to read from them,
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      It's like seeing the headlights of an oncoming car,if you look at it too long you will drive right into it. 
  • "Only about 7 percent of the actual words or content is important.
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      If the presentation is good enough mush of the body language etc is not noticed. I think of listening to Temple Grandin. I was a bit distracted at times, but I was also applauding a lot. 
  • If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      So really-make the effort to look at what you are asking them to do. Teachers are sometimes guilty of asking students to do something the wouldn't or couldn't do. 
    • we4nails
      we4nails on 28 Jul 14
       
      I couldn't agree more! I feel like this is so important to remember, and that the more we DEMONSTRATE in a classroom, the more validity there is in what we ask them to do. They need to see us in action too.
  • Move away from the podium
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      I will be doing more of this.  I have been too dependent on the speaker note function of PPT.  
  • Keep the lights on
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      As technology in the classroom advances, this will be even easier to do.  Presentations done on a large screen TV versus a projector will make all the difference.  
  • esistance doesn’t have to be a bad thing.
    • Kristina Dvorak
      Kristina Dvorak on 24 Jul 14
       
      This is a good reminder.  
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
  • Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      This would be a good time for a hands-on activity or an activity that involved the audience to move around. 
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have noticed that the most resilient of students are engaged during video clips. If used appropriately and strongly, they can be powerful motivators to vest students in the information being given to them.
  • In reality, though, you’re not the star of the show. The audience is. It’s in their power to embrace — or reject — your ideas.
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      Interesting viewpoint! 
  • Most people listening to presentations tend to tune out after about 10 minutes,
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      I have heard teachers are the worst listeners so I can only imagine what the timeframe would be for professional development! 
  • They glance at a slide just for a second to prompt them for the next piece of information," Gallo says. "And then they turn and deliver to audience. They know what's on the slide because they have practiced."
    • jessicawoods8
      jessicawoods8 on 24 Jul 14
       
      A presentation where the presenter really knows their material are the most engaging.
  • Humans have short attention spans when it comes to passively sitting and listening to a speaker.
    • joyisuful
      joyisuful on 25 Jul 14
       
      This is true.  It makes me think of sermons in church- my attention span is often short and my mind wanders easily when the minister says something that makes me think of something else.  I find that when the presenter (or minister) holds my attention best when they keep it short and don't repeat themselves.  I also find humor to bring my attention back if I do get distracted.
  • Get closer to your audience by moving away from or in front of the podium.
    • joyisuful
      joyisuful on 25 Jul 14
       
      Getting close to the audience really helps make it feel like a conversation.  
  • But it is all for naught if you do not have a deep, heartfelt belief in your topic.
    • joyisuful
      joyisuful on 25 Jul 14
       
      I think this is very true but sometimes we have to make presentations where we don't really have a passion.  For instance, if I were a principal, I might have to present something on safety or some sort of new law or requirement.  I may not have a passion for this but can probably still make it more interesting than it really is if I work at it.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • joyisuful
      joyisuful on 25 Jul 14
       
      The kids in my class always ask me to turn the lights off when we do anything with a projector.  I think it might be because I have a gigantic window in my classroom that lets in a lot of light.  I usually don't give in and will remember this now and keep the lights on.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have the same problem. It is almost always a problem to see if we leave the lights on. I like the idea of creating ambiance though. I have invested in some floor lamps to use this year. I guess we will see how well that works? I am second guessing them now with this information.
  • Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance.
    • joyisuful
      joyisuful on 25 Jul 14
       
      I try to do this but sometimes people still come up with something I never expected.
  • You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
    • joyisuful
      joyisuful on 25 Jul 14
       
      This is so true but also hard to anticipate everything the audience will be thinking.
  • Above all, Gallo says, remember that the most engaging speakers have a simple secret weapon: "They practice much more than the average presenter."
    • joyisuful
      joyisuful on 25 Jul 14
       
      As with anything, the more practice the better!!!
  • let your passion for your topic come out for all to see.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      I have noticed in teaching this very same thing. The difference between engaging students or distancing them from the content is how passionate the teacher is about the information and about teaching it. Passion is key for engagement with students.
  • In conclusion….
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      This is so true! This happens all the time at our church. I love my pastor dearly and wouldn't trade her for the world, but she has a bad habit of saying "in conclusion" about 5 times before actually closing. I do notice these are the times I am most alert during the sermon. Naturally, an audience can only hold focus for so long before drifting. I want to try to get my students to my "in conclusion" before they lose their main focus.
  • you’ll sharpen your presentation and stand a much better chance of winning your audience over.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      This is so true! When we prepare for opposing viewpoints, we not only have a chance of winning over more of the audience but we also learn our content better. I know that I always seem to learn the most when I am forced to teach it to someone else!
  • Hitting raw nerves will set people off.
    • fshellabarger
      fshellabarger on 26 Jul 14
       
      It is so important to remember to be mindful and cautious when we are talking about possibly offending anyone in our audience. If we are not careful, we could lose all credibility as a speaker from being careless with diverse beliefs in the audience.
  • wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity
    • we4nails
      we4nails on 28 Jul 14
       
      I think this really applies to the FIRST DAY of class. As I prepare for upcoming lessons and new faces, I am reminded how important this really is in the first days of school. I hope to possibly have a new "get to know you" presentation idea from this class for those first few days!
  • and show that you’re shouldering some of the burden yourself.
    • we4nails
      we4nails on 28 Jul 14
       
      I think that as teachers we are sometimes really bad at showing kids the amount of work we put in. There is a difference between complaining and being transparent. When my students realize that I spend two hours outside of their extra rehearsals working for them, they work harder for me. It is important to go about this by not acting burdened but by demonstrating that you believe in the work so you are willing to carry the weight - they are more likely to feel the same way too.
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • we4nails
      we4nails on 28 Jul 14
       
      This is REALLY true and as a musician, is a great connection I can make for my students to the level of rehearsal we put in for a concert. If they can see that this type of rehearsal is important in the business world too, it may help them to find it more relevant to practice. The problem is, I don't know many people willing to put in this kind of time!
  • "Look at some of the great speeches over our history, John F. Kennedy's or Barack Obama's speeches, and they're able to galvanize the nation in speeches that last under 20 minutes," Gallo says. "So do you really need to two hours to get your point across?"
    • we4nails
      we4nails on 28 Jul 14
       
      I love this quote!
  • o advance your slides and builds, use a small, handheld remote
    • david moeller
      david moeller on 28 Jul 14
       
      I'm actually going to purchase one right now!
  • and it’ll help you develop a deeper understanding of the topic and a more nuanced point of view.
    • david moeller
      david moeller on 28 Jul 14
       
      I generally appreciate when skeptical audience members challenge the topic I'm discussing for exactly this reason. It gives me a deeper understanding of what I'm trying to explain...
  • Fail to Rehearse
    • david moeller
      david moeller on 28 Jul 14
       
      True. Just like in practice for sports, if we don't do a live run, the presentation most likely won't go the way we want. And in doing this we prepare ourselves for the unexpected. 
  • "They don't just wing it."
    • david moeller
      david moeller on 28 Jul 14
       
      And if we want to sell what we are presenting we need to rehearse. I'm on my 4th round of my current presentation that I will share...
  • Grab your digital video recorder
    • david moeller
      david moeller on 28 Jul 14
       
      We've purchased Camtasia, which allows for screen and video recording at the same time...
aneppl

Articles: Preparation - 0 views

moodlesw.aeapdonline.org/...view.php

shared by aneppl on 13 Feb 15 - No Cached
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • stac34
      stac34 on 13 Feb 15
       
      I think this is a great question to ask yourself when planning a presenation. To make it purposeful, you want to think about what others will gain from the presentation.
    • jsoland
      jsoland on 16 Feb 15
       
      I love this as well. I think it will really help me to focus on what truly is important and help me to limit all the other content that I may have thought was needed, but would just take away from the presentation.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is a very good way to think about your presentation. This will help us make sure it is not too long.
  • he analog approach (paper or whiteboard) to sketch out my ideas and create a rough storyboard really helps solidify and simplify my message in my own head.
    • stac34
      stac34 on 13 Feb 15
       
      I like the idea of this, but realistically so much of what i do is digital, I plan so much on Google Docs so I can access my thoughts from any of my devices. Maybe I should try going analog to see if mind mapping like that is beneficial for me.
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us.
    • stac34
      stac34 on 13 Feb 15
       
      Yes. This. I have sat through presenatations where others are just sharing information and I have presented when I have been assigned a slide or two to present. I have received excellent feedback when I have been able to present about a topic that I am passionate about and connected to. When I can share why it is important to me the message is so much easier to get across. I'm trying to think about how traditional required PD can be reformatted to include more story telling.
  • ...44 more annotations...
  • en is the optimal number of slides in
    • stac34
      stac34 on 13 Feb 15
       
      I kinda shudder when I think about how many presentations I have given that are 30, 40 even 50 slides long (in a day long class) and how overwhelmed people must be. I like that it lays out what the ten topics are, but I would be interested to know what this would look like with education topics.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I agree that it would be very interesting to see what this list would be in education topics. I wonder if you would need a broader scope too because of the different audiences. I also wonder about our students and how they are handling even 10 slides perhaps 8 times a day depending on their workload! 
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This is a good point. We consider just our audience for our presentation, but what if they are absorbing presentations all day long?
    • brendahack
      brendahack on 17 Feb 15
       
      When I wrote the list of 10 down, I wondered what the translation from business model to education might look like. Anyone give it a shot?
  • meeting
  • a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a
  • Documentaries do not simply tell facts; rather, they engage us with the story of war, scientific discovery, a dramatic sea rescue, climate change, and so on
    • stac34
      stac34 on 13 Feb 15
       
      This is good to realize that it can be a heavy subject or a non fiction topic and still be covered through the format of storytelling. If our brains naturally gravitate towards stories, then the audience is automatically at a higher level of engagement.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • jsoland
      jsoland on 16 Feb 15
       
      I am guilty of this. In previous articles, it also highlighted the importance of restraint in information, but I struggle to identify what is and isn't important to someone else.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      Me too. It is hard to say "this is important, but not something I need to tell them."
  • No software to get in my way and I can easily see how the flow will go. I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph in this section and so on.
    • jsoland
      jsoland on 16 Feb 15
       
      This resonates with me because I have always found myself scrambling to find images in the past to fit a slide without really purposely planning what the image should be. My focus was the reverse of what it should have been. I should be focusing on what image to use to illustrate the content.
  • “Statistics are used to tell lies...while accounting reports are often BS in a ball gown.”
    • jsoland
      jsoland on 16 Feb 15
       
      I find this quote funny as we used to joke all the time in graduate school that you could make stats say anything you wanted. I think people look at numbers and just take them to be the truth without realizing that number can be manipulated as well.
  • Use visuals in an active way, not a decorative one.
    • jsoland
      jsoland on 16 Feb 15
       
      This is a theme that I'm seeing throughout the course and probably one of my biggest take aways as I have always thought of visuals as a compliment to the text on the screen rather than being the primary focus.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This takes practice. I'm better at this, but even when I pick really stunning visuals and use them full-slide like we'll look at in our next section, that doesn't mean that they reinforce the message I'm trying to send.
  • You should give your ten slides in twenty minutes.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I need to try to remember this in my next presentation. Sometimes I have so much to say, i need to make sure I cut down the information.
  • The best presenters illustrate their points with the use of stories, most often personal ones
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I thought i was interesting reading that you should include your personal life, like you kids and family. All within ten slides! Yikes!
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      True, but I wouldn't make slides for my personal anecdotes. They would simply weave into the overall story that I'm making with my presentation.
    • brendahack
      brendahack on 17 Feb 15
       
      I was surprised by the inclusion of persoanl life, but it does create a connection with your audience.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes, again, like writing compositions, personal anecdotes are a great way to support claims.
  • A good story is not the beginning-to-end tale of how results meet expectations
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      We must remember to add SUSPENSE! :)
  • Visuals should be big, bold, clear, and easy to see.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      The articles stated that less is more. Ten slides, twenty minutes, and thirty point font.
  • I suggest you start your planning in “analog mode.”
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I liked the idea of using post-its before you start building your presentation. This helps to simplfy and organize your ideas.
  • Thirty-point font.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      This is hard in a classroom. Especially if the powerpoint is being used to give concepts or information. I completely understand the concept from a true presentation standpoint, but I wonder about what it looks like as an educational tool for students.
  • The brain cares about story.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I have found that this also works when you are trying to explain a concept to a struggling student. If you can give them a story they can understand (be it true or not) the brain can catch on to it faster and make sense of the concept. Truly powerful!
  • do not simply tell facts;
  • “tell the story” o
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      My department has added in a unit on documentary and bias to get to this very point. The idea is that they are telling the story they want to tell. They have little-to-no obligation to tell us the truth. Stories are used to make us think and decided what we think is right or wrong. They are a conversation starter, not a conclusion. Thus, if we were to end out presentation with a story, we perhaps would begin the conversation for them to have after the presentation is over. It could be very powerful. 
  • “data dump.” A data dump — all too common unfortunately
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I wonder if this is why the presentations in the educational world struggle so much. For the most part, they are used to give information or data. Then the discussion comes based off of that. I sat through 3 presentations today that did just that. I find myself struggling with the two concepts of zen and content. What is the balance that is truly needed?
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      The weird thing is, we don't teach like that in our classes, do we? I mean, yeah, we all know of that boring lecturer, but that's more of a college professor thing than a common high school teacher thing. You would think education presentations would be more "fluffy touchy feely" without any tangible data/information than the other way around, but you'd be wrong.
  • Introduce the problem you have (or did have) and how you will solve it (or did solve it). Give examples that are meaningful and relevant to your audience. Remember, story is sequential: “This happened, and then this happened, and therefore this happened, and so on.” Take people on a journey that introduces conflict and then resolves that conflict. If you can do this, you will be miles ahead of most presenters who simply recall talking points and broadcast lists of information
    • brendahack
      brendahack on 17 Feb 15
       
      If I can get to this point, I will feel successful. I have been reflecting on the presentation that I am working on, and realized when I am teaching students I have done this, but not intentionally. I plan to use a personal story that demonstrates the power of the information I will be presenting. What I am finding challenging is selecting the "right" image to show the emotion I want to invoke. Since this is content that I am very familar with, I am not concerned about bullets, or list of info, but I feel the challenge of getting it all flowing.
  • I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • brendahack
      brendahack on 17 Feb 15
       
      So much power in so few words! Pass the elevator test? yep. 10 slides, a bit scary, but do-able, 20 minutes about what I can expect from students, but when presenting to peers, it is generally much more. However that can be broken up with activities and group work, individual work and check for understanding, in addition to just the power point. I like that font syle and size are being addressed. I play around with that too much, not sure if I have it right, so now I have a tool to guide me. Thanks.
    • aneppl
      aneppl on 22 Feb 15
       
      This makes me think about the importance of a "mini-lesson" in whole group. The term mini-lesson for some has not aligned for the length of their lesson. 10-20 minutes for a whole group lesson on inferencing should be the target
  • Force yourself to use no font smaller than thirty points. I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well. If “thirty points,” is too dogmatic, the I offer you an algorithm: find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • brendahack
      brendahack on 17 Feb 15
       
      I love it! I am going to play this game in class, how old are you, wait a minute, slides adjusted to "correct" font. Seriously, in adult education this is a big issue. No one wants to admit that they can't read the slides because the font is too small. Ego?
    • candace berkley
      candace berkley on 19 Feb 15
       
      This reminds me of learning targets: What do we want students to know/do? How will we get them there? How will we know when they get there? (This is the second time I have tried to post this comment. The first one was much better composed! Learning curve...)
  • if your presentation is not based on solid content, you can not succeed.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Occasionally, I need to remind myself of the purpose for using technology in my classroom: To enhance student learning, not to entertain students (or myself) or just simply to accomplish a task in a different way. I would like to use technology to push kids to a higher level of learning.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I don't know why I never considered pre-writing and making a rough draft for a presentation. When I write anything else, I always follow an "analog mode," but with presentations I just jump right in.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I tell my AP Composition students that when they write, they should always be able to answer the big "So what?" Why is this issue serious? Why should it be taken seriously? What makes it relevant? I am now seeing that composing a presentation is not so different from a rhetorical composition. Interesting.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than a slide that is out of place, a visual that pops up at the wrong moment, or when what you are saying is totally incongruous to what is on the slide. Practice in front of your family, colleagues, friends and have them give a little input to help the presentation go smoothly.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than being surprised when a slide is out of sequence, the wrong visual appears, or what you are talking about is incongruous to what the slide shows. Practice with your family at home, your dog, imaginary audience.
  • “people are not inspired to act on reason alone.”
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes: logos, ethos, pathos.
  • ven R2D2 and C3PO are engaging characters, in large part because of their strikingly different personalities.
  • n your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Something very basic (and simple!) to remember when it is time to work on the presentation. I like these kinds of very clear statements as I can visualize what the examples might look like in a presentation.
  • Make your presentation—visuals and narration—participatory.
    • candace berkley
      candace berkley on 20 Feb 15
       
      This entire section was really interesting. I never thought of a presentation as a kind of narrative performance, story telling. And participatory. Very cool to think of presentations using these ideas. I also like the conciseness of these 5 points.
  • ou believe in y
    • candace berkley
      candace berkley on 20 Feb 15
       
      Authenticity is vital to establish a connection with the audience.
  • t reads ahead of you because it can read faster than you can speak. The result is that you and the audience are out of synch.
    • candace berkley
      candace berkley on 20 Feb 15
       
      So true. Students will quickly read what is put before them and not pay attention to anything else that is happening, and then they wait for the next thing to read
  • (or from a scheduled one hour to 30 minutes)
    • aneppl
      aneppl on 22 Feb 15
       
      On Monday we had a professional development day. We had over planned for content, but when we scrambled (in front of our staff) on what to cut out so we could still send the teachers off to lunch when we promised we unintentionally cut out the section titled "the importance of a wrap-up or closure" within their literacy workshop model. In other words we actually practiced the opposite of what one of our most important points was to be for the presentation....ugh!
  • examples to support your major points
    • aneppl
      aneppl on 22 Feb 15
       
      I have often told stories, sometimes personal and sometimes passionate. What I often miss is making the link or connection to our focus. I need to be more purposeful with making that connection.
  • “and the key to their hearts is story.”
    • aneppl
      aneppl on 22 Feb 15
       
      This year this has been more challenging as I am with an entirely new staff that has come together in new building. In my previous position, my stories or sharing of personal challenges lead to a level of trust with staff. They were used to my personal approach, and I get the feeling the new staff I work with are not used to the principal showing emotion, sharing personal information or challenges.
  • Allow graphic elements to fill the frame and bleed off the edges.
    • aneppl
      aneppl on 22 Feb 15
       
      I just did this on a slide for a presentation on Monday. Instead of the graphic/picture just being to the right of the text, I made the picture the entire background an ended up with just a few words.
  • What is the purpose of the event?
    • aneppl
      aneppl on 22 Feb 15
       
      So critical - I truly believe teachers need to know the purpose and how the learning or new information will impact them or their students. For me, the purpose is almost related to improved student learning - making the clear connection is the challenge...
  • legal pad and pen
emoses

Articles: Delivery - 3 views

moodlesw.aeapdonline.org/...view.php

shared by emoses on 22 Sep 15 - No Cached
  • be passionate
    • scott fillner
      scott fillner on 22 Sep 15
       
      being authentically passionate about something draws your audience in, or allows them to counter you.  Either way you ellicit emotion, you engage others.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I agree. My personal experience attests to this tip. I know when I'm passionate about my topic, it's far easier to engage my audience, then when I'm not enthusiastic about it. In terms of teaching, this often means for me switching things up. If I have taught a lesson too many times, I get bored with it, and then it's difficult to engage students. When I'm at that point, it's time to change things.
    • emoses
      emoses on 28 Sep 15
       
      Passion is actually a forte of mine, but when it comes to some of my material, my audience can definitely see I'm not into it. But then, why should they be? If I can incorporate some sort of passion into the presentation, it would really help in the long run. The students might want to know what gets the teach so excited about this material? Passion and humor are two ways to go about this.
  • passively sitting
    • scott fillner
      scott fillner on 22 Sep 15
       
      Planning for how to engage your audience will not only hold their attention longer, but it will also help to scaffold learning so that it may transfer for them.
  • Resistance doesn’t have to be a bad thing
    • scott fillner
      scott fillner on 22 Sep 15
       
      So true. Resistance can be a seeking to understand thing as well. As a presenter it is important to "Step outside" your facilitation so that you can read your audience and engage them.
  • ...18 more annotations...
  • Anticipating resistance
    • scott fillner
      scott fillner on 22 Sep 15
       
      I believe the bulk of anticipating comes in the planning of the facilitation of your presentation.  Feedback from others will aid in thinking through this as well and anticipating any blindspots.
  • Ignore Your Body Language and Vocal Delivery
    • scott fillner
      scott fillner on 22 Sep 15
       
      THis really takes rehearsal and practice.  You need to have the ability to "step outside" your facilitation.  This is where everything slows down and you are not solely focusing on your content.  You are able to focus on body language of your audience and yourself.  You are able to guage if your interactions are welcoming or defensive.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      yes! and smile!!
  • The first 2-3 minutes of the presentation are the most important.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I have found this to be true as well. As a teacher, I think the first day is often the most important to set the tone. Having a great lesson planned for the first day is key to capturing your audience right away.
    • carolborchard
      carolborchard on 26 Sep 15
       
      I agree that those first few minutes make or break an interaction, whether speaker to a group or one-on-one. Hook them before they check out.
  • press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I didn't know about this function. Great tip!
    • micintosh
      micintosh on 26 Sep 15
       
      I have worked in the educational technology area for 20 years and have never heard nor seen this feature before.  I will definitely use this in the future.
    • emoses
      emoses on 28 Sep 15
       
      This is a really cool idea! I mentioned earlier that it would be nice to have the students take their minds off of the projector screen, and this is a great way to do that! It would be a great function in storytelling!
  • Always remember that the people in your audience get to determine whether your idea spreads or dies.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I teach a course called Business Communication, and we spend a lot of time talking about persuasive messages and how to overcome audience objections and remove obstacles that stand in the way of the audience taking action or changing belief based on the intent of the message. The concepts in this article are all very relevant to that!
  • "They practice much more than the average presenter."
    • alberhasky
      alberhasky on 24 Sep 15
       
      The proverbial addage: practice makes perfect. I agree here!
    • micintosh
      micintosh on 26 Sep 15
       
      This is very true.  I know Steve Jobs ran into a few snags with WiFi but continued on with little disturbance because he knew his slides in and out.  He just jumped to a part of his presentation that had pictures instead.
  • Most people listening to presentations tend to tune out after about 10 minutes, Gallo says, based on expert opinion and research in cognitive functions. So keep the presentation to less than 20 minutes.
    • alberhasky
      alberhasky on 24 Sep 15
       
      Excellent point to keep in mind. Anecdotally I find this to be true as well. I try to keep lectures at 20 minutes or less, but sometimes that's difficult.
    • carolborchard
      carolborchard on 27 Sep 15
       
      If the audience starts to tune out after 10 minutes I need to state my most important points during that time. Use the last 10 to reinforce how and why they are important to remember maybe?
  • Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience.
    • alberhasky
      alberhasky on 24 Sep 15
       
      I love this point. I've been concerned about cutting all the text off my slides. I think a lecture in a classroom is a different context than a presentation. And although I think most of the concepts for presenting still apply, I think sometimes bullet-points and text are good things. Over-used? Yes, but this tip seems very practical for me. Break-up the text slides with some slides that are only visual and get the audience talking. Ideally, at least every 10 minutes, according to tip #1.
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      I've seen this, nobody wants to hear a person's background from them, we want to hear what you have to show us
  • Be confident.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Even when we doubt for a minute, if we convince ourselves we can, we'll transmit this to our audience
  • Or ask a colleague for a reality check before you present to other managers in her group.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      It is important to know who we are talking to and their background so we can sympathize with them. That way, also people will follow our presentation and listen to us
  • At every 10 minutes or so, try to reengage the audience with something different
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Good way to give the audience a break for later regain their attention.
    • carolborchard
      carolborchard on 27 Sep 15
       
      I really like that idea! I've never thought of it before but it makes perfect sense!
    • emoses
      emoses on 28 Sep 15
       
      This is a great tip! It's easy to just get into a rut when presenting information, especially if there's a lot of it and you're on a time crunch! I like to have my students get up and stretch if it's taking too long. It's something different, and perhaps it can awaken something in them to be more engaged. 
  • you'll come across as much more engaging as a speaker and effortless.
    • francysmaureen
      francysmaureen on 25 Sep 15
       
      Practice makes perfect, like anything we do. Presentations are not the exception
  • Get closer to your audience by moving away from or in front of the podium.
    • carolborchard
      carolborchard on 26 Sep 15
       
      I appreciate the speaker who moves to the side or front of the podium. However I do not like it when a speaker moves all over the room. My neck and back get tired twisting around to watch while I listen.
  • will allow you to move away from the podium
    • micintosh
      micintosh on 26 Sep 15
       
      This will help with one of the items I am working on with my presentations which is to have more of a conversation than a lecture.
  • connect your computer to a large TV (via the s-video line-in
    • micintosh
      micintosh on 26 Sep 15
       
      This shows how quickly technology can change.  The school provided laptop I use doesn't have an old analog s-video port.  Most computers today have an HDMI port that will carry audio and video in one cable that will connect to most projectors and flat screen TVs.
  • When you read from your notes or from slides," he says, "that completely breaks the connection you have with audience."
    • micintosh
      micintosh on 26 Sep 15
       
      When presenters read from their slides I tune out every single time.  I try to never do this in my presentations.
    • carolborchard
      carolborchard on 27 Sep 15
       
      It tends to break the flow even if the presenter doesn't turn around but looks up to read from a screen on a wall high and behind the audience. I noticed this week that a screen was placed at eye-level in the audience so the speaker and singers appeared to just be looking into the eyes of the audience. It really helped with the flow of the event!
    • emoses
      emoses on 28 Sep 15
       
      I am very guilty of this way of presenting. It's ironic, too, because I don't like when I'm sitting in this kind of presentation, so why would I make my audience suffer? But I also like to make sure they have all the pertinent information. However, sometimes it's a little too much, especially if they're taking it down once and I'm not holding them accountable for the information later on.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • emoses
      emoses on 28 Sep 15
       
      This would be a great practice to get into, just to see what the audience sees. Perhaps there's something I'm always doing, or not moving around enough, or not projecting my voice enough. Perhaps I need more eye contact with the group. You can always learn something about your teaching style when you actually become the audience.
  • hanigand on 08 Feb 16
     
    I do like when a speaker moves around a little. Too much and it is harder to stay focused. Also I do not like when the speaker only reads from the Powerpoint. I agree that it is a waste of my time. Use the Powerpoint only as a reference and talk from there.
medidiigo

Articles: Preparation - 8 views

moodlesw.aeapdonline.org/...view.php

shared by medidiigo on 21 Sep 14 - No Cached
  • Find out everything you can about the location and logistics of the venue.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I found this out just this past week. I prepared my presentation, but when I got there I found no way to project my information on a screen large enough for everyone to see.
    • merle64
      merle64 on 21 Sep 14
       
      That is a real conundrum!  I've had that happen too, and because of that, I carry concrete visuals and props that I can use in case there is a technology fail.  It's not ideal, but in a pinch, a "homespun" presentation delivered well can still convey a message.  Using Keynote has been particularly hit and miss unless the school uses Mac. 
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • medidiigo
      medidiigo on 30 Sep 14
       
      Seems like a contradiction.
  • always put yourself in the shoes of the audience and ask “so what?”
    • tvalline
      tvalline on 24 Sep 14
       
      Great reminder.  I am generally presenting to either high school students or teachers.  My approach needs to include an empathetic component...what would I think/feel/retain if I was listening to my presentation from their perspective?
    • medidiigo
      medidiigo on 30 Sep 14
       
      I had a professor once who always said, "Turn to your neighbor and ask 'So what? Who cares?' It really does make you think about what's important.
  • ...22 more annotations...
  • a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points. While I’m in the venture capital business, this rule is applicable for any presentation to reach agreement: for example, raising capital, making a sale, forming a partnership, etc.
    • medidiigo
      medidiigo on 21 Sep 14
       
      I like this concept. I have recently attempted the PechaKucha method of 20 slides, 20 seconds each. I not only had trouble coming up with 20 slides (my presentation did not need that many), I felt like I was rushing to say what I had to say in the 20 second time period. 10x20x30 seems much more presenter-friendly to me.
    • merle64
      merle64 on 21 Sep 14
       
      Hmmm.  This is certainly challenging when I'm asked to present for 45 minutes to an hour, and the technology is working well.  What if there are breaks in the presentation for interaction and activity?  I would like to take on this challenge of honing down the number of slides, while make sure I have enough content.
  • Who is the audience?
    • merle64
      merle64 on 21 Sep 14
       
      This is a key question.  In the presentations I do, the audiences are often mixed with adults and children.  I could have infants to 80 year olds, so it' always a challenge to target my talk to the mixed group.  Often, I try to aim for the older elementary kids, but include the preschoolers in a few slides and activities, too.  Asking the audience question of the person in charge of booking the event may not always get me an exact answer, because they too don't know who will attend the event.  So the goal is to create a somewhat universal talk that works for both kids and adults.  
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • marydirksen
      marydirksen on 22 Sep 14
       
      A great "take-away" tool.
    • tvalline
      tvalline on 24 Sep 14
       
      This I love.  It helps provide focus and gives permission to simplify/clarify...get rid of the unnecessary.  
  • Who is the audience?
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      That sounds like a difficult job...to create a slide presentation for such a range of ages.  It reminds me of reading children's books.  Some of my favorites I enjoy for different reasons than my children enjoy them, yet they reach both of us.  There are often hidden innuendos and beautiful prose that go over my children's head, but the main message is still conveyed to them too.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • merle64
      merle64 on 21 Sep 14
       
      I agree!  And the stories need to be authentic, and not have a "Chicken Soup for the Soul" or plucked-from-the-internet-last-minute feel.  You don't want people to feel manipulated--they get to choose how the story makes them feel. 
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      What a great class...I finally feel justification in story telling and keeping the education real.  Now, I can create presentations without having to read slide after slide, tell stories throughout, and be affirmed that I am reaching my students more than ever.
  • Internalize your story, but do not memorize it line by line. You can’t fake it. You believe in your story, or you do not. And if you do not, no amount of hyped-up, superficial enthusiasm or conviction will ever make your time with an audience meaningful. If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form? Your words will be hollow.
    • merle64
      merle64 on 21 Sep 14
       
      Amen.  "You believe in your story, or you do not." The best stories I've seen told also unveiled a truth about the presenter, even if the story wasn't involving him/her.  It's fascinating to figure out why this story or that story made the cut into the presentation, but most of the time, if the story is a good one, I'm fully absorbed in the story too much for analyzation. : )
    • tvalline
      tvalline on 24 Sep 14
       
      I love stories and understand why they captivate.  However, I have not previously used any in my presentations.  Now I will.
  • Start with the end in mind
    • marydirksen
      marydirksen on 22 Sep 14
       
      Excellent example of backward design
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything
    • marydirksen
      marydirksen on 22 Sep 14
       
      This is liberating!
    • tvalline
      tvalline on 24 Sep 14
       
      Agreed!  I often get bogged down in telling to much, when more would be retained if I simplified my message.
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      Thank you! By simplifying the presentation, and leaving out some bits and pieces of information, the presenter is leaving room for the skills of reasoning to be put to work.  Inductive and deductive reasoning are crucial in the learning process.  It is wise to give them something to work for.
  • Ten slides
    • marydirksen
      marydirksen on 22 Sep 14
       
      Only 10? With a maximum of 6 words a piece? 60 words? Yikes!
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • marydirksen
      marydirksen on 22 Sep 14
       
      Simple.
  • participatory.
    • tvalline
      tvalline on 24 Sep 14
       
      Often times it seems this part is lacking.  It's so easy to daydream when a presenter is not actively engaging the audience.
  • I often say to myself, “dakara nani?” or “sore de…?”which translate roughly as “so what?!” or “your point being…?”
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      This quote brought me to a smile.  Why not?  Why not ask be a devil's advocate to yourself.  I definitely see this tactic helping me to remove unnecessary information/visuals from my presentation and focusing in on the important stuff.
  • To prevent an epidemic of Ménière’s in the venture capital community, I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple
    • nathanjenkins
      nathanjenkins on 25 Sep 14
       
      I find it intriguing that Kawasaki is recognizing the physical affects of not just staring at a computer screen, but of watching the presentation itself.  I think about elementary schools...kids under the age of 12 shouldn't have more than 2 hours of screen time a day.  If Kawasaki is making a negative connection with too much presentation time, should we be considering the amount of time in classroom technology is used? 
  • You should give your ten slides in twenty minutes.
    • marydirksen
      marydirksen on 26 Sep 14
       
      This is another great "Zenlike" strategy. In the classroom as well, the presentations should never exceed 20 minutes. Students need time to actively process information, particularly if it is new content.
  • 4. Keep it simple
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Great reminder - this is the toughest concept to communicate to students. They still seem to think "more stuff" reflects "more knowledge." Even some of my colleagues still believe an essay of 10-12 pages means students have learned more than if they wrote a 2-3 page essay. Yikes. 
  • I suggest you start your planning in “analog mode.” That is, rather than diving right into PowerPoint (or Keynote), the best presenters often scratch out their ideas and objectives with a pen and paper.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      The more I read about how the brain works, the more I encounter this principle. Pen on paper is a better way to tap into our creative, idea-generating selves. Just because we are 1:1 with our digital devices doesn't mean we must always use those tools. 
    • medidiigo
      medidiigo on 30 Sep 14
       
      I actually found this to be rather difficult to do. I kept wanting to reach for the laptop because I am so used to typing as I think. But putting concepts on sticky notes turned out to be much more flexible because I could try different combinations/groupings of concepts.
  • In addition, it is useful to think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I'm planning a presentation with a colleague, so I guess we'll need to make time for both of us to tell our stories.  
  • When you remove the unknown and reduce anxiety and nervousness, then confidence is something that will naturally take the place of your anxiety.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      True! This is what we teach in high school English classes. I think I may just need to share these articles with my classes. Will I be breaking all copyright laws? 
  • We are wired to forget what our brains perceive as unimportant to our survival. Our conscious mind tells us to read the physical chemistry book over and over because we need to pass the class, but our brain keeps telling us this is dull, uninteresting, and unimportant to our survival. The brain cares about story.
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      This is the history of my own education. The way they were presented to me, math and science couldn't keep my interest. No one convinced me they were essential to my life. With stories in English class, there was never any question. Of course, now I see math and science differently, and I wouldn't change my areas of study, but as my math and science colleagues continue the quest, they'll be successful using stories. Many already do :-) 
  • Kamishibai: Lessons in Visual Storytelling from Japan
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      I love learning about this storytelling form. I plan to share this with my students as we prepare to make presentations. There is something essential about the human interaction. Slides and text alone are not as engaging. 
  • authentic
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Rule #1, above and beyond all else in my book. Don't try to b.s. your audience. 
  • 10/20/30 Rule of PowerPoint
    • Joe Brekke
      Joe Brekke on 28 Sep 14
       
      Right on! Right on! I love this! 
dougmay

Articles: Delivery - 0 views

moodlesw.aeapdonline.org/...view.php

shared by dougmay on 20 Apr 15 - No Cached
  • The biggest item that separates mediocre presenters from world class ones is the ability to connect with an audience in an honest and exciting way
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I think this is why it is important to use personal experiences to be able to connect with your audience. As I am presenting to my classes, I use at least one or two examples pertaining to their lives that may help them to connect with the information. Sometimes it helps and other times the students may not understand due to the fact that they have not had the exposure of the specific topic. Asking them questions afterwards and having another student give an example usual is where the discussion leads. I fell connection is an important key of successful presentations.
    • rabraham
      rabraham on 20 Apr 15
       
      I agree.  Sometimes, the key to getting my students to remember things from my presentations is the story or tidbit of personal info. that I share.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      This is so important with my elementary students. In Forest City, we take the approach that elementary is when students learn to love music and middle/high school is when they learn to truly do music. We do music reading basics and theory/history concepts, but my number one goal is to connect with students and make them choose to participate through their lives.
  • First impressions are powerful.
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      First impressions are not only important in a job interview, but in presenting as well. That's why I think it is important to have those first slides be attention getting enough that the audience will not want to stop listening.
  • First impressions are powerful
  • ...63 more annotations...
  • impressions are powerfu
  • if you have 30 minutes for your talk, finish in 25 minutes
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      The presenter can give more information as a one-on-one basis after the presentation if someone in the audience has questions or would like a clarification, for example. By presenting the most important information, the audience will receive the best presentation. The presenter can also hand out note pages after the presentation for the audience to have the "extras" if they have not written anything down or it may help answer questions. Keeping the presentation interesting, straight to the point, and then done, is a presentation done well.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      With my youngest students I can always tell when I've talked to long. I aim for 10-15 minutes and if I hit 15 or even 20 minutes I've lost at least half of them.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      If I would do this, I'd have 5 minutes of unplanned time! I think adding little activities into the presentation (brain breaks, songs to sing, etc) helps kids stay engaged for a longer time!
  • Get closer to your audience by moving away from or in front of the podium
  • Get closer to your audience by moving away from or in front of the podium
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      This is difficult to do if you do not have a remote and you have to continuously change the slides to the next one. I remember one of my instructors in college tell the class that we should not stay in one spot at the front of the room, then she made us practice it. Realize you can move, which is important for the class and the teacher. If you stay in one spot, it looks as though you are glued to the floor, which obviously you are not. 
    • chaneline
      chaneline on 20 Apr 15
       
      I have heard this before and always like it when the presenter is dynamic.  Bummer I read this today because I have a big presentation tomorrow and was planning to hang out behind the podium.  Now I'll be forced to come out of hiding.  
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I do think having a remote in my room would be good. When I taught computers I actually just used a wireless mouse with a clipboard a lot. It worked great for what I needed at the time.
    • dougmay
      dougmay on 26 Apr 15
       
      People get tied to the podium as a security blanket. They are as exposed behind it.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present.
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I've never thought as much about this idea until this class, but it really is the audience who is the most important. Regardless of why someone is presenting, the audience will chose if they are interested or not. Their reaction is important to you as you may need to improve your delivery or what you deliver in order to gain their attention. I like the statement of your audience determines whether your idea "spreads or dies". That definitely puts it into perspective to make you think.
    • dougmay
      dougmay on 26 Apr 15
       
      I used to work in retail and I was always told that the company wasn't paying my check but the customer was. This would be the same situation. They determine our success or failure.
  • ways rememb
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present
  • present
  • use images with little or no text on slides
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I really like this. The images are so important as we've discussed in earlier lessons and my goals is to use this tactic as much as possible.
    • dougmay
      dougmay on 26 Apr 15
       
      This is something that will have to be sold to the audience since we are programed the other way.
  • Grab your digital video recorder, deliver your presentation and watch yourself,
    • mgoodwin5
      mgoodwin5 on 20 Apr 15
       
      I do not like to watch myself on video (not that many people like to see themselves on video), but many times I'm too critical of myself. Not that there isn't room for improvement, so using a video might be very useful to me (or any presenter). 
  • personal/professional history, etc.
    • rabraham
      rabraham on 20 Apr 15
       
      This is interesting because when I am asked to share about myself (for example when I got a teacher leader position), I tend to keep it short and simple.  I don't know what they actually want to know about me.  That's the information they tend to forget anyway.
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • rabraham
      rabraham on 20 Apr 15
       
      This also allows time for questions and discussion before hurrying off to another presentation or class.
  • Remember the “B” key
    • rabraham
      rabraham on 20 Apr 15
       
      This is something new that I did not know about it.  I'm sure it will be very useful knowledge in the future.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I'm really trying to remember if I knew this and just forgot or if I've never been told this - ever! I just went into powerpoint to try it! This is a really handy piece of information!
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Ditto. I never knew of this. Great tip I can use immediately.
  • take on a conversational tone
    • rabraham
      rabraham on 20 Apr 15
       
      Including the audience with interactions throughout the presentation will also help it come across as a conversation.  People usually feel less threatened when they feel like they are being talked with rather than talked at.
    • chaneline
      chaneline on 20 Apr 15
       
      I really like this advice! It makes sense to me to have a conversation with the audience.  When I think of it this way it takes some of the pressure off
  • If your presentation has to be long, break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides," he says. Try inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present. "Try to find some way to break up the presentation into manageable chunks of time," he says, "so people don't get too bored."
    • rabraham
      rabraham on 20 Apr 15
       
      This is a great idea to keep everyone engaged and mix up the way the information is presented.
    • chaneline
      chaneline on 20 Apr 15
       
      This tip is great because it uses what we know about the brain and gives a practical tip.  The use of video clips and demonstrations help to break up the presentation and keep it interesting.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I think this is especially true when dealing with a younger audience as many of us do.  We have to break things into short chunks.
  • he true professional can always remain cool and in control. Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • chaneline
      chaneline on 20 Apr 15
       
      Courteousness and graciousness go along way.  People expect to be respected and the group dynamic definitely calls for that.  I was at a presentation earlier this year where the presenter forgot her manners.  She started to berated us for not asking questions and participating right off.  She seemed angry at us.  She totally lost the whole group and was very ineffective.  Interestingly, she was a national speaker who was expensive to bring in...I can't believe she has made it this far as a presenter.  
  • Practicing in front of another person or a video camera will help even more, he says. "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • chaneline
      chaneline on 20 Apr 15
       
      This makes sense, but sometimes feels silly.  I have gone over my presentation out loud twice (several more in my head).  I am going to do another read through tonight, as the presentation is tomorrow.  Hope it's enough.
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I have video taped my lessons many times and I will say that it is always beneficial. I sometimes realize that I forgot to use the correct terminology and instead used an explanation!
  • If you’ve made a sincere effort to look at the world through their eyes
  • less than 20 minutes
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I always aim for short times in front of the class and can always tell when I've gone too long. The class gets restless.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      This doesn't really work for my classroom, but my presentations often involve songs they stand up and sing, brain breaks, videos, smart board activities, and more. I think the goal is to not lecture for 20 minutes, but the total presentation can be longer.
    • aboevers
      aboevers on 26 Apr 15
       
      I agree. When you switch it up it makes the students more aware and awake. I like to incorporate activities that allow them to move around every 20 minutes.
  • bullet points are the worst way to learn and impart information
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      I can't believe that I had never heard this before! This might be difficult at times. Sometimes I just want to quickly bullet the most important items. 
  • Practice 10 hours for every one hour of the presentation
    • bdoudwaukee
      bdoudwaukee on 21 Apr 15
       
      WOW! This is a lot of time to practice! I'm wondering where I am going to find the time!
    • pkmills
      pkmills on 22 Apr 15
       
      While I am not passionate about the subject of Personal Hygiene, I am passionate about presenting the Good Manuafacturing Practices topics and helping the production personnel be passionate about delivering a safe and qaulity product.
  • The audience wants to like you and they will give you a few minutes at the beginning to engage them — don’t miss the opportunity.
    • pkmills
      pkmills on 22 Apr 15
       
      Each year that I do this presentation it gets more personal as I work with and get to know more of the staff each year.
  • Audience attention is greatest at the opening and then again when you say something like “In conclusion….”
    • pkmills
      pkmills on 22 Apr 15
       
      Very true. Most people will remember the first thing you said and the lst thing you said and so it goes...
  • Removing physical barriers between you and the audience will help you build rapport and make a connection.
    • pkmills
      pkmills on 22 Apr 15
       
      I need to work on my boss about getting a hand held remote so that all the speakers can do this.
  • If you press the “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank
    • ney4cy
      ney4cy on 25 Apr 15
       
      This is a great tip. Instead of of just pausing on the slide you have projected you can actually create a visual break to go off topic or restate a prevouis topic. Love it!
    • aboevers
      aboevers on 26 Apr 15
       
      Some projectors have a "black screen" key that works well too.
    • pkmills
      pkmills on 22 Apr 15
       
      I did not know that. The "B" key will now be in my arsenal.
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • pkmills
      pkmills on 22 Apr 15
       
      I do rehearse, I just need to do it more than I have in the past.
    • ney4cy
      ney4cy on 25 Apr 15
       
      I agree I need to step up my practice. Of course when you have your whole presentation on the slide you can just read it! Now, I know I will need to be more prepared with what I am saying.
  • "We know through research that 93 percent of the impression you leave on somebody has little to do with content and everything to do with body language and verbal ability—how you talk, sound, look and what you're wearing," Gallo says. "Only about 7 percent of the actual words or content is important."
    • ney4cy
      ney4cy on 25 Apr 15
       
      When I think about the best presentations I have been to this rings true. Sometimes I find myself getting preachy when I speak I need to remember this.
    • pkmills
      pkmills on 22 Apr 15
       
      I try to make sure I am comfortable in the clothes that I am wearing and that translates to me being cmfortable presenting.
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      This is my number one point, learned previously. Having a remote clicker and moving among the students changes the entire dynamic of the class. I need to do this more.
  • presenting to a small group, then you can connect your computer to a large TV (via the s-video line-in). With a TV screen
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Great idea for my small classes and seminars. I just ended a class of 6 students, and the screen at the front of the room seemed distant. We sat around a conference table and a smaller setting with a TV monitor would have worked better. Just did not ever think of it.
  • The audience is. It’s in their power to embrace — or reject — your ideas.
  • kinds of resistance
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      I face multi-tasking, over-burdened and tiredness resistance from the audience of students, commonly. They students have too much on their plates and too many distractions. So, perhaps this falls into practical resistance. There is not always a "reward" like comp time at the end.
  • discuss ideas or concepts
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Okay, I am taking this to heart. I believe I have to go on a PowerPoint Bullet DIet.
  • most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language
    • suzdohrer
      suzdohrer on 23 Apr 15
       
      Oh yeah, of this I am soooo guilty! Another resolution.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      My classroom has these great dimmer lights so that I can cancel out distractions in the room without leaving the kids in the dark. Too bright of a room overstimulates some of my kids and they don't focus well.
  • Is it physically or geographically difficult for the audience to do what you’re asking?
    • mrswalker_
      mrswalker_ on 24 Apr 15
       
      I have to remember this sometimes, especially when my students are standing/sitting on choral risers!
    • ney4cy
      ney4cy on 25 Apr 15
       
      I like this tip. When I speak to parents it would be well forth the effort to let them know we are working together for their child.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree with this statement, but I think it is because passion leads to (1) energy and (2) greater understanding.  These make for a better presentation.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree.  As I reflect on my own presentations to my class, it seems that the success or lack thereof that occurs in the first few minutes of a lesson presentation will continue on through the rest of the lesson.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I did not know this.  I could definitely use this.
  • Resistance doesn’t have to be a bad thing. In fact, if you prepare for it, you’ll sharpen your presentation and stand a much better chance of winning your audience over.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I agree.  In effect, this is "preparing for the worst."  If we are ready for the worst-case scenario to develop, then we can handle whatever comes our way.
  • Unfortunately, people read from their PowerPoint slides much more than they think they do, Gallo notes.
    • vmcgee
      vmcgee on 24 Apr 15
       
      I hadn't thought about this before.  It makes perfect sense, and I am sure that I have read from the slides more than I have thought I was doing.
  • One sure way to lose an audience is to turn your back on them.
    • ney4cy
      ney4cy on 25 Apr 15
       
      Yes! I confess I did this all the time. Wow. I believe I will enjoy giving presentations after this class. I have learned so much!
  • When audience members ask questions or give comments, you should be gracious and thank them for their input
    • aboevers
      aboevers on 26 Apr 15
       
      This depends on the age of the class as well. I substituted in 7th grade classroom and usually they interrupt for attention on themselves, and not as part of the presentation. However, the lesson could help a lot with the delivery in this case. Focus on the purpose!
  • The audience should be looking at you more than the screen.
    • aboevers
      aboevers on 26 Apr 15
       
      I have to get used to this!
  • try to come up with arguments against your perspective
    • aboevers
      aboevers on 26 Apr 15
       
      I always tell my students to prepare counterarguments when writing a paper, and this is the same thing.
  • So look at things from their perspective
    • aboevers
      aboevers on 26 Apr 15
       
      It is sometimes hard to see things from the perspective of an eighth grader!
  • cram as much information into bullets as humanly possible—making it exceedingly hard for people to read the slides. And then the audience gets bored
    • aboevers
      aboevers on 26 Apr 15
       
      I used to be able to give students my power points so they knew what we discussed in class. Now I will need to include a script that accompanies the power point.
  • they don't even rehearse it
    • aboevers
      aboevers on 26 Apr 15
       
      I usually practice in a mirror.
  • sustain eye contact
    • aboevers
      aboevers on 26 Apr 15
       
      Very important to keep your eyes on students for many reasons!
  • ); voice (don't speak in a monotone voice).
    • aboevers
      aboevers on 26 Apr 15
       
      Also, watch for repetition of words or sounds, like "um" or "ok" or "aaaa". Those are annoying!
  • The first 2-3 minutes of the presentation are the most important.
    • dougmay
      dougmay on 26 Apr 15
       
      I agree, hook them early or lose them.
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them.
    • dougmay
      dougmay on 26 Apr 15
       
      Being proactive and anticipating resistance will allow you to less reactive, which would not be good for a presentation.
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

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shared by ksteffener on 26 Jul 15 - No Cached
  • At the end of the project they can choose how they will present their findings.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      In my classroom, this might be allowing students to choose themes or subjects for their final projects while using the techniques we are studying.  
    • alissahansen
      alissahansen on 28 Jul 15
       
      I find that the possibilities are endless in the English classroom as well. I use RAFTs often where students choose the role of themselves as the writer, their audience, the format of the writing, and the topic, and they excel with this. With English, work is not just organized around a work of literature, it's really much more about what is gained through that exposure to said literature. This really helps makes giving choices possible in this type of environment. It is hard to give much choice when students need to be able to write a research paper in MLA format, however. They do have the opportunity to choose a topic, resources (I give them some, but do not force them to use the ones I provide because they are pretty knowledgeable when it comes to tech resources). The research paper is probably the most difficult unit for students and I think it is because it is so rigid of an assignment. I would love to offer more choice with this, but I am not sure if that would be possible. Choice in my classroom relates to learner interest as well. I always make sure to offer options that appeal to all, whether it is acting out a scene, writing an alternative ending, creating a Facebook account for a character, a podcast, writing a blog, or creating a comic book storyboard. 
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a roo
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This is very true.  As I attempt to make sense of this for my classroom, I am realizing the amount of prep work that is involved.  I realized I can continue to develop the resources that I make available to students, but I want it to be meaty to begin with.  
    • edamisch
      edamisch on 28 Jul 15
       
      I am often overwhelmed by the amount of resources there are for Spanish since there are 20+ Spanish speaking countries.  It is often difficult to know where to start since I write my own curriculum. 
    • bleza66
      bleza66 on 30 Jul 15
       
      This is also true in the special education environment. Each student is working individually on the subject they need assistance with or on an IEP goal area. It is often difficult for people who are not familiar with what we do to see what we are working towards. 
  • The classroom is more disorganized, with one student working one way, another a different way—you get the picture.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This quote really spoke to me.  This is often what an art room looks like.  To a degree it is already personalized, but it can be more personal for the students.  That is my goal. It is funny because so many times administrators assume I can do more because I 'just' give my students a project and they work on it all week, so of course I must have all kinds of time.  But really the classroom is constantly in motion, I just don't stand at the front and direct all the motion.  It really does take an understanding administrator for this to work well.  
    • Lisa Hackman
      Lisa Hackman on 28 Jul 15
       
      This spoke to me as well. Working in an alternative education environment, I may have 10 students working on 10 different classes at any one time. Some may be working on-line while others are working out of a text book. Others may be in the hallway doing some fitness activities and still others curled up in a comfy chair reading a book. I, in the meantime, am usually traveling from student to student providing assistance. There is never a dull moment, that is for sure! And yes, an understanding and supportive administration is KEY!!
    • ksteffener
      ksteffener on 04 Aug 15
       
      What is normal to the spider is chaos to the fly. That is how I view my job! I love when administration walks in shakes their head and leave!
  • ...51 more annotations...
  • They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This whole quote reminds me of the importance of critique. Implementing this method of teaching really makes critique even more important.  It also allows students to learn from each other and explore ideas and techniques even deeper.   
    • bleza66
      bleza66 on 30 Jul 15
       
      I really like this idea because it allows deeper thought and more meaningful conversations to happen. I can see where this would lead to larger conversations with students and the class as a whole. 
  • Coach Debbie Camp remembers with a chuckle what most of the kids said—they loved doing it because it was a break from math!
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      Amazing comment from the students!  They didn't even know they were learning!
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      What if a student doubts his choice to the point of frustration?  How can the student be redirected to make a confident choice that will turn into a learning experience? As the teacher, I would be afraid to over-assist a student with choices, if that student is not confident in their learning.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I agree! I think students need to learn how they work best and to make choices based on that. I think this is hard for some of the students that I work with. It can be difficult when students just are not used to being given choice, then all of a sudden they are asked to choose what is best for them... I think there are some that will struggle(successfully and  otherwise) and some will be even resistant to the choices offered, but students will learn how to make choices that best suit them. It just takes time. We cannot just expect them to make the best choices right away. (Alissa Hansen)
  • “without deep and flexible understanding of content, teachers are handicapped in the critical task of helping diverse students find points of access to the school curriculum”
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      As teachers need more depth of knowledge in their respective subjects, I would think that universities would begin requiring more courses to "cover" everything in a given subject.
  • A sense of competence
  • sense
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      I especially like "competence" as a part of this formula.  Students need to feel like they know how to learn and learn how to know.
    • spfantz
      spfantz on 04 Aug 15
       
      Teaching meta-cognition is a life-long skill they will use forever.
  • Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I love using this technique when students aren't being productive when sitting together. I'm all about giving students choices and then they learn they have to deal with the consequences of their choices. I've had students ask me if they can leave early. I always tell them, "It's your choice, but be prepared to live with the consequences of not meeting attendance and progress goals."
    • marydermit
      marydermit on 29 Jul 15
       
      I have use the you decide but I really like your answer to students about leaving early.  I am going to try it out this year.
    • bleza66
      bleza66 on 30 Jul 15
       
      I also use the "it's your choice" technique. It is important for student to take responsibility for their own actions and learn that sometimes the consequences of making that choice is not worth it. Real life learning at its best. 
    • ascallon
      ascallon on 30 Jul 15
       
      I use this quite often also.  It puts students in control of consequences.  It's interesting to hear their reflections when graduation requirements aren't met.  Most take responsibility for not attending and getting work done.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This sounds a lot like Love and Logic to me.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I see this as my biggest struggle in the day-to-day happenings in my classroom. Many of my students have already failed based on the choices they have made in the past. They attend the alternative program as what some may consider a last chance. I feel like I'm not doing my job if I "let go and allow failure." I guess in my eyes, if they fail, I fail. My principal has told me numerous times over the years that there will come a time where you just have to let go.
    • katie50009
      katie50009 on 28 Jul 15
       
      Lisa--This is a struggle for me as well. The feeling of "if they fail, I fail" is something very real for educators because we care so deeply about our students. 
    • Lisa Hackman
      Lisa Hackman on 29 Jul 15
       
      I oftentimes feel like we, as educators, care more about our students' education than the student does. It's an uphill battle I face every year...not with all of them, but there are always a few.
    • spfantz
      spfantz on 04 Aug 15
       
      I understand allowing a student to fail, but it seems silly to allow a student to fail a core class because they were unable to problem solve or troubleshoot a technology issue. I think we need to evaluate what it is that we want students to come away with. Also, project based curriculum can often times be lengthy, so I would fear students we allow to fail could loose weeks of learning.
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have heard the same thing and I really believe that because we take our job so personally- failure is not ok. I always try and focus on the success not the failure. You may have failed the class but you did this this and this right.
  • Choices like this honor divergent ways of thinking and, in doing so, help promote strong feelings of competence in students.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I enjoy seeing students come up with different ways to solve the same problem. For those that struggle, I try to model a few different techniques and then have them pick the technique that makes the most sense to them. Sometimes they come up with something totally different and I'm OK with that.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I like the idea of having students pick a technique that makes most sense for them and that was modeled because if I see students struggle, it is usually because they just don't know where to start. Not every student will have that innate ability of taking the initiative. I know teaching freshmen that this is an area students really struggle with because they just don't trust themselves and moving forward can be paralytic because of it. (Alissa Hansen)
  • Photo Story
    • edamisch
      edamisch on 28 Jul 15
       
      Everyone has their strengths and weaknesses - I usually let students choose how they want to present their information too.  Unless I'm trying to teach a specific skill such as how to create a strong power point presentation, where everyone would be required to create one. 
    • spfantz
      spfantz on 04 Aug 15
       
      I would love to see the rubric aligned with standards and benchmarks to see how they reach goals through activities and through their culminating project.
  • give my students a choice:
    • edamisch
      edamisch on 28 Jul 15
       
      For my 6th graders Spanish speaking country capital unit for example, I have four ways that they can choose from to study for the quiz - two technology based (quizlet.com and a youtube video) and two more paper based - worksheets and flashcards.  This works well in case kids don't have internet at home. 
  • d the
  • The kids can choose any one of those methods as long as they follow a rubric that I created about what I am looking for.”
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I love it when I have the opportunity to allow students to choose how they will demonstrate their learning. We use one common rubric to suit multiple ways they present their information. I have found, however, that sometimes when students have freedom to choose, some are resistant to it.  Some want a specific, step-by-step set of instructions or blanks to "fill in" and having freedom to choose how they present their learning makes some uncomfortable. I find that interesting!
    • moodyh
      moodyh on 30 Jul 15
       
      It is great when students have an opportunity to present in their own ways, but I find my students struggle with it.  I give them the opportunity to present their final financial literacy project any way they want, but most of them just wrote me a paper that covered what the rubric asked for.  I think students will need as much training as teachers to get used to individualized learning
  • Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • alissahansen
      alissahansen on 28 Jul 15
       
      This quote really speaks to me because it holds so much truth! It's amazing how much psychology goes into teaching! That said, choice, motivation and empowerment all go hand-in-hand. Students do so much better when they can own something (well most of the time), and when they have the opportunity to choose how they will represent their understanding to you, it also shows that you as their teacher, trust them to make that decision and I think students respond well to this. Now, sometimes students will take what they perceive as the easier approach, but they learn the consequences pretty quick. And this extends not just to those choices relating to academics, but behavior as well. I work with freshmen, who are still trying to figure out what it means to not be an eighth grader anymore, and I have found that  when it comes to discipline, giving them a choice allows them to hold themselves accountable and establishes trust. I have used, "who is going to move to a more productive place in the classroom?" often, and I have not had a situation yet where one of the students didn't make that choice. The system works for toddlers too! (Alissa Hansen)
    • marydermit
      marydermit on 29 Jul 15
       
      Giving students choice builds a trust relationship that is so important.
    • ascallon
      ascallon on 30 Jul 15
       
      One of my favorites is the closer to graduating, usually the closer the student sits to my desk or me.  The 1:1 time helps them get done faster.  
    • ksteffener
      ksteffener on 04 Aug 15
       
      I think getting at risk students to trust me as a teacher is the toughest thing I do. I need them to believe that I will move every obstacle I can.
  • 2. Use the technology you have.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I find this "lesson" interesting as I would think that to have a successful PLE 1:1 technology would be necessary. This allows me to think that personalized learning could become a part of traditional classrooms sooner than later!
  • ound of Kahoot
    • alissahansen
      alissahansen on 28 Jul 15
       
      This is my favorite discovery by far and students LOVE IT! It is a great way to review content with a program that has gaming qualities and offers a sense of healthy competition. Students can use phones, desktop computers or laptops to gain access to the interactive program and I will say that once you do it once, students will ask for it daily. You can even quiz students using the program and it will compile the data for you so you can enter in scores if you wanted to. I highly recommend it to all educators. It is a valuable resource, and it is free! (Alissa Hansen).
    • moodyh
      moodyh on 30 Jul 15
       
      I love Kahoot too as a whole class assessment.  Another great (and free) resource is quizizz.  It is similar to Kahoot except that students can go through and take the quiz at their own pace instead of it being a race to see who can answer each question first.  It still compiles the data for you, but gives the students a little more privacy.
  • in a typical story unit, they can choose between just reading, and reading along as they listen to a story. They can also decide whether to annotate online or on a printed copy. They can take notes on paper or record their thoughts verbally as they analyze the story.
    • edamisch
      edamisch on 28 Jul 15
       
      These choices are awesome!  Underlining and writing notes in the margins online is way different than on paper!  
    • katie50009
      katie50009 on 28 Jul 15
       
      I like these ideas as well. So simple and yet it gives choice to students. I like real, specific ideas to begin the implementation of PL--actually, I feel like I was not as far behind on giving PL a try because I am using strategies such as these. Feels like a postiive boost!
  • Choose the best content delivery method.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I love utilizing technology (freetech4teachers.com is a site I visit often), but I sometimes struggle because there is just so much out there. I do a lot of playing around with different programs and resources before introducing them to students, but I do feel overwhelmed by it all at times and I am sure students feel the same way. I think this is a very important statement because with the wealth of information/tools out there, students should have the opportunity and be able to decide what is going to work best for them and teachers need to make decisions about the best tech tools to get them there. This is easier said than done as every summer I have about 100 new tech ideas to incorporate and feel there is no time to do it all...talk about cognitive overload! (Alissa Hansen)
  • skip forward, pause or rewind as needed until they get the lesson.
    • edamisch
      edamisch on 28 Jul 15
       
      Great features 
    • marydermit
      marydermit on 29 Jul 15
       
       I want try short videos with pharmacy tech students as an  choice to reinforce some of the key concepts with math applications.  Those that need to review can and those who have it can move on.
  • Kahoot,
    • edamisch
      edamisch on 28 Jul 15
       
      This is big in my building. (middle school) 
    • marydermit
      marydermit on 29 Jul 15
       
      I used it this past year to review drug classifications with pharmacy tech students. They loved it.  I want to add more units this year.
  • AP students would each have produced their own 10-page research paper.
    • edamisch
      edamisch on 28 Jul 15
       
      Personally, I'm glad I had to write two 10 page papers on the topic of my choice for AP College English my senior year of high school, since papers of that length were the norm as a Spanish/Art/Education major in college.  It was good preparation.  
    • juliefulton
      juliefulton on 29 Jul 15
       
      I agree, we do not want to 'cheat' our students from learning and practicing valuable skills needed for success in college and/or their careers.
    • spfantz
      spfantz on 04 Aug 15
       
      This would be a huge undertaking for some of my students. I wonder what types of supports and assistance is offered to students who need help.
  • use their fantasy football stats during class
    • edamisch
      edamisch on 28 Jul 15
       
      cool idea! 
  • encourage you.
    • edamisch
      edamisch on 28 Jul 15
       
      The above reminds me of the example "Day in the Life" assignment.  The depth of this cross curricular unit is great, but what about breadth?  Would everything be covered?  This is a concern of mine with time consuming projects.  
  • Imagine that you are a student at Tidewater High School, a fictitious comprehensive American high school that is organized into small learning communities.
    • alissahansen
      alissahansen on 28 Jul 15
       
      This a great resource for developing a personal plan and establishes a useful blueprint so one can see what a truly personalized learning environment would look like for: the student, teacher, administrator and even a parent! This is a resource I am going to use for my personalized plan. I especially like the breakdown from the student's experience, the purpose, what the structure of the class content would look like, assessment, and there is a useful checklist that once could use to assess yourself on implementation. (Alissa Hansen)
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      These final sentences really sum up what I would love to be able to say about the work that I someday hope to do!
    • emilyzelenovich
      emilyzelenovich on 29 Jul 15
       
      I agree completely. I want to know that students find value in meaning in the work we do in my class, and I want to know that I have helped prepare them for the world after high school. 
  • Students do not always need to work at their desks. For example, one teacher noticed students were getting restless during independent reading in class. They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read. Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere. Even simple choices like this can give students a meaningful sense of control.
  • Students
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      Depending on the unit of study, the students in my 9th and 10th grade English classes are given regular reading days to enjoy the novels they are reading.  I love it when they ask to move around the room to get comfortable to read.  When they're given the choice of where to read, I agree that it does give them a "meaningful sense of control."
  • even in small ways, of their own education.
    • katie50009
      katie50009 on 28 Jul 15
       
      The phrase "even in small ways" really caught mu attention. Instead of focusing on what we can't do and can't change, I need to focus on baby steps of implementing change, one step and one student at a time. Over time it will become more natural for the teacher and student to change the traditional roles of schools and really become engaged in learning.
  • t is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning. When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • katie50009
      katie50009 on 28 Jul 15
       
      I think some of the hesitation for teachers to work more fully in a PL modeled is the issue of rigor. Are students really challenging themselves? Am I giving them enough guidance and feedback to take their learning to the next level? How will I know for sure?
    • spfantz
      spfantz on 04 Aug 15
       
      I agree, it would be difficult to gauge or measure how rigorous, challenging, and engaging each students' personalized path is for them.
  • When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology. Today I carefully construct my units with specific learning goals that drive the method of delivery and learning activities.
    • katie50009
      katie50009 on 28 Jul 15
       
      These statements really help me see how, as a coach, the conversations I have with teachers, and the reflections that follow, will be key to implementing PL successfully.
  • My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • juliefulton
      juliefulton on 29 Jul 15
       
      It is very important that we model for our students taking risks, asking for feedback, refine for improvement, and continually grow as individuals and professionals!
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management.
    • juliefulton
      juliefulton on 29 Jul 15
       
      Students are learning content and life skills but teacher organization of the course is important to maximize learning. If a student is confused by having access to all the course at once, they may be overwhelmed if the necessary componets are not clearly identified.
  • allowing students to pick one or two friends they would like to work with
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • juliefulton
      juliefulton on 29 Jul 15
       
      ...and teachers need to be open-minded to answers that are not right/wrong. Perhaps 'what-if' dialogues are right.
  • generally made every mistake you can imagine
  • “We have all these different methods of how kids can present the project,
    • ascallon
      ascallon on 30 Jul 15
       
      My concern is how to get students to do quality projects.  Some of the things I receive are so low quality. What do I do to get the students to do more work?
  • ‘Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • ascallon
      ascallon on 30 Jul 15
       
      This is how I set up projects, but get cut and paste type projects.  I would like ideas to get students to stretch their horizons.
  • technology failures
    • ascallon
      ascallon on 30 Jul 15
       
      Technology failures get me frustrated.  The students help me so much, but I feel like a failure when I can't help them or when the technology doesn't work as planned.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is the single biggest roadblock I face. As a rural school we are without internet at least once a week
  • access on their own phones
    • ascallon
      ascallon on 30 Jul 15
       
      Students use their own phones for research and project.  I haven't opened up to computers/tables yet.  Hopefully we will have 1:1 computers for the classroom this year.   I'm interested to see how this will change research and projects for students.  Hoping for higher level thinking skills!
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • ascallon
      ascallon on 30 Jul 15
       
      I do this with World History projects and end up copied text from a website or a PowerPoint with just the facts.  I would love some strategies to get students to think beyond the facts and cut and paste.
  • When activities require students to work in groups
    • ascallon
      ascallon on 30 Jul 15
       
      A student frustration has been when the group members don't show for class.  We've tried to debate speeches and members don't show to prepare or present.  It's frustrating for the students.
    • spfantz
      spfantz on 04 Aug 15
       
      I feel that if student interest drives the group dynamics, students won't feel socially pressured to group with their friends.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This one is tough because we all have to work with different types of people and its a skill that students are lacking. I try and put groups together based on a lot of factors but knowing the students is the key to success
    • spfantz
      spfantz on 04 Aug 15
       
      I have not heard of Photo Story or vodcasts, I'd like to learn more.
  • actionable feedback
    • spfantz
      spfantz on 04 Aug 15
       
      I like these suggestions for quick feedback and redirection for the class.
  • t combats the dea
    • spfantz
      spfantz on 04 Aug 15
       
      I'm not sure I'm following this statement. It seems profound but I'm not sure I understand the rationalization.
  • Okay, you’ve done this project. Show us what you’ve learned,’ and there we offer the kids choices. We might say to them, for instance, if you establish a future city on the moon, how would you prevent all these environmental problems on the moon that we have had on earth?
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have found that sometimes students are overwhelmed by choices so this is where the personalization part comes into play. I want to give them choices based on what is best for them not me as the teacher.
  • he screencasts, which I create with Zaption, Screencast-o-matic and Video Ant, are better than PowerPoints because students can hear my voice instead of clicking through a silent slide deck. A
    • ksteffener
      ksteffener on 04 Aug 15
       
      This would be awesome for students with social anxiety who cannot stand in front of the room and give a presentation
  • “Your class is easy. I don’t mean simple — I mean it is easy for me to learn because I can pick assignments that let me do my best work.”
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is a common misinterpretation. students feel like it is easy because they get it, not easy because its not rigourous
    • ksteffener
      ksteffener on 04 Aug 15
       
      This is the toughest part of working with at risk students. When a student isn't successful it takes a lot to motivate them and even if they are motivated they may not want to look like that to their peers.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is awesome. I would love to print this and hand it out!
candace berkley

Articles: Delivery - 2 views

moodlesw.aeapdonline.org/...view.php

shared by candace berkley on 16 Feb 15 - No Cached
  • Get closer to your audience by moving away from or in front of the podium
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is something I am very uncomforable doing, even in my own classroom. I need to work on this.
    • brendahack
      brendahack on 26 Feb 15
       
      It is pretty freeing to move away from the front of the room and get a students prespective. It lets you see your slides from the back of the room, or notice what Johnny is writing or not writing on. You may find you actual enjoy it.
  • The audience should be looking at you more than the screen
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Most presentations I have been in at least turn off half of the lighting in the room. I will have to make sure my promethean board is able to be read with all lights on.
  • Most people listening to presentations tend to tune out after about 10 minutes
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      Agreed. I am ready to listen to presentations, but after a while I am day-dreaming, thinking about lunch, or wondering what needs to be done in the classroom. I must be engaged or I lose interest.
  • ...36 more annotations...
  • Too many presenters stick to the PowerPoint template
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I sure used to stick with the templates. I thought they were a good thing. I am slowly learning that this is NOT the case.
  • Most presenters who are just considered average or mediocre are usually caught reading the text on their slides
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I will work on this. Usually when I am doing a presentation I am nervous, and therefore read from the slides.
  • deep, heartfelt belief in your topic.
    • stac34
      stac34 on 21 Feb 15
       
      This is a key element in a successful presentation...planning, preparing, and delivering a presentation that involves a topic I am passionate about makes it seem like a lot less work. 
    • brendahack
      brendahack on 26 Feb 15
       
      So true. I have been presenting on a topic that is quiet new to me, and it has taken so much more effort to plan. Working on my Zen presentation has been so much easier as it is a topic I feel I have depth of knowledge in, and see direct outcomes from. I get excited and I hope my audience gets excited too.
  • “B” key while your PowerPoint or Keynote slide is showing, the screen will go blank.
    • stac34
      stac34 on 21 Feb 15
       
      I just learned this last year! How did I go so many years without knowing this?  Also if you push "W" your screen will go white 
    • jsoland
      jsoland on 27 Feb 15
       
      Last year!?! I just learned this now! Can't wait to use it!
    • aneppl
      aneppl on 02 Mar 15
       
      Yes, I can totally see how this would be good to use. I wasn't aware of it....
  • Familiarize yourself with alternate lines of reasoning by digging up articles, blog posts, and reports that challenge your stance
    • stac34
      stac34 on 21 Feb 15
       
      This is a great idea to actually look into resources that challenge the topic/perspective. Rather than just having my opinion about something, I could spend some time looking into those alternative stances
  • At every 10 minutes or so, try to reengage the audience with something different
    • stac34
      stac34 on 21 Feb 15
       
      This is a good reminder to break longer presentations into smaller pieces. I try to integrate playtime into some presentations, but now I am thinking that I need to make them shorter and occur more often. 
    • brendahack
      brendahack on 26 Feb 15
       
      Agre! When co presenting it is much easier as you can hand off the presentation and change it up just by who is speaking. When going solo this seems even more important.
  • Only about 7 percent of the actual words or content is important
    • stac34
      stac34 on 21 Feb 15
       
      This is hard to believe the content impact is so small. It definitely makes e think that i need to pay attention to my delivery style. I really dislike watching myself on video, but the hint to tape myself and reflect is probably a good one. 
    • aneppl
      aneppl on 02 Mar 15
       
      Wow this is scary. I agree with it, but amazing to think about. It make me think about our recent round of teacher interviews. Our teachers are really particular about what the candidates wear. They would tell you, that if a women is not in a suit, they are literally tuned out the rest of the interview. 
  • audience will help you build rapport and make a connection.
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I love doing this in my classroom. I feel it gives me better classroom behavior. They never know where I am going to be. I also love that it allows me to hear some of the students who like to dwell in the back row and mumble their thoughts. I can now ask them to share that amazing thought louder.  
  • ol device
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      Just make sure that the remote you have isn't the same one as someone next door. I have had a couple of presentations to students and my neighboring teacher was also presenting. This created a very interesting back and forth. 
  • Practice 10 hours for every one hour of the presentation
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I wish my students would do this too. I tell them to practice, but at the end of the day it seems we all practice a couple of times and call it good. If we really wanted to do well, we would do the 10:1 ratio. 
    • jsoland
      jsoland on 27 Feb 15
       
      I just can't imagince having the time to do this and I would hate to make it an expectation of someone else if I couldn't do it myself.
    • candace berkley
      candace berkley on 01 Mar 15
       
      Sounds like a lot of time, but I know from presenting that it makes good sense. Don't know how student would react to this!
  • naturally you want to read from them, so you turn your back to audience and you read from slides on the display."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I would almost prefer there was no text on the slide. I see a lot of presenters putting quotes on the slides. They turn around to read them and I feel like I am completely disconnected. Or if they are on the slide and aren't ever mentioned, I am confused why they had it there if they aren't going to address it. I have to disengage with the presentation to read it. In reality, there are times for text, but it seems that it needs to be connected and present in the presentation.
  • ne hundred things on your own that are annoying or maybe are some bad habits that you never knew you did."
    • sarahjmoore
      sarahjmoore on 22 Feb 15
       
      I have done this several times and I hated it! I found so much about myself that I was annoyed with. I couldn't believe how irritated I was with myself. I felt like I should apologize to my students for putting up with me everyday. It was horrible, but good. There were some behaviors, as Gallo notes, that I didn't know I had. I was then more thoughtful about them and have since strived to fix them. Although it is awkward, I would highly suggest it. You can't argue with a camera.  
  • world class ones is the ability to connect with an audience in an honest and exciting way.
    • brendahack
      brendahack on 26 Feb 15
       
      The more passionate you are about your topic, the more engaging you become. You have stories and experiences that you can share with the audience and help them feel a need to know more. I agree that it builds your confidence as a presenter as well. If you are not captivated by your topic, it is extremely difficult to capture someone else's.
  • So, if you have 30 minutes for your talk, finish in 25 minutes. It is better to have the audience wanting more (of you) than to feel that they have had more than enough
    • brendahack
      brendahack on 26 Feb 15
       
      I am ever appreciative of this when I am attending and not presenting. I generally find that I will take the "extra" time allowed to thank the speaker, or ask a question one to one rather than in the whole group when I feel it is specific to my needs and not a group topic.
  • By having the slide blank, all the attention can now be placed back on you. When you are ready to move on, just press the “B” key again and the image reappea
    • brendahack
      brendahack on 26 Feb 15
       
      Not only does it change the focus, but it gets the light out of your eyes. It is uncomfortable to have a dialog with a audience member when you are squinting to see them.
  • You’re presenting because you need them to change their beliefs or behavior in some way, and people find it hard to change. So expect them to resist
    • brendahack
      brendahack on 26 Feb 15
       
      This is a hard one, but true. You are trying to affect change. There will be those who want to prove you wrong, or challenge what you are saying. If you can use thier examples as a way to "prove" what you are saying all the better.
  • Does your audience hold fast to a bias, dogma, or moral code
    • brendahack
      brendahack on 26 Feb 15
       
      My presentation that I am working on is a test taking strategy that allows the test taker to NOT read the whole reading passage when doing a reading test. As educators this is a real challenge to what we as learners did and as teachers teach. Yet it has been so effective that I am willing to meet their challenge, and provide them the opportunity to prove it to themselves.
  • Always remember that the people in your audience get to determine whether your idea spreads or dies. You need them more than they need you. So be humble in your approach. Their desires and goals — and their frustrations and anxieties — should shape everything you present
    • brendahack
      brendahack on 26 Feb 15
       
      Powerful statement.
    • candace berkley
      candace berkley on 04 Mar 15
       
      On the forum I wrote about presenting to hostile groups of teachers, and I received a good bit of advice: Talk to the principal before the presentation to get a feel for what kind of support or resistance you might encounter. Ask for the principal to assist in lessening some resistance before the date of the presentation and ask who the most supportive members of the audience might be.
  • use a small, handheld remote
    • jsoland
      jsoland on 27 Feb 15
       
      This has completely changed how I present and I love how it helps me to circulate around the audience.
  • Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • jsoland
      jsoland on 27 Feb 15
       
      I like to keep in mind that the audience won't remember the challenging person, but will remember how I handled them.
  • They glance at a slide just for a second to prompt them for the next piece of information
    • jsoland
      jsoland on 27 Feb 15
       
      I have really been able to improve on this now that I'm making the focus of my slide be the image.
  • Gallo suggests that you use images with little or no text on slides to discuss ideas or concepts, which is also a great way to engage the audience. This will also, he says, "give the audience's eyes a rest every so often."
  • Grab your digital video recorder, deliver your presentation and watch yourself, he says.
  • Don’t hold back. Be confident. And let your passion for your topic come out for all to see
    • aneppl
      aneppl on 02 Mar 15
       
      I wonder if it's possible to be vulnerable at the same time? I think the audience(in my case teachers), needs to know that I empathize with them and care about them, but yet I have high expectations for our students. I am often very vulnerable and I feel most appreciate it. 
  • The first 2-3 minutes of the presentation are the most important
    • aneppl
      aneppl on 02 Mar 15
       
      This is typically where I try to include humor, tell a story, and try to set the stage for our time together. 
  • The true professional can always remain cool and in control
    • aneppl
      aneppl on 02 Mar 15
       
      So important. Recently, a comment was made as teachers were sharing out and I made a very bad mistake. I actually rolled my eyes. Now I don't know if anyone seen me, but just as soon as I did it I was very self-concious. Not good.
  • If you’re struggling to figure out what kinds of resistance you’ll face, share your ideas with others before you present and ask them to pressure-test the content
    • aneppl
      aneppl on 02 Mar 15
       
      Pretty much everything thing that I present on or co-present is as a result of discussions and decisions made by our Instructional Leadership Team. But the reality is that I hope they are being honest with me and not just agreeing to my thoughts or ideas on how to improve our instruction for students. 
    • aneppl
      aneppl on 02 Mar 15
       
      I value the input of the ILT so that hopefully what we are asking or presenting on is not seen as just the principal asking for one more thing. There are very few things that I would push forward with without the support of our leadership team. I might however continue to building the background of the leadership team in hopes that one day I feel that we are at a point to share with our entire staff. 
  • So keep the presentation to less than 20 minutes
    • aneppl
      aneppl on 02 Mar 15
       
      Very good point. If I know our time is going to be longer I always like to build in opportunities for sharing, collaboration, reading, etc. so that it doesn't feel like I was talking at them for an hour. 
    • aneppl
      aneppl on 02 Mar 15
       
      Obviously I responeded before I read further. :)
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • aneppl
      aneppl on 02 Mar 15
       
      This is definitely an area that I would need to improve in. Sometimes I get over confident, only to wake up in the middle of the night with all of these ideas that I think I can work into my presentation without practice...In other situations I have literally just completed the presentation an then it's time to present. This is something I need to contemplate, the planning phase, because if I'm not ready will I actually make the situation worse. 
  • sentati
  • They practice much more than the average presenter."
    • candace berkley
      candace berkley on 04 Mar 15
       
      Always practice wherever and whenever possible. Practice in front of other people. Anticipate reactions, questions, challenges and practice responding to them. Unexpected things will always occur, and if you are well-prepared for the presentation, you will be much better able to handle the things for which you are not prepared.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Practice wherever and whenever possible. Practice in front of other people. If you are well prepared for the presentation you will be less rattled when unexpected things happen and better able to deal with them. Confidence is gained through practice.
  • However, he says most presenters will spend 99 percent of their time preparing the content and slides, and very little—if any—on understanding and controlling their body language and how they speak and sound.
    • candace berkley
      candace berkley on 04 Mar 15
       
      Sometimes we forget the presenting part of the presentation. It is something very different than the preparation of slides. Yes, when I remember presenters, I remember their voice, how they moved around the space, the jokes they told, and the way they made me feel. I really don't remember the slides, I remember the info. through the person who presented it.
  • Gallo's Tip:
    • candace berkley
      candace berkley on 04 Mar 15
       
      Reminds me of the importance of the high school speech classes where all of these skills are taught.
    • candace berkley
      candace berkley on 04 Mar 15
       
      These tips remind me of the importance of high school speech class. (These are all tips that our speech teacher teachers and that we expect kids to know.)
A Hughes

elearnspace › learning, networks, knowledge, technology, community - 0 views

www.elearnspace.org/blog

education blog elearning web2.0 technology e-learning learning edtech moodle_iowa

shared by A Hughes on 02 Dec 11 - Cached
  • The open access debate Wednesday, October 19, 2011 At the EDUCAUSE 2011 conference today, I had the pleasure of attending a lecture by Hal Abelson – founding director of Free Software Foundation and Creative Commons. He presented on the state of openness in education. While on the surface openness is gaining traction through scholarship and publication, content providers and journal publishers are starting to push back. During the talk, he used the image below (from this article – .pdf) to argue that journal publishers have a monopoly. The surface progress of openness belies a deeper, more dramatic period of conflict around openness that is only now beginning.
    • A Hughes
      A Hughes on 02 Dec 11
       
      As a librarian, I am very interested in the topic of open access. The image of the commercial Journal Publishers is very revealing. I did not realize that Elsevier owned so much of the academic content. I would like to know what other information I can find by Hal Abelson.
Joanne Cram

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Joanne Cram on 24 Sep 14 - No Cached
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is so critical and demands deep understanding of the content domain and skill domain of a subject. Please can we have subject experts teach from grade 1?
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      This is all about scaffolding children's (or adult's) learning. We need children to be in the zone of proximal development to get optimal learning.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      Sometimes assessment of learning is an afterthought to planning and guiding instruction.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • scampie1
      scampie1 on 24 Sep 14
       
      Since my area is math, here is an excellent brief on these ideas with examples in math: http://www.nctm.org/news/content.aspx?id=11474
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love these questions; they make perfect sense. I don't know that I ever formalized this reflective process with students but no doubt I should have. When time was short (which it frequently was) I cut the reflection. Even when I cut it, I knew this wasn't a good practice. 
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • scampie1
      scampie1 on 24 Sep 14
       
      This is critical when teaching adults. I feel this course has been a good example of this also.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      I had the same a-ha with this statement. When a student feels comfortable within the learning environment, they are allowed to respond and work more freely.
  • ...31 more annotations...
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • scampie1
      scampie1 on 24 Sep 14
       
      Paige Keeley offers many strategies for formative assessment in her books. I wish she wrote one for use online, but some of her ideas could be adapted. Partner Speaks could change to Partner writes and have feedback to whole group be based on what partner's work or strategy was.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      These are some of my favorite techniques for student assessment and engagement.  The critique is a major part of art education and the more I do it, the more I enjoy it...I think the students tend to feel the same way.  
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      This is where rubric perfection is key. The better, more fine-tuned a rubric, the more sensitive it can be to student assessment.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      It's very important for everyone to get on th esame page with this definition and truly understand the intended use of formative assessments- to adjust teaching!
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I agree. I also think teachers need to be reminded at times that formative assessments provide "feedback to adjust ongoing teaching and learning." I think sometimes teachers administer what they would call formative assessments, but don't use the information to drive instruction.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      And when educators do not use the information to drive instruction, it is not formative assessments.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      Formative assessment is hugely important to guide teachers' instruction. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I think it is also important to remember that it isn't just for teachers...the learner needs to be involved in the process and more than just as a resource for gathering data.  The learner and teacher go hand in hand as a part of this process. 
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      There are, unfortunately, too many who see formative assessment as a data collection tool only, as opposed to an instructional resource. This, of course, needs to be changed.
  • is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      YES!
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      And really, if you are not going to use assessment for this purpose, why would you do it?
    • criley55
      criley55 on 01 Oct 14
       
      Great reminder that it is for the STUDENTS and not just the teacher!
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      The fact that there are so many definitions of formative assessment can be frustrating. In all of my training, Rick Stiggins in the author who's opinion on assessment most closely matches my own beliefs.
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      The process is the assessment:)
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I think the word process is key here. There should be several formative assessments along the way in each unit to inform teachers and enable incremental changes along the way. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I think that is the key too. "A process of strategies that the teacher can implement during instruction" to "elicit evidence of student learning to inform and adjust instruction." So important to adjust instruction for best learning outcome for student.
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I see so many who forget to involve the student in the process and it results in low student engagement because they feel it's "not about them" and there is nothing they can do to change the outcomes.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I've seen this as well while working within different classrooms. Students need to be included in the process and be given more responsibility for their learning.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      To me, this is key and all too often missing.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      Descriptive feedback is very important.  How often have teachers just written standard phrases such as "well done", "way to go"..... But, to do descriptive feedback takes quite a bit of time.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • bgeanaea11
      bgeanaea11 on 24 Sep 14
       
      I truly wish everyone could see that everyhting is built upon this foundation:) I think this should be #1 of the 5!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree. The more we work together the better the outcomes and desire for students to be actively involved with their own learning.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that Number 5 sums it all up. Collaboration between students and teacher makes it all happen if everything else is in place: instructional outcomes and criteria for success.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • jbdecker
      jbdecker on 24 Sep 14
       
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      True! And, the survey, journal and forum activites could support formative assessment in the online space through student reflection of learning.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
      jbdecker on 24 Sep 14
       
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Wow, I never really sat down to think about it, but I agree that LMSs should have a component that allows students to monitor their progress more than just through the grade-book. It would be neat to see a type of "student data binder" as a component to online learning. It is critical for students to know their goals and take ownership in their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      So many times the teacher forgets to share the learning goal with students and then the student doesn't know what he/she should be working towards. It's important for the teacher to make clear what the goal is and for the student to have a plan to be sucessful.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      This attribute reminds me of a well-written and well implemented IEP.  When educators were working with legislators in 70's on 94-142, the concepts of formative and summative assessments were being applied.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with you, Lynn.  This idea seems very overwhelming when applying it to multiple classrooms of 25 students.  The idea of learning progressions is a good idea, I think that most teachers do this without thinking about it in these terms. 
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With all of the new legislation coming at us with Chapter 62, this is going to impact us greatly as educators. This achievement gap has got to be figured out- how do we quickly, and effectively move students through that gap towards mastery?
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • jbdecker
      jbdecker on 24 Sep 14
       
      This sounds really familiar!
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      This reinforces our group work from week two and the importance of creating an assessment rubric whereby students know from the beginning what is expected. We need to provide students with the criteria being assessed and what is consider exemplary, proficient or may need more work.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I agree, Kathleen. Students need to know what is expected/criteria with clear examples.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • jbdecker
      jbdecker on 24 Sep 14
       
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree that teacher modeling is important when having students peer assess. Students need guidelines and need to be able to give feedback.
  • necessary instructional adjustments can be made
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Sometimes formative assessment can be done during class time, as a simple, "does everyone understand this?", or a "fist to five" or even thumbs up/thumbs down.
  • integrated
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      I agree with you Nicole. If we are truly assessing how the student is performing and the goal is to close the achievement gap the assessment process needs to be integrated throughout an instructional unit.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      I agree with this statement.  It should just be a part of what we do, but it is important not to forget why we are doing it.  
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      In sharing goals for learning with students, it should be more than a list of standards to meet or a rubric to an end product. There should be a progressive look at a student's growth that are not tied to formal grading, but to identifying what a student can and cannot do.
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      Yes, learning goals help the students know what is expected of them.  I agree, it should be more than a list of standards.  These learning goals should be written in the students language.  That is why I really like "I can" statements, even at the secondary level. 
    • criley55
      criley55 on 01 Oct 14
       
      It is so important for students to know exactly what their expectations are so they aren't guessing at what it is the teacher wants them to learn.
    • Joanne Cram
      Joanne Cram on 02 Oct 14
       
      With many schools moving towards standards based grading, this is essential when moving students through education and assessment.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
    • joycevermeer
      joycevermeer on 26 Sep 14
       
      I agree, being reflective needs to be taught. Students need to be reflective of their work and teachers need to be reflective of their work. Not only do they need to reflect, but they must also think of ways that reflection can inform instruction.
    • criley55
      criley55 on 01 Oct 14
       
      Feedback won't be as effective if it is not taught and modeled by the teacher.
  • receiving frequent feedback
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      Providing "frequent feedback" gives the student an opportunity to make adjustments as they progress instead of waiting until the assignment has been finished. Frequent assessments can result in the redirection of student(s) work especially if the assignment was misunderstood.
  • “two stars and a wish,”
    • Kathleen Goslinga
      Kathleen Goslinga on 26 Sep 14
       
      What a great way for students to provide feedback. I've heard this stated a little differently but with the same general idea/outcome. All to often the focus is on the negatives and students become discouraged and lose interest. If we can focus on a couple of positives and then share what may need to be improved the students overall approach and attitude might be better.
    • jbdecker
      jbdecker on 26 Sep 14
       
      I really liked this approach as well.  We should be looking for more ways to encourage the repetition of positive behavior then always pointing out what is wrong. 
    • Kristina Dvorak
      Kristina Dvorak on 28 Sep 14
       
      This is a good approach for peer assessment.  It give enough encouragement to balance the items that need work. 
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I like this idea. Using "two stars and a wish" students need to look for positive things as well as one thing that needs improvement. This focuses on the positive.
  • The students must be actively involved in the systematic process intended to improve their learning.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      The common theme in all five attributes is the teacher and student working together in the learning. Or as attribute 5 says "partners in learning".
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that this sentence is important and should not be missed.  Interesting that the thought is that self-assessment should not be part of the formal grade. 
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      I agree that peer and self assessment should not be used in the formal grading process. Peer and self assessment should help guide the student and help him/her think about their thinking, but not be an actual part of their grade. That would put too much pressure on them.
  • close the gap between students’ current understanding and the desired goals.
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      Closing the gap between students' current understanding the desired goals is a great way to explicitly state the purpose of formative assessment.  It keeps the focus on the students, but also impacts the reflective teacher on how to proceed next to truly differentiate instruction to meet the needs of all learners.
  • keep track of how well their students’ learning is moving forward.
  • Learning progressions
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think another important piece to the learning progression is to involve the student in the tracking of this process and progress.   In the elementary classroom I found it common place for teachers to use good formative assessment, but the results and process were almost hidden from the students.  I found that by involving them in the process it had a greater impact on their understanding and sense of responsibility in the learning process.
    • Diane Jackson
      Diane Jackson on 28 Sep 14
       
      I agree with you. I think involving students in the process of their own learning will give them more of a buy in as well as more motivation.
  • Self- and Peer-Assessment:
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I see this as being a component of online learning that could be implemented and beneficial to the students.  I think that building the relationships in the class prior to peer assessment would be key to insuring the success in the online environment.
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I did not have great luck with peer assessment in elementary school. It was very time consuming and rarely provided the results I had hoped. Each time I refined how I set it up, how I modeled it, etc. with about the same results. 
  • involving students in decisions about how to move learning forward
    • Travis Wilkins
      Travis Wilkins on 27 Sep 14
       
      I think this is vital to the success and achievement of our students.  I struggle with what this looks like in the online environment.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      I think that this is a slippery slope, some students will look to take the road of less resistance, ie no homework, but if the teacher prepares work thoughtfully, then the students may be allowed to choose which homework assignment best suits them and be possibly allowed to change or tweak a topic in order to suit one of their interests which would then increase student buy-in.
  • Formative assessment is a process that directly engages both teachers and students
    • Bev Berns
      Bev Berns on 27 Sep 14
       
      The conversation between the teacher and student regarding learning is the most powerful part of formative assessment!
  • Students can use a rubric to provide feedback to a peer
    • Deb Vail
      Deb Vail on 28 Sep 14
       
      I love the idea of having students use a rubric to assess peers. I frequently had students self-assess using a rubric, but I never had peers use it to assess. To be honest, I'm not sure why I never thought of that myself. Love it!
  • when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Adrian Evans
      Adrian Evans on 30 Sep 14
       
      Students are sometimes more comfortable in failing in front of a peer, in a one on one scenario than they are in meeting with their teacher. Getting to know your students will help the teacher figure out which strategy to use.
    • criley55
      criley55 on 01 Oct 14
       
      This is something I hadn't thought a lot about - but students would get a lot more feedback if it was given from peers and not just teachers.
  • Specific, timely feedback should be based on the learning goal and criteria for success
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Specific and timely feedback should be given to all students in order for them to be successful. If students are not given feedback in a timely manner, then the feedback will do nothing to promote their learning.
  • Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
    • ajbeyer
      ajbeyer on 02 Oct 14
       
      Self assessment and peer assessment are important in order for students to think about their thinking and their learning. Peer assessment isn't always means to helping, but self assessment should always be a part of the assessment process.
cjterry64

elearn Magazine: 10 Things I've Learned About Teaching Online - 3 views

elearnmag.acm.org/featured.cfm

ollie_iowa

shared by cjterry64 on 08 Jul 15 - No Cached
  • cjterry64 on 08 Jul 15
     
    Reflective list of 10 items this instructor has learned about online learning. Good things to think about!
gsmutz

Articles: Delivery - 1 views

moodlesw.aeapdonline.org/...view.php

shared by gsmutz on 19 Jun 15 - No Cached
  • So, if you have 30 minutes for your talk, finish in 25 minutes.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      When a presenter gets finished early, it's true, it is such a good feeling when you're in the audience.  
    • dahrens20
      dahrens20 on 01 Jul 15
       
      This ties right into the 80% rule. I really like this rule and have never heard of it before. Makes perfect sense.
  • 6. Remember the “B” key
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      New learning for me...I didn't know about this!
  • Anticipating resistance forces you to really think about the people you’re presenting to, and that makes it easier to influence them. If you’ve made a sincere effort to look at the world through their eyes, it will show when you speak. You’ll feel more warmly toward them, so you’ll take on a conversational tone. You’ll sound — and be — authentic when you address their concerns. As a result, you’ll disarm them, and they’ll be more likely to accept your message.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Again, we are reminded to incorporate empathy into our presentations.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This is vital. In my presentations to parents about 1 to 1 some of them can be very negative. They are mostly concerned about the cost of the program to them (internet, repairs) than anything. We have to be prepared to explain how we can help them with their concerns.
  • ...29 more annotations...
  • So keep the presentation to less than 20 minutes.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I relate this to my teaching.  We are told that large group times should be 10-15 minutes long. Sometimes we forget that as adults we also have a time limit on our attention span.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I tend to do a few slides and talk - then break for short questions, then back to the presentation. Is this bad?
  • "When you prepare and rehearse the presentation—out loud, over many hours and many days—you'll come across as much more engaging as a speaker and effortless."
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      This would also help the presenter to not read from this notes.  I'm often more engaged with presenters who maintain eye contact and know their material.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Practice makes perfect. It is best to practice and see how smoothly it will go. Also what is the timeframe? Do I need to shorten it?
    • gsmutz
      gsmutz on 07 Jul 15
       
      What a thought!  I teach with a powerpoint in math nearly everyday and I don't ever think I have rehearsed it.  I am excited for my first day powerpoint.  I will rehearse it many times!
    • pfineran
      pfineran on 30 Jun 15
       
      I am going to invest in a remote for my computer. It makes sense to be able to circulate and be closer to the audience.
    • berlandson
      berlandson on 06 Jul 15
       
      Using a remote to present is wonderful.  I do most of my presenting from the back of the room....allows the student to see the slides easily without looking around me and allows me to easily see the student computer monitor to see they are with me :)  
  • When you are ready to move on, just press the “B” key again and the image reappears.
    • pfineran
      pfineran on 30 Jun 15
       
      I wasn't aware of this trick! I often use the AV Mute button when I am teaching and using a projector, but now I have another trick for presentations.
    • pfineran
      pfineran on 30 Jun 15
       
      This actually ties in well with the idea of storytelling. If you can tell a story that helps your audience understand that you aren't just TALKING about the topic, but that you have experienced it, you are more apt to get buy-in.
  • f your presentation has to be long, break it into 10-minute chunks.
    • pfineran
      pfineran on 30 Jun 15
       
      I had already decided that I needed to have my audience "doing" something to engage with my content. I decided that since they need to be able to navigate our handbook, I would give them a friendly competitve scavenger hunt so they could go back to the text and find the information. I may have to think about breaking that scavenger hunt up into sections that mirror my presentation so they can work with the information after I introduce it.
    • pfineran
      pfineran on 30 Jun 15
       
      This shouldn't be a surprise to anyone! Why wouldn't you rehearse your presentation??
    • pfineran
      pfineran on 30 Jun 15
       
      THis is great advice! I often have my student teachers video themselves. I was required to do so as a first-year teacher as well. It is so eye opening.
  • By having the slide blank, all the attention can now be placed back on you.
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      Most amateur presenters and educators, myself included, are likely unaware of this feature. When a presenter goes off topic or digresses I tend to continue staring at the screen, trying to dissect the information instead of listening to their words. The "B" key seems like a great way to keep attention where it is intended to be.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Ok- now I did not know this trick. Going to have to share it!
  • The first 2-3 minutes of the presentation are the most important.
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      It is much easier to grab the audience's attention right off the bat than to try and recover it 10 or 15 minutes into the presentation when their level of engagement has long since been determined.
  • Practical resistance:
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      This is paramount when presenting to both staff and students. Teachers need to show students they understand the work and thinking that will need to be undertaken, otherwise students will resist.  Teachers are the same way if they get the impression an administrator has forgotten all the items on the plate of a teacher. Knowing the audience is key!
  • "Most of the great presenters actually rehearse much more extensively than anyone else," he says. "They don't just wing it."
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      Really glad to see this point made.  The myth of "winging it" is far too glorified and overhyped. The most successful people in any field work tirelessly to hone their craft.
    • berlandson
      berlandson on 06 Jul 15
       
      So agree with this!  Preparation and organization are definitely the keys to success!
  • "Only about 7 percent of the actual words or content is important."
    • kluttenegger
      kluttenegger on 30 Jun 15
       
      This is analogous to the careful design of slides being so integral to good presentations.  Good content is needed, of course, but audience engagement is often won or lost in some of the more superficial aspects of a presentation.
  • podium
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I hate podiums and I hate that some teachers still feel they should be at the front of the room. Move around, interact and know what is happening.
    • dahrens20
      dahrens20 on 01 Jul 15
       
      Now I would lost w/o my podium but I definitely don't use it as a barrier. Walking around is crucial and helps one get a feeling from the audience.
  • Today’s projectors are bright enough to allow you to keep many of the lights on.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      All classrooms now have projection systems or even tv's. There are some teachers who still turn the lights off and you immediately lose your audience.
  • voice (don't speak in a monotone voice).
    • dahrens20
      dahrens20 on 01 Jul 15
       
      This is such a hard one as it's very difficult sometimes to actually know your voice and especially know the tone that you're using all the time. Definitely takes a lot of practice if one is not a natural at this. 
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is a must.  Whenever our principal talks to our staff about presenting to the class, this always comes up.  He says that the teachers who change their voice really seem to show their passion and excitement for the subject compared to teachers who use the same monotone voice during the whole presentation.
  • don't slouch, stand up straight and natural
    • dahrens20
      dahrens20 on 01 Jul 15
       
      I'm a natural sloucher and shoulders fwd kind of person and I have to remind myself to sit straight/stand straight/etc. I speak to my students often of this as this is a very hard thing for me to do consistently. This is crucial in presentations and especially interviews.
  • When audience members ask questions or give comments, you should be gracious and thank them for their input. Even if someone is being difficult, you must keep to the high ground and at all times be a gentleman or lady and courteously deal with such individuals. The true professional can always remain cool and in control. Remember, it is your reputation, so always remain gracious even with the most challenging of audiences.
    • dahrens20
      dahrens20 on 01 Jul 15
       
      Sounds easy...but can very hard to do sometimes depending on the presentation and crowd : ) Thanking them for their input is huge in my eyes and saying it sincerely has importance too. 
  • Yes, you need professional, well designed visuals. But it is all for naught if you do not have a deep, heartfelt belief in your topic.
    • berlandson
      berlandson on 06 Jul 15
       
      I always think this is the difference between great and not-so-great teachers.  Teachers who are passionate about their subject area seem to easily build an excitement in the students.  If a teacher is teaching something they do not particularly enjoy, it seems the students pick up the same "attitude".
  • ask a colleague for a reality check before you present to other managers in her group.
    • berlandson
      berlandson on 06 Jul 15
       
      This is why it is important for teachers to have time to collaborate!  Sharing ideas/concerns with other teachers are working with the same students often brings up great ideas to resolve/anticipate resistance.
  • ry inserting a short video clip, introduce a quick demonstration, or have another speaker get up and briefly present.
    • berlandson
      berlandson on 06 Jul 15
       
      I try to keep my presentation "chunks" short by writing reminders to myself in my notes to move to an activity which reinforces the information or link to a video clip.  My students seem to enjoy when I indicate I have found a "friend" (via video) to more completely explain a topic.  They like to kid me about having lots of "friends".
  • Most presenters fail here because they ramble on too long about superfluous background information or their personal/professional history, etc.
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is interesting.  I would think the audience would want to know about the speaker, but instead we should show our passion and get the audience hooked first.  It makes sense!
  • 5. Use a remote-control device
  • 5. Use a remote-control device
    • gsmutz
      gsmutz on 07 Jul 15
       
      This is a must for me.  When I started teaching (12 years ago), I had to hand write all of my material on the board and hand my back to the class often.  When I got a projector and a remote, my classroom management improved by quite a bit!
  • By considering different points of view and addressing doubts and fears before they become roadblocks, you’ll demonstrate an open mind — and invite your audience to respond in kind.
    • gsmutz
      gsmutz on 07 Jul 15
       
      I love this idea.  In my math class, I encourage students to share their shortcuts, especially when solving mental math problems.  By the end of the year, we have lots of different ways to solve a problem like 1.5x12.
  • 2. Kill Your Audience with Bullets
  • 2. Kill Your Audience with Bullets
  • 2. Kill Your Audience with Bullets
    • gsmutz
      gsmutz on 07 Jul 15
       
      We have heard this many times, but I don't think it hurts to have it reinforced again.  It's amazing how many educators and writers believe in no bullets.
rhoadsb_

ollie-afe-2019: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by rhoadsb_ on 10 Apr 19 - No Cached
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • alisauter
      alisauter on 10 Apr 19
       
      The reason Learning Targets are so important to establish and communicate.
    • kmolitor
      kmolitor on 12 Apr 19
       
      Articulating goals in student friendly language is important so students know what the target is.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      As our district moves forward to standards-based learning/grading, we need to change our mindset. Students need to see learning as more important that "getting a good grade'. We can help this process by sharing the learning targets with them.
    • jennham
      jennham on 13 Apr 19
       
      In order for the students to see that the learning is more important than the grade, educators also need to make that shift in thinking. As my son starts applying to colleges, it seems to be ALL about his grades. I know many of my sons' teachers also feel that getting a good grade is the end result. I think students as a whole would be more receptive to how much they have learned if their teachers modeled that as well.
    • annott
      annott on 16 Apr 19
       
      This is where the rubric comes into play. Students need to know or see what they will be evaluated on for the final product. I really like the idea of having students create their own rubric.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals. Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • alisauter
      alisauter on 10 Apr 19
       
      People think this can be "scripted" but it really can't. Formative assessment CHANGES the teaching and learning processes to meet the needs of the learners. It is fluid.
    • mistermohr
      mistermohr on 13 Apr 19
       
      and I think it is difficult to say that formative assessment can close the gap. Imagine if classrooms waited for everyone to get something before moving on. Formative assessment is more beneficial, in my opinion, in small groups. If 90% of kids get an exit ticket correct, the class will likely move on. Even though we know that 10% don't get it.
    • jennham
      jennham on 13 Apr 19
       
      In an ideal situation you would move on, but the 10% would receive additional instruction in order to learn and understand what they didn't before. The trick is to find the time to do that. Every time we find time in order to make this happen it seems to get snatched up by something else that we need to do.
    • mschutjer
      mschutjer on 26 Apr 19
       
      This is something we can been discussing a great deal and whether we should include it in our grade books...with or without points and we do not give credit for formative assessments.
  • In self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
    • alisauter
      alisauter on 10 Apr 19
       
      I think this is harder for some kids to do than others.
    • kmolitor
      kmolitor on 12 Apr 19
       
      I agree but if we did it more and across the curriculum we could help them all become better at it.
    • Wendy Arch
      Wendy Arch on 14 Apr 19
       
      I find that kids are often more critical of themselves than I would be. Maybe it's false modesty, but when I've had students do a post-writing reflection or log, most of the time they think their writing is crap and they struggled more than I say in class. That is often eye opening since we think we know what happens in our classrooms, but it shouldn't be a surprise that students - like teachers - are experts at hiding their struggles.
  • ...51 more annotations...
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment. In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • alisauter
      alisauter on 10 Apr 19
       
      This reminds me of the routines you have to build with elementary students each fall for things like centers, bell ringers, daily 5, etc. Even blended and flipped learning needs routines visited and revisited at the beginning.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      This is why I love the math curriculum I am using. The main focus is collaboration. Everyday students are expected to come up and share their work on how they solved the problem. Students enjoy learning from their classmates.
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      It's interesting to me that in elementary we spend the time to create a culture, but many teachers ignore this in the secondary classroom.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • robertsreads
      robertsreads on 10 Apr 19
       
      It is worrisome to me that the focus seems to be more on increasing student standardized test scores than increasing student learning/understanding. Which is better for the student in the long run?
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      an agreed concern.....so much focus on standardized scores has changed focus to results instead of learning
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Do standardized tests provide value to our students, really? Cant say they do. Formative assessment is for guiding the teacher and student to learn, not take a test.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals.
    • robertsreads
      robertsreads on 10 Apr 19
       
      This is why it is important to begin each assignment with the end in mind. What do we want students to learn, how will we measure that learning, and how to we get there?
    • mistermohr
      mistermohr on 13 Apr 19
       
      Agreed. From a person interested in the content and the learning of their students this makes sense. From a practical perspective, I think a large portion of students would not find any value in this. I would guess over 50% would not read it and would not use it. Now, as a teacher, I can say you should have read this to know how to improve, that isn't a practical solution though. I think that has to come from application and purposeful relevancy.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I also agree. As a teacher you need to know the end goal, and work backwards
    • mschutjer
      mschutjer on 26 Apr 19
       
      This is a great idea. I would love to get some of these set up. A great tool to use with students.
  • Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve. It should avoid comparisons with other pupils. Specific, timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • robertsreads
      robertsreads on 10 Apr 19
       
      It is of the utmost importance to make sure that students are only comparing their work to their prior efforts, as opposed to comparing their work to that of other students.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      I like the last 3 questions of the paragraph. Great questions for me to ask. It would be a nice way to have the students reflect after a test as well.
    • kmolitor
      kmolitor on 12 Apr 19
       
      I agree Matt, these questions can help students reflect on their learning, and it would be great to have all teachers use them so it becomes second nature to students.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I notice the word "timely". This is SO important but also so hard to do with teachers' workloads. Does anyone have something that works for both the teacher and student?
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      I love this idea from Caitlin Tucker: https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/ So much of what we grade does not require a grade. Maybe if we make this adjustment, our work load would decrease.
    • annott
      annott on 16 Apr 19
       
      This is something that I have to continue to improve.
  • Alternatively, feedback could be given using a format such as “two stars and a wish,” which provides a structure for a student to identify two aspects of the work that are particularly strong (stars) and one aspect the peer might improve (a wish).
    • robertsreads
      robertsreads on 10 Apr 19
       
      I really like this idea, as it focuses on what students are doing well. It is much easier to take constructive criticism when it is couched with praise.
    • jennham
      jennham on 13 Apr 19
       
      I really like this idea as well! Phrasing it as "a wish" will be easier for the creator of the project to hear, but will also be easier for the evaluator to give. I know I have students who constantly say,"You don't need to change anything," not because they think that is true, but because they do not want to bruise anyone's feelings.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • sjensen21
      sjensen21 on 10 Apr 19
       
      Notice the definition does not say that formative assessments can't be graded. I am a proponent of grading formative assessments, but I have heard others say it should not be.
    • mpercy
      mpercy on 12 Apr 19
       
      I think Evan mentioned this in one of his video chats. He talked about the value of not grading the formative assessment but using it to enhance classroom discussion. Would this work in a math classroom?
    • cathy84
      cathy84 on 12 Apr 19
       
      This is an excellent point. My first reaction was No! Don't grade it! But then I thought about the chapter reading quizzes I would give. In some ways these were formative because I wanted to see if students understood the chapter in the novel. In others, it was summative in that I wanted to hold students accountable for the reading. I did grade them. Hmmm...Interesting
    • tmolitor
      tmolitor on 14 Apr 19
       
      I think it is so interesting to consider not grading formative assessments. I feel like every time I give an assignment to students the first question they ask is "Will this go on my grade?"
    • annott
      annott on 16 Apr 19
       
      I think many times we ask students during a lesson, to give a number of fingers as to whether you understand what we just shared. And I had done that for many years, but never knew it was called formative assessment until a few years ago.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      I really enjoy that formative assessment can be done in so many different ways (verbally, a quiz, practice problems, exit tickets, review games, etc.....) I do get where Trevor is coming from though......very much a grade centric focus instead of a learning focus
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      Exactly we need to get away from grading everything as we may not have taught the content in way that ll can learn. Use FA to guide instruction and improve student learning.
  • five attributes
    • sjensen21
      sjensen21 on 10 Apr 19
       
      1. Learning Progressions 2. Learning Goals 3. Descriptive Feedback 4. Self- and Peer-Assessment 5. Collaboration
  • Descriptive Feedback:
    • sjensen21
      sjensen21 on 10 Apr 19
       
      This is by far the most important part of formative assessment for students. Teachers need to provide timely, informative feedback, so that students can learn from their mistakes.
    • tmolitor
      tmolitor on 14 Apr 19
       
      Agreed! The feedback piece is the most important by far, and you mentioned how important it is to have it in a timely manner!
  • Self- and Peer-Assessment
    • sjensen21
      sjensen21 on 10 Apr 19
       
      Peer assessment is the most difficult for all parties involved. It is difficult for students to critique each other's work appropriately and it is difficult for students to receive feedback from peers. It is also difficult for teachers to model appropriate behaviors for peer assessment.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I agree. It is always hard to get students to do this the right way. The idea behind it is awesome though, if you could somehow get students to appropriately evaluate their classmates work.
  • The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • mgast40diigo
      mgast40diigo on 10 Apr 19
       
      I like this idea about students having an active process. This would be very valuable for both the student and teacher. If the student has more of an active process by setting goals and monitoring them I feel they would have sense of ownership in the process. Very powerful when they feel this way.
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      I agree. I think it would increase student ownership of the learning process.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      Totally agree! Student choice and voice is an important piece that I think we miss out on frequently in education
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      If students are not involved in the process they will see it as a check box.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • mgast40diigo
      mgast40diigo on 11 Apr 19
       
      This is something that I need to do a better job of. I've thought about using math journals where students could reflect on on their own work and that of their peers when peer evaluating. The lack of time is the excuse.
    • cathy84
      cathy84 on 12 Apr 19
       
      It's not an excuse; it's a reality. When you have over 100 students, it's impossible to give them as much attention as you would like.
  • This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Hopefully being careful that students are not just regurgitating information. Sometimes I think we get wrapped up in getting content and skills across we don't notice ourselves spoon feeding.
  • This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Which happens at different times for different students. Some may have already accomplished it while others need more scaffolding to achieve it.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      True! I think these kinds of complex skills are exactly the ones that might be worth the time for formal formative feedback so students and teachers see who has it and who doesn't.
  • A classroom culture in which teachers and students are partners in learning should be established.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Honestly, I forget this part the most of the 5 categories. I am not the CEO, but more a manager.
    • mistermohr
      mistermohr on 13 Apr 19
       
      I like this one the most. It is all about relationships!!!
    • tmolitor
      tmolitor on 14 Apr 19
       
      I agree! However that quote goes "Students don't care how much you know, until they know how much you care."
    • annott
      annott on 16 Apr 19
       
      This may be the most important attribute.
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think this might be most important attribute of all. Culture and climate are so important. Kids will work hard for you even if they don't want to do the project if you have a good relationship with them.
  • without dissent:
    • zackkaz
      zackkaz on 11 Apr 19
       
      Amazing to me that no one disagreed. Worries me about groupthink occurring at that meeting. I'm not saying I disagree with the definition, but that really amazes me there was no dissent.
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      I imagine if people were at a meeting about formative assessment, they would all be on the same page to begin with. I imagine this was merely a wordsmithing session and less of deliberate one.
  • is to provide evidence that is used by teachers
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      depending on what I'm looking for, formative assessment can sometimes be more effective for just me. Often my students don't really know (or care) where they are in the grand scheme of things, but I need to know so I can determine our course.
    • cathy84
      cathy84 on 12 Apr 19
       
      I did have students use their comprehension quizzes as a formative assessment. If they did not get 8/10, I had them write a note on the quiz as to why. Did they just not do the reading? Did the read it while multi-tasking? Did they read it but just not get it? I was hoping to make them aware of their learning and why it was not where it should be when considering reading comprehension of a novel. But then, maybe I should not have graded it??
  • a process rather than a particular kind of assessment.
    • Wendy Arch
      Wendy Arch on 12 Apr 19
       
      This is where it gets difficult for me sometimes. The recursive aspect is difficult when dealing with a common course that is supposed to stay on track with other sections led by other teachers. Having the ability to be flexible with instruction is essential, but when "aligned" with other teachers, that flexibility can be constrained.
  • informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      Many teachers do a lot of formative assessment in the way of observation, listening, even questioning. In an online setting, this is the part that harder. But as standards move more to skills and concepts rather than just knowledge, those "embedded techniques" might be a piece that's missing. Many times when students "miss the mark" on the test, it's because there was a disconnect in what they thought they were supposed to know or lack of feedback on what they were supposed to do.
  • offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      The use of models here is the key though. Sometimes this info isn't enough if they have seen or heard many speeches that do this (and most kids haven't).
    • cathy84
      cathy84 on 12 Apr 19
       
      As a former writing teacher, I never doubted the power of the feedback. The problem was finding the time. I could not read 100+ papers twice: once formative and second summative. It was a struggle to provide the feedback they needed and survive the job.
    • tmolitor
      tmolitor on 14 Apr 19
       
      I teach Math so I can't imagine what it is like trying to provide timely feedback for writing assignments. I think it's hard enough to do it with math homework when the student is missing a piece of the equation or something.
  • they can take an active role in planning, monitoring, and evaluating their own progress.
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      I've always felt that one of the biggest benefits of peer-assessment has nothing to do with the feedback--it has to do with perspective. When a student sees how another student approached a writing prompt or a problem or a process, it allows them to look differently at their own work. If the only thing students ever see is the the teacher's thinking and their own, it can limit their understanding.
  • supporting students as they monitor and take responsibility for their own learning
    • kimgrissom
      kimgrissom on 12 Apr 19
       
      This is something almost all teachers would like more of, but it's hard for students to do that if we don't give them the success criteria, vocabulary, and feedback to help them be more independent in reaching our expectations.
  • a formative tes
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      I always wonder about this when I hear teachers saying that they are using plc time to develop "common formative assessments".
    • annott
      annott on 16 Apr 19
       
      You have a valid point Deborah. Should we have common formative assessments or not? According to this article it's an ongoing process throughout a lesson and should be adaptive to each teacher.
    • mschutjer
      mschutjer on 26 Apr 19
       
      I think it is one more item in education we do not have time to create...common formative assessments.
  • teachers and students
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      Shouldn't all teaching and learning involve educators and students? lol.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I feel that all too often teachers think of weekly quizzes as formative assessment. Unfortunately, those weekly quizzes are often not used to adjust teaching. This definition says it is a PROCESS. I don't think many teachers think of it that way.
    • annott
      annott on 16 Apr 19
       
      I agree Barb, I know I don't think of it as a process. I need to work on that.
  • meta-cognitively
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      Asking students to think metacognatively about learning will hopefully make them more efficient learners in the future.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Deborah Cleveland
      Deborah Cleveland on 12 Apr 19
       
      While I am not in classrooms very often, almost all of them do this. I feel like this is something that teachers have made a real effort to do.
    • mistermohr
      mistermohr on 13 Apr 19
       
      Agreed. However, in my experience, most students don't care. It is kind of like showing them standards. Even in kid friendly language, they largely don't care. I think this article brings up lots of good information, but the reality of practice is much different than the reality of the folks coming up with these things.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Formative assessments gives teachers the checkpoints of learning with their students. It informs their instruction of what to do next.
    • nealjulie
      nealjulie on 12 Apr 19
       
      I like how this clarifies that there are many different types of formative assessments.
  • and show the trajectory of learning along which students are expected to progress
    • annott
      annott on 16 Apr 19
       
      As I learn more about scaffolding, I think that is a good way to cover learning progression.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Progressions give teachers and students a pathway of learning.
  • evidence-based feedback
    • mistermohr
      mistermohr on 13 Apr 19
       
      ha ha ha...again a reality of practice. You can't reliably do this for 150 kids and every formative assessment. What about the informal formative assessments? Technology can help with this, but again it has to be setup to do so.
    • mrsmeganmorgan
      mrsmeganmorgan on 14 Apr 19
       
      I think you bring up a valid point. We really need to spend the time giving feedback, but I am wondering what is the difference between informal vs formal feedback. I have seen teachers use an "autopsy" after certain assignments so major issues are address large group. Often students tend to make similar mistakes.
    • tommuller4
      tommuller4 on 16 Apr 19
       
      Giving feed back to every student is all most impossible to do in a timely matter if you 100+ students. I like the idea of addressing major mistakes as a large group because like Megan said most times multiple students make the same mistake or have the same problem.
    • nealjulie
      nealjulie on 12 Apr 19
       
      Students should also be given descriptive feedback.
  • involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nealjulie
      nealjulie on 12 Apr 19
       
      I like this idea of student feedback. This is a very powerful tool.
  • teachers and students
    • mpercy
      mpercy on 12 Apr 19
       
      It is really important to get students to take ownership of their learning.
  • In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • mpercy
      mpercy on 12 Apr 19
       
      How is this best accomplished? Does using an "I can" statement at the start of a math lesson accomplish this goal? I tend to think my students are not really interested in these statements. This also seems to feel like a time consuming requirement for a teacher. I feel a time crunch with just getting the lesson taught and giving kids a little work time in class.
    • cathy84
      cathy84 on 12 Apr 19
       
      And I am wondering, does this apply to adult learners in a PD setting?
    • rhoadsb_
      rhoadsb_ on 30 Apr 19
       
      We are going down this road in more detail in our district now with SBG and rubrics are essential to learning and the communication to students.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • mpercy
      mpercy on 12 Apr 19
       
      I need to include more opportunities for this as I think it is really important for students to take ownership of their learning.
    • barbkfoster
      barbkfoster on 13 Apr 19
       
      I've always tried to do this as I teach high school math. I love that math has a right answer but there are multiple ways to get it. I always tell students that we are filling their "toolbox" as we learn strategies to solving problems. Ultimately, though, it is up to them to make sense of what "tool" works best for them.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • mpercy
      mpercy on 12 Apr 19
       
      I think this sounds right but is it attainable with all students? Or more importantly how is it attainable. Several of my students come to mind that really don't express a desire to learn Algebra or Geometry and I have not been successful in changing that attitude!
    • cathy84
      cathy84 on 12 Apr 19
       
      This is very doable, I think, when working with adult learners in a PD environment.
    • jennham
      jennham on 13 Apr 19
       
      I feel that is is doable, but I also feel it will be an uphill battle all the way with some students. It is very hard to overcome, in one week or month or year, the baggage some kids bring with them. However, this isn't a new struggle to us or to them. Anything and everything that helps them to succeed is what we will do!
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      Jen, YES! It takes time for our students to trust us to build a partnership. We need to realize that trust is built one small moment at a time.
    • cathy84
      cathy84 on 12 Apr 19
       
      Interesting...I have never heard of this group nor heard of this initiative. Education is a complex world
  • short-term goals to keep track of how well their students’ learning is moving forward.
    • kmolitor
      kmolitor on 12 Apr 19
       
      Learning progressions are a great way to scaffold and have those checkpoints to see where students are at and help identify where students need assistance.
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I agree that checkpoints or formative assessments during a learning progression are extremely important. Without, a student could easily go through the motions and when it came to the summative assessment they would completely fail.
  • inform instruction and learning
    • mistermohr
      mistermohr on 13 Apr 19
       
      I think there are constant examples of assessment informing instruction in classrooms. I find it interesting the formal formative assessment argument seems to hold water but informal or on the fly decisions in a classroom are not typically seen as quality modifications due to formative assessment since they are not done with hard data, but rather subjective data.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • Wendy Arch
      Wendy Arch on 14 Apr 19
       
      Modeling is, of course, always the most effective, but how do we move students beyond just copying the model? I find most of my upper level, grade-grubbing, high-achieving students will stop taking intellectual risks the more I model. They don't want to be "wrong" so they play it safe.
  • Sharing learning goals and criteria for success with students
    • mrsmeganmorgan
      mrsmeganmorgan on 15 Apr 19
       
      We need to spend more time sharing goals with our students.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think its a good idea to show students some sort of example of what you are expecting from them. Especially if its the first time you try something in your class.
  • Both self- and peer-assessment are important
    • tommuller4
      tommuller4 on 16 Apr 19
       
      I think both self and peer assessment are a great idea. It's always good for student to self reflect on their work but its also good for them to hear feedback from classmates instead of just the teacher all the time.
    • chriskyhl
      chriskyhl on 17 Apr 19
       
      Peer reflection and peer learning to me is almost as valuable as teacher reflection. I think students learn better from peers than teachers in lots of situations because students can explain in their own language
  • inform and adjust instruction
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I see a disconnect in utilization of formative assessment data to adjust instruction in elementary compared to secondary classrooms. K-5 teachers seem to be more knowledgable and willing to change instruction where secondary teachers struggle. Perhaps it's the number of students or race against the curriculum map, but I have observed that formative assessment data may come back showing poor understanding, but teachers keep moving forward.
  • The success criterion that the teacher gives them is, “Include any properties or rules that may apply in your explanation.”
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      As I read this example I think about how this activity could be put online. You could easily to a screencast or Flipgrid "think-a-loud" to explain thinking and meet the criteria of the teacher. This could be done individually or in a small group.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • whsfieldbio
      whsfieldbio on 17 Apr 19
       
      I think this is a missed opportunity in classes. It is important to build in time to reflect, becuase students may not review this on their own. I thinking it's equally important to model what self reflection looks like and how it can be used to improve outcomes. It's just another layer of scaffolding.
  • investigate the past from a range of sources of information,
    • kylelehman
      kylelehman on 18 Apr 19
       
      This is how I get my students excited about inquiries. They get to play detective and have fun with the information that they are diving into.
  • in increasingly sophisticated ways
    • kylelehman
      kylelehman on 18 Apr 19
       
      This is where I allow my students to work on their own and really challenge themselves. This idea that a student can progress on their own gives them a sense of ownership and ability to make their own path.
  • provide an explanation
    • kylelehman
      kylelehman on 18 Apr 19
       
      I love this! I do something similar when it comes to quick writes in my class. The first quick write that we do, I take a great, a good, and a needs work. I post all three of them (without names) and then go over why we think as a class each got the score they did. Great way to build skills.
  • self-reflective b
    • kylelehman
      kylelehman on 18 Apr 19
       
      Self-reflection is huge! Now that we are moving towards SBG, I have tried working in more and more self-reflection into my rubrics. I want them thinking about what they did. On all my essays, they go through the rubric first and determine their score and add comments as to why they think they should get that score and then I go in after and grade and we can sort of compare.
leipoldc

ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by leipoldc on 12 Apr 20 - No Cached
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes
    • tkofoot
      tkofoot on 12 Apr 20
       
      Everything we do is to improve student achievement. This helps us going future instruction.
    • maryhumke
      maryhumke on 12 Apr 20
       
      WE hear data driven decisions so often but this is a such a clear definition of why we base instructional decisions on data.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedbac
    • tkofoot
      tkofoot on 12 Apr 20
       
      It is important to do this as students are doing work, having group discussion, and possibly by another adult that can step in the room. One person may observe learning or needs that another cannot.
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • tkofoot
      tkofoot on 12 Apr 20
       
      This collaboration is important. Students need to feel like they have respect and "own" their learning. I teach Special Ed, so I always give students a way to own their instruction and opportunities to improve.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I agree. Not all kids are risk takers so when they feel supported they are more likely open up with the others in the learning process
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is the direction I really want to go in my classrooms. It is transitioning my students from passive to more active learners. The part that I have work on is building the class norms and modeling them properly in my class.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      A classroom culture where there is collaboration between teacher and students in the learning process would be so exciting. I think it would hold students more accountable when they are part of their own process.
  • ...29 more annotations...
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students
    • tkofoot
      tkofoot on 12 Apr 20
       
      This is an important statement. Students need to know the instructional goal. I do think this is missed. It is a good reminder for me moving forward. I feel like I do this, but what does that look like?
    • nkrager
      nkrager on 13 Apr 20
       
      Agreed! However, I struggle to find that most students don't "care" about this goal unless you make it relevant to them right now. (And even with this some don't care.) I would love for students to buy in to what we are all doing in our classrooms and understand the bigger pictures, then they would understand the learning progressions.
    • ravelinga
      ravelinga on 14 Apr 20
       
      The communication of the end goal is something that I need to do a better job with. I think I will have better outcomes from my formative assessment when my students see there purpose rather than just me.
    • jhatcher
      jhatcher on 17 Apr 20
       
      My new curriculum is all about the I Can statements and reviewing it at the end, so this is very helpful. I agree with the comment above- Now to motivate the students to care!
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I have enjoyed our course work on this. It has made me really think the steps between objection and assessment.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with you. The Progression diagram that I have made 2 different times has really helped me understand how to break the learning down. Trying to make sure students are achieving at each step is so important to their success.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • maryhumke
      maryhumke on 13 Apr 20
       
      I will remember these questions Often feedback is just a general statement of good job. These questions will drive student with specific feedback.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      I really like the idea of posing those questions to the students and make them more engaged in their learning and the skill of really knowing where they are in the learning progression.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I imagine the learning progressions posted on the wall and when conferring with students, posing the questions - where are you now? where are you going? how will you get there?
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I think posing the questions to students would be a great way to have them do some self-reflection. That would also help the teacher to understand the students' perception of where they are and be able to give appropriate feedback. For example, a teacher might think a student is doing something well because they have evidence of that, but it would help to know if the student felt they knew it well enough so that they could replicate it in the future.
  • student- and peer-assessment should not be used in the formal grading process.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree. Peer assessment is meant to help both students learn something new and reflect on their learning/work from a non-teacher perspective.
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nkrager
      nkrager on 13 Apr 20
       
      I want to increase this in my classroom so if you have ideas, please do share! :) I want students to feel comfortable with this process and care about the learning progressions we are moving through. I want there to be good peer feedback and not just students "jumping through the hoops" so that they themselves get better at the big ideas and collaboration pieces.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • You must also relate your explanation to one of the properties we have been discussing in class to indicate the reason the steps were incorrect.” Again, the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • nkrager
      nkrager on 13 Apr 20
       
      These are only effective when teachers/students use them to drive the instruction further. It is not enough to just say that we are doing formative assessments but then disregarding the data that they give us. Changes and adaptions must be made to successfully move all students forward with the material.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I agree. I think this also goes with doing a pretest or pre assessment. What data are you trying to get and what are you actually going to do with that data to enhance your teaching and to adjust your teaching for your students.
    • jhatcher
      jhatcher on 17 Apr 20
       
      Really packed classrooms of students can make this so difficult!
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning.
    • nkrager
      nkrager on 13 Apr 20
       
      So important to build this process in our classrooms so that students take ownership of their learning and want to do better. (I would love tips on how to do this better in my own room if anyone has some!) :)
    • jessed44
      jessed44 on 18 Apr 20
       
      Getting students to consistently take ownership of their learning has been one of the most difficult tasks of my career. Intrinsic motivation is key, but by definition, it has to come from within a student There are things a teacher can do, such as offer freedom and choice, but this can be very difficult for students that do not buy in.
  • a process used by teachers and students
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's important to emphasize that it is a process used both by teachers AND students. I think too often, students don't realize how much informaiton a formative assessment can also provide them and help them with goal-setting for future lessons.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think that most teachers use formative assessments throughout their lesson plans and teaching without even knowing that they are doing it!
    • ravelinga
      ravelinga on 14 Apr 20
       
      This is why I liked the learning progression activity. It put the use of formative assessments front and center when creating units. Something I need to do better with.
    • leipoldc
      leipoldc on 25 Apr 20
       
      I agree that teachers have been using the formative assessment process before it was given a name. I think they knew they were doing it and because it is good practice, gave it a name.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      It's always interesting to hear the groans from students if I announce that we are going to have a more formal formative assessment (such as a quick 2-3 question quiz) vs. the simpler formative assessments that I conduct daily in terms of having conversations with students/groups or thumbs up/thumbs down. There's this misconception with students (at least my own) in that if I announce we are having an assessment, it suddenly becomes more important than the daily check-ins.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      In my building we've spent a few professional development sessions on crafting student-friendly learning targets that we regularly communicate to students and that students can communicate back to us. We are working on how we can better have students monitoring their own progress at reaching those learning goals. I think it's critical that the learning targets are student-friendly so that it becomes easier for them to monitor their own progress.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      The communication piece is key to pulling teachers and students together for the same purpose. I would love to continue on finding ways for students to understand the formative assessments and how they can help in the student's learning.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      Yes, getting students not to push back is key. I find that my students this year, shut down if I attach the word assessment to any thing. I think that they issue is, the educational system has trained students to think with a "for grade" mentality. Somehow we have to shift that focus to a "learning mentality". Is it possible to get parents to and students not to worry about grades and simply worry about the learning that can happen?
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • lwinter14
      lwinter14 on 13 Apr 20
       
      I think the use of peer-assessment can be really effective in helping students think about their learning and make changes. It's helpful for them to hear from their peers, and not always receive feedback from just the teacher. I think this brings up a good point, though. Students have to be explicitly taught how to provide helpful feedback, without it, their comments and feedback are often superficial and won't really help the student make progress.
    • ravelinga
      ravelinga on 14 Apr 20
       
      I really like this as a formative assessment that I need to incorporate more into my units. What I like is the students are now being more involved in the learning process.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      Have you had any success doing this. At the middle school level we have started pairing the teams together and we present and give feedback across the two teams. However, it is still not what we want it to be. We made a sheet with look fors and sentence stems to help students. We've even stopped a class of 60 students and told them that we are listening for you to us...(a certain sentence stem), and that helps a little, but it still seems a bit fake. I can't tell if we aren't doing something right or if the idea of it is just so foreign to them. I know that as a student we never did peer feed back and the best feedback I got from a teacher was a, "Wow, your hard work is evident".
    • leipoldc
      leipoldc on 25 Apr 20
       
      I like the idea of peer-assessment, but think it would probably work best when the students do not know who is providing the feedback nor to whom they provided feedback. It would require discussion and practice, but allows students to do some analysis which should cause more critical thinking of the work they too are completing.
  • process
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I think we still struggle as a system to view formative assessment as a process. Case in point, administrators in my previous buildings would ask teachers to bring their "formative assessments" to our PLC meetings. It became a tangible thing vs. observations, etc.
    • jnewmanfd
      jnewmanfd on 17 Apr 20
       
      I am glad that you brought this up. This whole process is supposed to be something that moves student learning forward and deeper and our profession to new heights. That definitely gets lost in translation when it becomes something forced. My administrators have done the same thing. The meaningful process becomes lost when teachers do it just because they are told to, or they are just going through the motions. I think that you are correct when you say it's so much more than a tangible thing, it has to be observational as well. We also have to get educators to see the value of it and using formative assessments to guide our practice.
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      "timely feedback" - students don't want formative feedback when they already took their summative assessment. Make the feedback relatable and clear. If you make the feedback irrelevant it is not meaning full to the student.
    • mkanost
      mkanost on 14 Apr 20
       
      I do like using the language in the rubric to specify what they did well as well as what needs to be built upon to hit the success criteria.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I also liked that part. I have a hard time with the whole specific, timely feedback. I don't always know how to go about doing it for a 150 students. I think that being more clear on the rubric might really help. Rather than focus on content I could include wording needed that help develop the skills needed to get to or master the content. I still am unsure how to effectively answer the where going, where now, and closing the gap questions. I wonder if students can be given a self assessment with a carefully worded rubric and them I can review those and make changes as needed. What ideas or methods do the rest of you use to meet the needs of the last three questions in this sentence?
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      or rather the end of the next sentence, sorry
    • benrobison
      benrobison on 21 Apr 20
       
      YES! This cuts out all of the fluff and gets to the heart of what we want kids to learn! Creating better learning targets makes teaching much more purposeful!
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • bhauswirth
      bhauswirth on 13 Apr 20
       
      I think this is a great way to incorporate the rubric that would be used to assess the student. Peer feedback is one that could go really well and really bad if the teacher doesn't set the guidelines of what it looks like. This is a teachable moment in it's self.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree with this statement. If a student can successfully self evaluate according to criteria like a rubric then they can have success with peers. Start there.
    • jessed44
      jessed44 on 18 Apr 20
       
      I have found that if I ask students to give each other a grade, it is basically useless, as they will just give each other an A. But if I ask them to comment and send back for revision, in actually work quite well. Qualitative over quantitative has been key for me.
  • In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • parkerv
      parkerv on 13 Apr 20
       
      Viewing formative assessment as a process rather than any one or a series of discrete assessments is critical in my mind for formative assessment to really do what it is meant to do and that is to inform instruction and improve student learning. Never too many reminders of this fact.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think the definition has changed a bit since 2006. I know my administrators include AFTER the instruction as formative assessment such as ticket outs and even quizzes. All still help guide teaching decisions but many occur after.
    • benrobison
      benrobison on 21 Apr 20
       
      We use formative assessments in the in-person classroom multiple times within the class period. I have done some formative assessments, realized all of the kids were well past proficient (thanks to great background knowledge), and I moved on. In that sense, there was no test needed.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • parkerv
      parkerv on 13 Apr 20
       
      It is important to identify those "just right gaps" for individual students and for the class as a whole so that time isn't wasted on things they have already mastered nor do some or all of the students feel lost or overwhelmed. Learning progressions in conjunction with ongoing formative assessment help pinpoint where additional instruction or practice may be needed.
    • Val Rosenthal
      Val Rosenthal on 15 Apr 20
       
      This is one of the positive aspects of blended learning. I can figure out who has gaps and bring them in to work on the skills they need to improve.
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I hadn't thought about how an additional benefit of a well-written learning target is that it allows a teacher to readily know what the next step of learning is for students and let's them use that knowledge to help give feedback that is alerts the student to next steps in their learning, but that makes absolute sense!
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • parkerv
      parkerv on 13 Apr 20
       
      Providing students with user friendly criteria upon which they can self-assess their own progress is critical for optimal learning.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      I agree! Too many students aren't able to tell if they are "on track" because they think they have to get in the heads of their teachers. The assessment piece remains a mystery to them.
  • Formative assessment is a process that directly engages both teachers and students.
    • parkerv
      parkerv on 13 Apr 20
       
      Student involvement makes the formative assessment process so much richer and teaches students life long skills that will help them think critically when in the workforce. I believe it also helps motivate students to do their best.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays. This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This process really helps you hone in on scaffolding to move learning to your end objective.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kshadlow
      kshadlow on 14 Apr 20
       
      Feedback throughout the process is so beneficial to the student. I think it is easy for teachers to skip this part or not notice they are giving it during conversations. Written feedback usually happens in those final assessments.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • kshadlow
      kshadlow on 14 Apr 20
       
      I think teachers and students need to hear and believe this concept more. Once teachers buy into allowing students more o fa role in their learning, students will take on more responsibility...in the ideal world.
    • emilysjohnson
      emilysjohnson on 16 Apr 20
       
      Absolutely! We need to re-structure the classroom environment so that students don't see it as hierarchical. The teacher should be a guide in the room, sitting among his/her students. This way, students may begin to develop more ownership of their learning.
    • leipoldc
      leipoldc on 25 Apr 20
       
      Helping students see that the only way they can truly learn is when they take ownership for their learning is the key. We will never be able to teach someone who does not want to learn.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • kshadlow
      kshadlow on 14 Apr 20
       
      This idea takes some of the worry out for students who don't want to hurt or offend other students in the critique.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I think this will definitely happen. The more it is done, the better students will be at peer editing.
  • inform instruction and learning during the teaching/learning process
    • mkanost
      mkanost on 14 Apr 20
       
      This is so important to decipher the difference between summative and formative.
    • jhatcher
      jhatcher on 17 Apr 20
       
      I agree! This is for the teacher and the students.
  • particular kind of assessment.
    • mkanost
      mkanost on 14 Apr 20
       
      My first year or two, I believed that it was a specific assessment. The confusion between formative and summative for a new teacher is hard to grasp if you haven't been explicitly taught.
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      I worry that in our district's attempts at the PLC process that teachers have gotten the wrong impression that formative assessment has to be proven through a specific assessment in order to facilitate a data-driven discussion. I believe that data can tell us a great deal about where our students are and how to move them forward, but I don't like the idea of it replacing ongoing feedback about the process.
    • jessed44
      jessed44 on 18 Apr 20
       
      This is an important point. Any, and potentially all assessments can and should be formative.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways
    • mkanost
      mkanost on 14 Apr 20
       
      An effective teacher understands that this must be built upon before students can learn new material.
    • jessed44
      jessed44 on 18 Apr 20
       
      Looking back at my early days as an educator, I did not do a very good job at this. In hindsight, I really assumed that students knew how to do some things that they obviously did not know how to do. I still find that I have to get myself to slow down and break apart tasks for students. I wonder how many other teachers struggle with this, and may not even be aware of it!
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • jnewmanfd
      jnewmanfd on 15 Apr 20
       
      I think this is so very true. I fully think that we as a system we have to do a better job at promoting learners not students. Students do things for a grade. They follow the rules so they don't get into trouble. They don't follow the rules to get out of work or other outside issue. Learners however, they do the work to learn, even if it were not graded. They come to school to better themselves and they understand that they are there are doing the work for themselves, it's a passion of self improvement. The know the teacher is there to facilitate them and they understand that the person in charge of the learning in the classroom isn't the teacher, it's them, the learner. I hope, that through the formative assessment process, scientists seminars, and norms that I have developed, that I am beginning to foster more learners and less students. It is a journey that has forced me to become less of a teacher and more of learner myself.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • Michelle Murray
      Michelle Murray on 16 Apr 20
       
      As an instructional coach, this is a step that I frequently saw teacher's skip when they asked students to to self- and peer-feedback. Teachers assumed students knew how to give high quality feedback then were frustrated with the responses with students gave, often coming to the conclusion that self- and peer-feedback were a waste of time because the feedback lacked quality.
    • benrobison
      benrobison on 21 Apr 20
       
      I find this the most important piece. If I don't model feedback, how are kids supposed to know what's going on? Without the modeling, this becomes an unimportant time-filler.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • benrobison
      benrobison on 21 Apr 20
       
      I would say that sometimes PLC work goes too far in this...there is too much data being thrown around, and less attention to actual teaching. Sometimes, the formative assessments are analyzed but the kids don't receive any feedback. If we want our students to be a partner in the learning, the feedback has to be provided to the student, not just for teacher use.
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