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Peggy Steinbronn

Welcome to the 30 Goals for Teachers! Cycle 6: Inspire Forward - 2 views

www.techlearning.com/...8955

moodle_iowa education teaching collaboration OLLIE Iowa

shared by Peggy Steinbronn on 24 Feb 15 - No Cached
  • Peggy Steinbronn on 24 Feb 15
     
    The Resource for Education Technology Leaders focusing on K-12 educators. Site contains a Software Reviews Database, articles from Technology & Learning Magazine, articles from Educators in Educators' eZine, Event and Contest listings, Reader suggested Web sites, and weekly news updates on education technology leaders."
  • Deborah Cleveland on 24 Feb 15
     
    I just saw this same post and thought it looked interesting.
anonymous

American Rhetoric - 1 views

https://diigo.com/01w7au GREAT site for podcasts such as speeches for History, English classes, etc...

moodle_iowa OLLIE Iowa

started by anonymous on 02 Jun 14 no follow-up yet
Michelle Jacobsen

ollie1-cohort7: Iowa Online Course Standards - 0 views

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

shared by Michelle Jacobsen on 24 Jan 14 - No Cached
  • multiple learning paths
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      I think "multiple paths" are especially important in an online learning environment where it can be significantly more challenging to really know your students' preferred learning styles, strengths, challenges, etc. I think there needs to be a certain amount of choice involved in how students demonstrate what they know.
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      I definitely agree with you, Deb. Creating math tasks that allow for students to succeed through multiple learning paths is something we are working on with our elementary math teachers, and this same philosophy will uphold for participants in an online learning environment.
  • videoconferencing
    • Deb Vail
      Deb Vail on 24 Jan 14
       
      It has been my experience that online learning can feel pretty impersonal. I think I am going to make sure to include video conference component early on in my online classes. If that is difficult to schedule, then perhaps I'll have participants record a video introduction of themselves.
  • • All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
    • Deanna Weber
      Deanna Weber on 31 Jan 14
       
      This again goes back to Fair use with citing sources properly.
  • ...2 more annotations...
  • • The course design provides opportunities for appropriate instructor-student interaction
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      When I completed my Master's degree, I commuted 2 1/2 hours one way once a week because I wanted the face-to-face interaction with the instructor. When I completed the coursework for my EdD, I did so in an online setting. I was pleasantly suprised that there was a very strong level of instructor-student interaction , and I do not feel I would have been successful in the coursework had this not been a part of the course design. I experienced first-hand the importance of ensuring the instructor-student interaction in an online format.
  • Ongoing and frequent assessments
    • Michelle Jacobsen
      Michelle Jacobsen on 05 Feb 14
       
      I found this to be one of biggest struggles when I was teaching online courses. The courses I taught were 5 weeks in length, and being able to conduct ongoing, frequent assessments was a challenge. If anyone has taught online courses and has any suggestions as to how to best incorporate these ongoing, frequent assessments, I would be very interested to learn from you!
jessicawoods8

Organization & Preparation Tips | Garr Reynolds Official Site | Diigo - 1 views

www.diigo.com/....com%2Fpreso-tips%2Fprepare%2F

shared by jessicawoods8 on 16 Jul 14 - No Cached
    • jessicawoods8
      jessicawoods8 on 16 Jul 14
       
      Thinking about what three things you would want your audience to remember is a great way to determine the central ideas!
    • pattyharris123
      pattyharris123 on 31 Jul 14
       
      This goes with "keep it simple". I always seems to have more than three things I want my audience to remember and I think they are all central. Makes sense to keep central ideas to 3....
KIM BYRD

Standards & Benchmarks - 0 views

visualartsiowacore.weebly.com/standards--benchmarks.html

common core visual arts

shared by KIM BYRD on 11 Feb 15 - No Cached
  • KIM BYRD on 11 Feb 15
     
    common core visual arts
  • KIM BYRD on 11 Feb 15
     
    Two tenets exist within this domain-creating and responding. Combined, these cultivate wisdom, innovative thinking and intrinsic values; processes not easily quantified, but vital to lifelong...
  • KIM BYRD on 11 Feb 15
     
    This is on it's way to all art rooms in Iowa!
KIM BYRD

Articles: Presentation "Awakening" - 0 views

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

shared by KIM BYRD on 09 Feb 15 - No Cached
  • in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • stac34
      stac34 on 09 Feb 15
       
      I love this, I wish that all presenters were given this statement to check their presentations before going public with them. I think it is a good reflection piece to see if you have developed a quality presentation. I am going to make this part of my proofreading process when preparing presentations from here on out!
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion. Logic is not enough.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotio
    • stac34
      stac34 on 09 Feb 15
       
      I really haven't ever thought of the emotional side of the presentation, but it makes sense that if someone can connect with the presenter they might be more engaged. Appealing to the audience emotional side can help them become invested in the topic and information.
  • ...40 more annotations...
  • There is something very natural, compelling, and memorable about both telling and listening to stories.
    • stac34
      stac34 on 09 Feb 15
       
      I think this is important, I have recently tried incorporating storytelling into my presentations, letting the audience know how I got to where I am in my journey with the topic and why it is something I am passionate about. This ties in with the idea of striking the emotional side of the audience mentioned in the other article.
    • brendahack
      brendahack on 16 Feb 15
       
      I feel like this was one of my biggest ah ha's. I love stories and hearing the presenters story is always engaging. When I have shared a story in class, it has students attention, they interact, ask questions, volunteer information. When we are working through slides, I feel llike I need to sing and dance to hold their attentions. Stories are powerful! I have just not ever considered it as a presentaion method.
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • . Power
    • stac34
      stac34 on 10 Feb 15
       
      I think it is important to note that PowerPoint is a tool that can be used effectively, but just simply having a PowerPoint doesn't make it purposeful just through using it. The design of a presentation includes multiple facets, the visual presentation is just one of them.
    • aneppl
      aneppl on 15 Feb 15
       
      The key lies in what is the purpose of the presentation and how does the tool(powerpoint) aid in the purpose.
  • Point is
  • a medium that can be used effectively — that is, with effective design methods — or
  • ineffectively, that is with ineffective design methods. We would not necessarily say that
  • books are rarely a good method, because books can be designed using effective or
  • ineffective methods."
  • ineffective methods.
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • stac34
      stac34 on 10 Feb 15
       
      I am a fan of acryonyms when they are easy to recall, I like that all of these are described below in more detail, but the "memory" word describes it well enough to trigger what you should remember when designing presentations.
  • Words should be presented as speech
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think this becomes difficult in many settings educationally because the focus has always been on a away to help visual learners gather information. They are often used to be a note guide or a resource to refer back to. I wonder if the shift to being able to screencast would help this. I also wonder about how it leaves out the visual, non-auditory learners. I also think that as a resource, it is less effective if there is an audio track because then the viewer has more to sift through. But it is perhaps more effective as a teaching tool because they can use it to re-teach. Perhaps it is more about purpose matching the delivery. 
  • esented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      Somewhere along the presentation education line, these things get mixed up. When giving a presentation, there should only be key words to cue the speaker or drive a point home. I think that the concept of "cue the speaker" has lead to all of the text. We feel unprepared and this becomes a crutch. I think this is what most of my student struggle with. Although, this course is mostly focused on the teacher, as a high school English teacher, I think these concepts should be taught to our students as well.
    • jsoland
      jsoland on 15 Feb 15
       
      I completely agree. I think it has been drilled into people to use the text as cues on what to talk about, but I think this has become misleading and has led to text on the slides that detracts from the presentation rather than add to it.
  • Third, create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I love this idea! This would keep your audience engaged in the presentation and allow them to not worry about if they have all of the bullet points written down word for word for the text. This would allow the information to flow faster because you don't have to provide wait time.  
  • But everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      This makes it a lot more work too, but it is worth it if the information stays with them. They will remember the power of your presentation. They also will feel that they have missed something if they weren't present. 
    • jsoland
      jsoland on 15 Feb 15
       
      It also saves you from having to present or follow-up later to go over the same information!
  • Unexpectedness.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think that sometimes this could be negative part of a presentation. The key here is to create something unexpected that directly connects to what you are talking about and proves your message. Often, I see people pulling something out just to break up the presentation and to give them a mind break. It is important to wrap those things together (mind break and message) to really get this aspect accomplished. 
  • Great ideas and presentations have an element of story to them.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think the key here is the word "element." I have been part of presentations where you are there to hear about and idea, and they end up telling you story after story. They are loosely connected, but I find myself disengaged with the content and the focus because I am wondering "how many of the "rabbit trails" we are going to go on?" I think you should use stories to help with concepts and examples, keeping them short and to the point.  
    • aneppl
      aneppl on 15 Feb 15
       
      I think it's particularly hard in education, as we don't often have the "whole story" about a students success as they leave us and transition to another stage in their life. Teacher or student success stories are powerful and touch our hearts. For implementing new practices/techniques, or strategies, a true life story from a teacher is always more powerful.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
    • jsoland
      jsoland on 15 Feb 15
       
      I found this so interesting and it can be counterintuitive, but the more I thought about it the more I reflected on how often I completely tune out as a result of seeing and hearing the same content (ie someone reading their powerpoint slide)
    • brendahack
      brendahack on 16 Feb 15
       
      This was a stand out to me as weel. The more I thought about it the more I agreed with it. When I have bene presented to, it is extreamly distracting to try to read a slide while someone else is reading it out loud.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
    • aneppl
      aneppl on 15 Feb 15
       
      In education, it's often about what is the implementation piece associated with the presentation/learning/ etc. How do we hold ourselves accountable for the information presented
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic.
    • jsoland
      jsoland on 15 Feb 15
       
      I really struggle with this. I'm never sure how technical to get with my language as I want the audience to feel comfortable with the content, but not feel like I am "talking down to them"
  • Concreteness. Use natural speech and give real examples with real things, not abstractions.
    • jsoland
      jsoland on 15 Feb 15
       
      I really need to work on this one and spend some time coming up with better examples, stories, and analogies in my presentations to make things more concrete.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good
    • aneppl
      aneppl on 15 Feb 15
       
      This is so true. I think it's critical on how you set up the audience for what the purpose is, how this will help/impact them, and what they will/should walk away with.
    • brendahack
      brendahack on 16 Feb 15
       
      Kind of shocking actually. The second slide??? All the more reason to ne mindful of what you are sharing.
  • Curse of Knowledge
    • aneppl
      aneppl on 15 Feb 15
       
      I too am guilty of this. I sometimes feel that what I have to say on a topic is so important that it can't wait or that I have to include it. As a principal, I've had to learn to be disciplined to sometimes save my thoughts when others are presenting and not interrupt their presentations for my own sake of speaking!
  • Emotions. People are emotional beings
    • aneppl
      aneppl on 15 Feb 15
       
      I do feel that I try to connect with teachers emotionally. I am very vulnerable in my communication with teachers. I don't want to be known as the expert and thus I engage a lot of teachers to be with me in presenting, sharing, modeling, etc. Acknowledge how busy we know they all are, but surround it with how important our new learning is for the benefit of students.
  • It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented
    • brendahack
      brendahack on 16 Feb 15
       
      Speaking to the diagram allows one to have their own thoughts, and consider the presenters ideas I beleive without the overload suggested by reaing the slide to them. I like the idea of an image that gets to the emotion or the concept that you are trying to get across.
  • Next time you plan a presentation, then, start by using a pencil and pad, a whiteboard, or a stick in the sand — anything except jumping headfirst into slideware on your computer with its templates, outlines, and content wizards that may point you down a path you wish not to go.
    • brendahack
      brendahack on 16 Feb 15
       
      I love this! Of course anything done in the sand this time of the year in Iowa seems like a GREAT idea. I know I am guilty of starting with the slide and not the overall concept. It is so easy to rearrange slides in power point that is it ewasy to get caught up in headfirst jumping.
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • brendahack
      brendahack on 16 Feb 15
       
      Yep! save it until the end. How many conferences have you been to that people stick their head in the door, grab a copy of your slides, handout, whatever, and turn around and head out. If they could sit and listen knowing they will get materials at the end, I believe they will have a better learning experience.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify
    • brendahack
      brendahack on 16 Feb 15
       
      Easier said than done, but how very important! I know this is one that I will be giving lots of thought to.
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I am not so sure it is a disaster. Perhaps we all need more training.
  • Powerpoint was developed by engineers as a tool to help them communicate with the marketing department—and vice versa.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      Now look how often PowerPoint is used. It has branched out beyond the marketing department.
  • Communication is the transfer of emotion.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      They talk a lot in these articles about how the audience needs to have emotion brought to them by presentation.
  • No more than six words on a slide. EVER.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I never heard of this rule until I took this class. I have seen and made more than six slides for as long as PowerPoint has been around.
  • For your presentation, what’s the key point? What’s the core? Why does (or should) it matter?
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I feel like my end presentation is using simplicity too much. Perhaps I am just used to slides with WAY too much information on them.
Peggy Steinbronn

Engineers Week is Feb 22-28 - here are some great resources on Engineering - 0 views

www.techlearning.com/...8939

STEM OLLIE Iowa

shared by Peggy Steinbronn on 24 Feb 15 - No Cached
  • Peggy Steinbronn on 24 Feb 15
     
    The Resource for Education Technology Leaders focusing on K-12 educators. Site contains a Software Reviews Database, articles from Technology & Learning Magazine, articles from Educators in Educators' eZine, Event and Contest listings, Reader suggested Web sites, and weekly news updates on education technology leaders."
Peggy Steinbronn

Cool Tools for 21st Century Learners - 0 views

d97cooltools.blogspot.com/...f-science-steam-resources.html

engaging students OLLIE Iowa

shared by Peggy Steinbronn on 24 Feb 15 - No Cached
  • Peggy Steinbronn on 24 Feb 15
     
    This post was originally published on the ThingLink Blog. Are you looking for resources and inspiring ideas to engage students in standards based 21st Century Learning experiences? We've got some amazing resources for you!
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.
clmensing6

ollie1 (Peterman): Iowa Online Course Standards - 6 views

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

shared by clmensing6 on 17 Sep 15 - No Cached
    • clmensing6
      clmensing6 on 02 Feb 16
       
      Interaction is necessary if the course is to be effective as a learning/teaching tool.
  • (CP) • The course provider offers the course teacher, school coordinator assistance with technical support and course management. (iN 5.6)
  • • A clear, complete course overview and syllabus are included in the course (iN 1.6, QM 1.2, ROI 2.b)
lkmace

"Personalized" vs. "Personal" Learning - 2 views

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

shared by lkmace on 06 Feb 16 - No Cached
  • many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms
    • anonymous
      anonymous on 06 Feb 16
       
      This is a major concern I have been struggling with in regard to Personalized Learning. The content many elementary teachers have been presented with is very specific - follow the basal or system of information you have been given, present it in the order it is to be taught, in the confines of the time you have to teach it, however, be creative (but don't stray from the plan because you have Standards Based goals to achieve), reach all students with it irregardless of ability or interest (make sure you meet with those groups every day to ensure they learn the content) and get good scores on our standardized tests (but don't teach to the test and you need to show growth).  It is a challenge we face but the dream of personalized learning is not an impossible reality. We just have to understand how it can be done. 
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree and can easily connect with your comment about sticking to the curriculum, yet being creative. This is also a major concern of mine. I often feel that there is so much to fit in and little time. A guaranteed curriculum is important but I believe teachers need to have some freedom within their room to create plans and lesson that can be personalized and meet the standards.  Once teachers are better acquainted with personalized learning I believe we will see more and more of it within classrooms across the country. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I can relate, too.  I mentioned earlier that we work in PLCs, so we write curriculum together and then go to our rooms to teach it, share Data later, and learn from each other.  I feel like this setup is too restrictive for me to implement PL.  Instead of throwing the idea away, we need to experiment with implementing PL small then look at the data and see if we can convince others to go with it.  We won't be able to make the full switch in a year, over the summer, or even within a few years until the entire system gets on board and works toward this common goal of implementing PL..
  • In a world where we can explore almost every interest or passion in depth on our own or with others, it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • anonymous
      anonymous on 06 Feb 16
       
      As an adult learning individuals, if we want to continue to learn and grow, we need to reach out and ask questions and find the answers rather than waiting for the world to find us. We need to inspire that in our students as well. Motivation and drive with a purpose!
    • lkmace
      lkmace on 13 Feb 16
       
      To instill this drive for learning and seeking one's own understanding seems so important when developing skills in our young students. When we as adults have that drive for learning continuum, modeling that passion, sharing examples on how this is evident in work environments, as well as higher education, should be a skill all students be taught. PLEs could be a great tool to do just that!
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well. Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores.   It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal Learning requires "heart" Personalized Learning requires "hardware"
  • ...17 more annotations...
  • Thus, while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community.
    • anonymous
      anonymous on 06 Feb 16
       
      Personal doesn't mean individual. 
  • Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
    • amorarend
      amorarend on 07 Feb 16
       
      At the district I teach in we have many computer programs like this. Our lower elementary students (K-4) work on ST math and our upper elementary students (5-6) work on ALEKS. Our district also recently purchased and is going to start implementing Lexia Reading Core5. I personally have not worked with any of these programs, but from what I've heard teachers really like ST Math and ALEKS. 
    • wolson86
      wolson86 on 10 Feb 16
       
      Our district has also just started implementing Lexia Reading Core 5 this year. I have found it to be engaging for the students, but I have a student who has already passed all levels. At this point there is nothing left for her to do. I think personalization is more than a computer program, however I am a fan of computer programs that are tailored to the students' needs. 
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      From some of the things I've read in the PL Environment articles, these computer programs are only one part of Personalized Learning.  They have a purpose for some students who need it, but shouldn't really be implemented as a "work until you complete the program" type of thing.  More of a "you need more practice..go here" type of situation. Until we really embrace PL and truly personalize, we'll continue to encounter these issues.  So hard to do!
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem.
    • amorarend
      amorarend on 07 Feb 16
       
      I don't think many teachers and administrators realize this. I think most feel like the computer programs, such as ST Math, ALEKS and Lexia Reading Core5, are personalized because each student is working at their own level. From what I've learned so far in this class is that Personalized Learning takes it a step farther. 
    • lkmace
      lkmace on 10 Feb 16
       
      I have felt hesitation from adminastartion with using computer programs for student learning. I'm looking for evidence that supports research in this area. Is it best for certain learning styles? I believe so.
    • lkmace
      lkmace on 13 Feb 16
       
      Ditto! I've tried some pilot computer learning, and students enjoy and stay engaged. Trying to receive support from administration isn't easy - district policy, costs, and balance between classrooms are the constraints I find.
  • Personalization comes at the expense of denying students opportunities to learn personally, forming the habits of mind and “network literacies” that will serve them much more effectively than most of the content knowledge that, as we know from experience, never gets applied in real life.
    • amorarend
      amorarend on 07 Feb 16
       
      I agree and disagree with this statement. I think every student in America has asked the question "When am I ever going to use this in real life?" at some point in their educational career. I know I did when I was sitting in Pre-Calc my senior year of high school. On the other hand I cringe every time one of my 5th grade students doesn't know that Iowa is a state. I had to have all of the states and state capitals memorized in 3rd grade! I do feel there are some things every well educated person should know, but the question is how do we decide what is important enough for every person to learn.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      There are definitely basic, foundational skills that need to be learned by all students. For example, since our district has focused less on teaching and grading students on grammar, punctuation, and elements outside of the content of a paper, we have noticed huge gaps in performance. I had to spend an entire class period with my ninth grade students explaining when to capitalize a letter before printing their final papers. I was also able to listen to Richardson speak at my school last year, and he claimed that all math classes would be rendered irrelevant over the course of the next decade due to technology resources; however, he used many graphs and statistics in his presentation. Luckily, I had great math teachers throughout school in order to possess the skills necessary to interpret his presentation data! I would agree that we have to develop certain basic skills in all students before we can set them off to work completely independently. I think it all comes down to your final question...how/who determines those priority skills or standards?
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I completely agree!  However, I feel we're just not advanced enough as a system or society to truly see what we're doing work well.  The standards are set up to build upon the previous year's standards.  Unless everyone is covering his/her standards, it won't work as well.  We saw this first hand at my school when our JH/HS started aligning to the core before our elementary did.  It was very difficult for our 7th grade teachers to even teach the 7th grade standards because our students were back on the 2nd/3rd grade level according to the standards.  We had to back up and teach those skills first in order to get anywhere close to our own standards.  However, in the last 4 years I have seen much improvement!  Our elementary has begun aligning, and we're not (almost) able to do our own jobs!  I have hope!
  • But the red light flashes here not just because of the focus on standardized tests but because of the larger preoccupation with data data data data data.
    • amorarend
      amorarend on 07 Feb 16
       
      With being a Title 1 teacher everything I do is based on data. The school I teach at just got done doing the FAST testing for winter and when it was done I sat down with the principal and the other Title 1 teacher and used the student's test scores to determine who was going to be receiving Title 1 services. I am not a huge fan of testing, but when the state requires students who are flagged as "substantially deficient" to be in an intervention and students who are flagged as "at risk" to be progress monitored we have no choice but to be driven by the data. I really like the idea of personal learning, but I don't think school are going to be able to make that switch until the government changes things.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      It is frustrating that this information/research is out there and many teachers want to shift towards learning that is less test-focused, but unfortunately we don't have the power to make those changes! I also wonder how parents would respond to a change from the traditional school format. I know when we even discussed switching to standardized based grading, we got a lot of push back and criticism from parents. I don't know how we start making these changes.
    • lkmace
      lkmace on 13 Feb 16
       
      This is directly connected to the students I serve that are identified as gifted. Testing often displays data that doesn't seem to reflect their total understanding, often posing a picture where students haven't reached that area of one year's growth. This has engaged many debates as to pushing core v. pushing student interests.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      But at some point, don't we have to hold students and ourselves accountable for the learning taking place in the classroom? With the requirements of the current education system, there doesn't seem to be much that we as classroom teachers can do here: at some point we have to prove that we have created growth in our students through data. I wish the article would have specified other methods for depicting learning/student achievement rather than simply debunking the current ones. While I am all for personal learning and a change in the way we view student performance, I have yet to see a realistic method presented to ultimately score or evaluate the results of our students in the classroom.
    • wolson86
      wolson86 on 10 Feb 16
       
      I agree that it would be nice to have some other specified methods to collect data and show student growth. I do believe what we have now is not a true judgement of our students, they are so much more than a score. 
    • anonymous
      anonymous on 11 Feb 16
       
      I think our major hiccup lies in our struggle with producing "proof" of learning. It is important that you state a realistic method of scoring students. In a perfect world, we would have a personalized instruction for each student with a personalized rubric guiding the learning. However, that is not realistically possible, especially if I want them to be authentic and innovative at their own level. As long as I am expected to prove my kids are learning, regardless of the system used, time will play into how personalized the instruction can be.
    • lkmace
      lkmace on 13 Feb 16
       
      Before reading your post, my thinking directed to the time constraint and proving a year's growth in each of our students. This is a major component in our classrooms and often fogs up the importance of addressing individual learning needs. How do teachers with large groups of students realistically find time to implement successful PLEs? I have 40+ students on my roster between two buildings. PLEs could be the answer to providing challenges more than 30--40 minutes 1-2 times per week. That part I am excited about. Assisting with all 40+ PLEs sounds a little overwhelming, but initial skill development in students in designing their own with my assistance seems to be my starting point.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills
    • wolson86
      wolson86 on 10 Feb 16
       
      This first sentence really stuck out to me, especially the statement cookie-cutter students. Why would we want to create students to all have the same talents? What kind of future would that be, with students who all have the same specific skills?
  • Can the Web and laptops, et al., support and expand intrinsic engagement for those parts of the world that interest us? Absolutely! But while a multimedia textbook on an iPad may be more engaging than the dog-eared paper one we’ve been handing out for decades, a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      This makes me reflect on the learning we have done about the SAMR model. Because our students recently became 1:1 with iPads in our building, we have done a lot of learning on making technology usage meaningful rather than just "fluff" in the classroom. Here is a link for those of you not familiar with SAMR: http://tinyurl.com/posterV4 As Richardson indicates, we can't simply put technology into the hands of students and call ourselves innovative. It is what we allow our students to do with technology in order to generate new ideas that stimulates innovation and creativity.
  • meaningful (and truly personal) learning never requires technology
    • kelsi-johnson
      kelsi-johnson on 10 Feb 16
       
      I found this statement to be particularly profound; I never thought of it that way!
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Especially nowadays when technology is such a big part of their lives.
    • lkmace
      lkmace on 13 Feb 16
       
      Fifth graders in our district are fortunate to have Chrome Books. After working in secondary for the past 4 years, coming back to elementary made things very exciting to know these students would have tech access at their fingertips. After a few weeks working with this age level, I found the tools could be very distracting. Starting with personal understanding to form inquiry and learning proposals allowed for focus on goals. Technology came in next as a great resource, but ending with communicating new learning (sometimes with tech, but often through discussions, writing or small group share.)
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is so hard to really implement correctly!  Most of us are in school systems where we are really restricted by required classes, bell schedules, teacher certification, the previously mentioned DATA COLLECTION (!!!), which would look much differently in a true PL classroom.  I'm personally struggling with how to implement PL because we work in PLC teams where we have common formative assessments that need to be administered around the same time.  That allows very little room for kids to work at their own pace.
  • resource rich.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I have found that finding good resources for English is really hard.  There are so many factors when it comes to literature, like readability level, topic, concept, that it's hard for ME to find resources, let alone have my students find them on their own.  Unfortunately, if someone develops something that is good, they're going to want money for it making it unattainable for many of us.  I was excited to hear about the pilot going on with the AEA Online for students.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      A few problems come to mind.  1)  This is why it's important to climb the ladder of Bloom's with our activities and lessons and make them real life.  2) Students don't value knowing the basics because they can just Google them.  The part of speech of a word...Google can tell us that, so it isn't important.  But it IS important to know when it's applied later, for instance writing complex sentences and identifying clauses/subjects.     Or is it?
    • kelsi-johnson
      kelsi-johnson on 11 Feb 16
       
      Think about how much longer it would take for students to complete seemingly simple aspects of a project or task if they had to look up every single smaller bit of information. It seems that this is where we need to set priority standards in order to determine what basics are most important for students to know in order to complete and take part in personal learning.
  • give opportunities for our kids to do personal learning.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is it!!  This is all we can hope for.  Having the perfect school, unit, support, funding, etc. to do this is not anywhere in our near future.  If our classroom is set up to give opportunities for our kids to do personalized learning, we're on the right track.  I feel it will snowball into more opportunities.  Kids will want it, the ever-important test scores will prove it, and schools will slowly jump on the PL train!
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
    • lkmace
      lkmace on 13 Feb 16
       
      Advanced differentiation conversations often involve the, "how do we develop independent learners?" This shift is dearly needed. Enabling students with PLEs - tool to make the shift?
  • as long as he ends up fundamentally similar to everyone else:
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Agreed, but this is what students need to understand when it comes to PL.  You don't just get to pretend you're working, you are still held accountable to reach the end target; you can just get there how you want.  This is my biggest fear with "setting kids free" in PL.  I'm afraid I'll check-in with their progress and they'll have done nothing.  What's the consequence?  How do you hold them accountable daily (at first) and realize they still have to do something.  Hopefully interest level, real life applications, etc will help hold them accountable.  They'll be on stage for someone hopefully.
    • anonymous
      anonymous on 11 Feb 16
       
      I have a self-paced system currently in place in my classroom. Often times, I do check in, and they will have done nothing. I have the daily goal for where they should be to be on target to finish on time. My kids have figured out that I will fail them. I akin it to a job. If you do not do the task, the boss will penalize you for it. That said, grades are fluid. I have no problem changing the grade once I receive the work. Normally the work happens after a few angry emails from parents, pulling from study halls, and a little bribing. This morning I sent out an email stating I was still missing fifty papers from students, giving their names. The immediate consequence is failing, with the understanding that once work is shown, failing is not a permanent ultimatum .
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that she says everyone we work with needs to be on the same page about the implications of personalized learning. I find, that when I try something new, even if my co workers aren't on board right away, my results speak for themselves. I am not sure it is important that BEFORE I start personalized learning, EVERYONE is onboard. 
    • lkmace
      lkmace on 13 Feb 16
       
      As I "pilot" PLEs with some of my students, taking evidence from their experience to share with staff could begin those "on board" conversations and reel teachers towards learning more and trying in their classrooms, as well as sharing with administrators. Many past learning models have sounded wonderful, but without having data to show evidence of success, hesitance exists.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task.
    • anonymous
      anonymous on 11 Feb 16
       
      I find it interesting that the Web and other pieces of technology have expanded the capabilities of learning, yet our standardized testing and other assessments specify exactly what they "need" to know. I question how, regardless of how the Internet has changed education, we still use the same methods to prove proficiency. 
Judy Sweetman

Lesson: Articles on Visual Design - 0 views

www.aeak12online.org/...view.php

shared by Judy Sweetman on 04 Mar 16 - No Cached
  • Dominance focuses on having one element as the focal point and others being subordinate.  This is often done through scaling and contrasting based on size, color, position, shape, etc.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I have a background in graphic design, and have taken many design courses. It always amazes me how the terms in the elements and principles of design change, depending on who is discussing them. This is the first I've heard of "dominance", as I learned this as "emphasis". Regardless, the elements and principles of design are critically important to all educators, because embedded in the Iowa Core ELA standards is the concept of visually literacy skills. I do include parts learning about the elements and principles of design in several of the online courses I teach.
  • the first thing you see is the logo.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This could be an entire topic--that of logo design. What I learned in my logo design course was that those that were deceptively simple were actually the best and best remembered. All of the elements and principles of design have to be embedded into the logo.
  • Having a good set of CSS stylesheets
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I wonder if Moodle and/or SoftChalk will/can work with CSS? That would be very handy to help to keep things consistent.
  • ...4 more annotations...
  • Even if it's a bad design, at least make it a consistent, bad design.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      Interesting thought! And when a site/lesson/course has a bad design, even if it is consistent, it doesn't appear to be as bad. Here I'm thinking of the courses I've designed and comparing them to what I've learned so far in this course. My designs are poor, but they are consistent! I have a lot of work to do to improve the design of my courses!!
  • Design is not just something designers do. Design is marketing. Design is your product and how it works. The more I’ve learned about design, the better results I’ve gotten.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      I've learned that the purpose of design is to organize and attract attention. To do so, the elements and principles of design come into play.
  • You’ve experienced this countless times at restaurants. Menus with huge options make it difficult to choose your dinner. If it just offered 2 options, taking a decision would take much less time. This is similar to Paradox of Choice – the more choice you give people, the easier it is to choose nothing.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This would be interesting to compare those to those with a fixed mindset and a growth mindset. Having just read "Mindset" in our PLC at work, I wonder if growth mindset people can make choices easier, or at least choose something rather than nothing.
  • According to Krug’s first law of usability, the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks — the decisions users need to make consciously, considering pros, cons and alternatives.
    • Judy Sweetman
      Judy Sweetman on 04 Mar 16
       
      This is something I want to think about with my online courses. I sometimes get questions about things that I think are self-explanatory, but perhaps I've made the students think too hard? This also fits in with Kuhlthau's information-search process (ISP) that I'm learning about, as well as Kwon's critical thinking and library (or in this case, online class) anxiety.
Jill Carlson

"Personalized" vs. "Personal" Learning - 3 views

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

shared by Jill Carlson on 30 Mar 18 - No Cached
  • all children don’t learn the same way and personalization seems to honor those differences
    • krcouch
      krcouch on 30 Mar 18
       
      we need to personalize learning for students so they can grow as learners.
    • dassom
      dassom on 04 Apr 18
       
      I like the part about honoring the differencees, When we ignore the difference in our students we are not really doing that great job of teaching. Sometimes it may be more work, but teaching the same way or in the same style everyday is also not fair to our students. Mix it up some days even if you can't fully commit to personalization.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There are many things teachers can do on the daily to make learning different for students. The important thing to remember is to start small and not overwhelm yourself by trying to do too many new things at once.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills.
    • krcouch
      krcouch on 30 Mar 18
       
      agreed we need to have students with different mindsets and be able to grow as learners, Not just doing the same as all other kids
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      Right. No longer are the majority of our students needing a certain skill set which allowed them to return to the farm as soon as possible. So much discussion that our school system still operates as it did 100 years ago. We must address this.
  • “personalization,” “engagement” and “flip.
    • krcouch
      krcouch on 30 Mar 18
       
      Love the idea of all of these. I think the wave of the future is flipping the classroom and personalizing students' learning.
  • ...51 more annotations...
  • Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests
    • krcouch
      krcouch on 30 Mar 18
       
      love this idea
  • master a set of skills mandated by people who have never met them
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      A learner profile is a fundamental element of a personalized learning system. The use of this technique is preferred over "one size fits all" approaches to learning. Many do not want things to be mandated to them and we know that relationships are an integral part of positive learning experiences.
  • but meaningful (and truly personal) learning never requires technology
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      This is sage wisdom/advice that we can't forget. Some folks try to make it seem like you need the tech when in fact you don't. As public servants, we have to think carefully and choose wisely when it comes to decisions on software/hardware and the cost/benefit involved.
    • dassom
      dassom on 04 Apr 18
       
      When using anyone else's resources it's important to be skepitcal. The resource has the obvious puprose of teaching or informing the student of something or teaching tem something, but technology is not necessary to perzonalize the learning, the method or way to personalize learning my be very low-tech.
    • anonymous
      anonymous on 24 Apr 18
       
      This really moves personal learning up in Bloom's taxonomy. Allows students to analyze and create with or without technology.
  • it’s crucially more important to have the dispositions and the skills to create our own educational opportunities, not be trained to wait for opportunities that someone else has selected for delivery.
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      The empowered learner can create their own educational opportunities. Not many people like to wait in lines, anywhere. Definitely not in school and without personalized learning, we put our students in positions at times where they have to wait for others to come along or for some other external factor beyond their control.
    • carlarwall
      carlarwall on 06 Apr 18
       
      It is so interesting to think about the possibilities that personalized learning could provide to so many students of all abilities.
  • We often say we want creativity and innovation
    • hansenn
      hansenn on 01 Apr 18
       
      Sometimes when I give students the freedom of choice it motivates them to learn and others students lack curiosity and need guidance to spark innovation.
    • brarykat
      brarykat on 03 Apr 18
       
      Too many choices can also make it confusing for students.  I hope this class will provide strategies to use with those unmotivated students.
  • student moving through a prescribed set of activities at his own pace. The
    • hansenn
      hansenn on 01 Apr 18
       
      Even this personal learning at your own pace would be difficult if students were interacting with other students in forum. Forums would need to be done at some set time.
    • brarykat
      brarykat on 03 Apr 18
       
      Personalized learning should have flexible pacing, within reason.  Classes should still have deadlines and set expectations providing framework for students to succeed.
    • carlarwall
      carlarwall on 06 Apr 18
       
      There is certainly a difference between personalized learning and working on a set list at your own pace.
  • Technology was strikingly absent from these conversations. I
    • hansenn
      hansenn on 01 Apr 18
       
      To me technology or blended learning would have to play some role in getting away from the one-size fits all model. Technology allows students to explore on their own and offers many resources to do so.
    • brarykat
      brarykat on 03 Apr 18
       
      Technology also allows time to be part of student choice.  The flexibility of doing online assignments provides more options with programs, research, and making .connecting world-wide.
  • standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms.
    • hansenn
      hansenn on 01 Apr 18
       
      The skills needed for real life jobs and situations cannot be accessed by standardized tests. Students should be learning about how to be innovative and creative to solve real problems.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers feel the pressure to follow districts curriculum so closely that they are scared to get away from teaching traditionally and giving students the opportunity for personalized learning.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • Mike Radue
      Mike Radue on 01 Apr 18
       
      I think it all starts with the empowered learner and follows with the teacher's ability to guide as necessary, the learner has to be at the center and making the majority of the decisions around the learning plan with support as needed.
  • flipping doesn’t do much for helping kids become better learners in the sense of being able to drive their own education.
    • bbraack
      bbraack on 03 Apr 18
       
      I agree flipping doesn't always help students become better learners of their own education, but I think it does help students learn the lesson since they are able to view videos and then do more deeper problem solving. But it doesn't drive their own learning, we are still telling them what they need to learn.
  • “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.
    • bbraack
      bbraack on 03 Apr 18
       
      When something is "Personalized" for a student, I feel we still have given the student what they need to learn what they are interested in, the technology, the resources, etc. If learning is supposed to be about what the student wants to learn, then they should be the ones to find the technology and resources they need to learn. That way, it is more personal to the student.
    • carlarwall
      carlarwall on 06 Apr 18
       
      I completely agree with this statement. Many students will still need that adult guidance and supports and then the teacher can step back and allow students to work toward their next steps.
  • personalization only comes when students have authentic choice over how to tackle a problem
    • bbraack
      bbraack on 03 Apr 18
       
      If a student doesn't have a choice or a limited number of choices in what they want to learn or how to tackle a problem, then it truly isn't Personalized. The teacher still had some say in what or how the student was to go about learning the information or problem and how to solve it. Students need complete control and/or choice in the way they go about learning their interest.
  • We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,
    • bbraack
      bbraack on 03 Apr 18
       
      It is true we always ask students to be creative and innovative so that they feel like they have control of what their end product is, but when we have the state and districts tell us what needs to be taught and then give standardized tests, the personalization has disappeared.
  • control and compliance.
    • brarykat
      brarykat on 03 Apr 18
       
      Standardized testing and required assessments do not jive with personalized learning.  They are ways to assess student understanding of concepts but are examples of the control and expected compliance in our current educational system.
  • truly personalized learning experience requires student choice
    • dykstras
      dykstras on 03 Apr 18
       
      Here lies the sticking point with most teachers ... giving students a choice. Finding creative ways to do this, along with meeting standards and expectations will be the challenge of today's generation of educators.
    • blockerl
      blockerl on 03 Apr 18
       
      I agree with you. It is challenging to provide choice with all of the expected standards and CFAs, etc. How do we honor all things? I love to give my students choice, but it isn't always easy. Is it only the content where they don't get much choice? Can we vary our process and product options to allow for choice there?
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I think it would benefit us to see lesson plan or video examples where student choice is present while still addressing the standards. I think we talk a ton about the why but then struggle when coming up with concrete steps.
  • That was flipping the curriculum, but it still wasn’t flipping the control of the learning.
    • dykstras
      dykstras on 03 Apr 18
       
      Unfortunately for me, this describes my 'flipping' experience as well. In my mind, they should be learning the material at home by reading, watching videos, and doing research and practicing, applying, and extending their learning at school. In reality what I have experienced is that only truly motivated learners want to learn this way and experience success. Forcing it on someone does not work ... and in the sense of this article is nowhere personalized learning.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      Agreed Shawn. "We" the teachers are still in charge of the students learning. We haven't given over control to the student yet.
  • “delivery of instruction.”
    • dykstras
      dykstras on 03 Apr 18
       
      Interesting how the connotation with this phrase has changed over the years. One might argue in my early teaching years this was number 1 on the list of things a teacher better be good at. Today 'good teaching' is more about being a facilitator of knowledge and not the delivery boy of it.
  • The main objective is just to raise test scores
    • dykstras
      dykstras on 03 Apr 18
       
      I long for the day when this isn't even a consideration! Until then, this topic must appear in every article like this. Ironic timing...we give the Iowa Assessments tomorrow and guess what, my boss(es) aren't asking me for my personalized learning plans, but rather what tactics were recently employed to raise test scores and show growth.
  • while making sense of ideas is surely personal, it is not exclusively individual because it involves collaboration and takes place in a community
    • dykstras
      dykstras on 03 Apr 18
       
      Excellent advice to end with, personal does not equal individual
  • resource rich
    • blockerl
      blockerl on 03 Apr 18
       
      I'm interested to see what "resource rich" looks like. If students are in charge of their own learning, what are the best resources to provide them? Is it that we have a lot of options like databases for them to draw the information, or is it the teacher's job to do some of that curation?
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves
    • schma3
      schma3 on 03 Apr 18
       
      We spend too much time doing things TO kids. And not giving students ownership.
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is a critical step to get our students started. This is just like swimming. We could throw them in the deep end and see what happens or we could start in the shallow end and give them the tools and skills needed to be successful. I vote for the later!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree with both of you. Educators do spend too much time doing things TO kids instead of guiding them to learn it for themselves. The critical step is to get them started by encouraging them to try and fail at new things. Students don't know a world without devices but they don't know how to utilize those devices as learning tools. That is the starting point in the shallow end of the pool (or as I know it - elementary school.) It is just as important to give them the skills needed to use the tools as it is to give them the tools.
  • short term.
  • If we can’t engage our kids in ideas and explorations that require no technology, then we have surely lost our way.
    • schma3
      schma3 on 03 Apr 18
       
      So true....putting technology in front of a student, does not magically make a student learn.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I agree. They need to be exposed to the skill sets needed to utilize the technology as tools for learning.
    • carlarwall
      carlarwall on 06 Apr 18
       
      The challenge some teachers see with this idea is that using the technology is the easy way to get kids engaged. There were ways to engage students in learning before schools went to the one to one concept.
  • moving ownership of learning away from the teacher and more toward the student
    • schma3
      schma3 on 03 Apr 18
       
      Who's doing the work? Flipping has become a very surface level strategy- as he said, taking care of those mundane housekeeping tasks, not really taking advantage of the possibilities!
    • jwalt15
      jwalt15 on 05 Apr 18
       
      Well said! Flipping a classroom doesn't change learning ownership. It is just a different way to do the same teacher led lecture. It is not any different then creating or scanning a worksheet to do on the computer.
    • schma3
      schma3 on 05 Apr 18
       
      That's a great way to think about that...who own's the learning? We haven't changed instruction or how the instruction is given.
  • for
  • A term like “mass customized learning,”
    • schma3
      schma3 on 03 Apr 18
       
      Wow...someone really thought this phrase was a good idea??
  • kids spend much of their time learning with and from one another.
    • schma3
      schma3 on 03 Apr 18
       
      Thinking about how adults learn best- isn't that how we learn? Collaboratively with others? Rarely do I learn in isolation.
  • tandardized way
    • dassom
      dassom on 04 Apr 18
       
      It's important that you have a standardize way of addressing the personalization. You need to know the end goal and the different pathways they can get there. If you jump into this without proper preparation you could loose some kids along the way.
  • Our systems and assessments assume that neither content nor access to teachers is widely available, and that we must deliver a proscribed, fairly narrow curriculum to each child because if they don’t have it in their heads when they need it, they will fail at the task
    • schma3
      schma3 on 05 Apr 18
       
      I think about how much I have learned outside of a classroom or a course. In education we have to get over ourselves thinking that once a student leaves our high schools they know everything they need to know and will never learn again (outside of school). Unfortunately- our assessments drive this. If a student is proficient, they are "good". :-)
  • huge disruption
    • dassom
      dassom on 07 Apr 18
       
      I forgot about this phrase from our previous learning. Maybe it was in our Blended Book? I think it's a important phrase to keep in mind. If you are being true to updating your classroom/curriculum to match modern students it MUST be a disruptive environment.
  • skeptical
  • flipped classrooms, flipped teachers, flipped texts. For the uninitiated, the flipped concept suggests that we can now use technology to offload many of the more mundane classroom tasks
    • Kim Foley-Sharp
      Kim Foley-Sharp on 04 Apr 18
       
      This is such a large issue. People use technology and say they have flipped their classroom when in essence all they did was digitize their paper documents.
  • It requires the presence of a caring teacher who knows each child well.
    • blockerl
      blockerl on 04 Apr 18
       
      It is important for me to know and understand my students. I think sometimes, after having new students year in and year out, we forget to do the little things that helps us to really know our students. I always appreciate the reminder.
  • “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests.
    • blockerl
      blockerl on 04 Apr 18
       
      Umm, I can't help but think about the CFAs we are creating in our teacher teams. Are we doing things wrong?
  • You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • jwalt15
      jwalt15 on 05 Apr 18
       
      I think this is a very powerful statement. Every learner, whether they are young or old, will be more engaged in their learning if they are given the opportunity to decide their own courses of study with others who share their passion.
  • A suffix can change everything. When you attach -ality to sentiment, for example, you end up with what Wallace Stevens called a failure of feeling.
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      This is part of the discussion as to why the new ISTE standards reflect roles rather than actions. For example, instead of "digital citizenship" the standard now describes a "digital citizen", and I think this makes all the difference.
  • Will Richardson
    • Jen Van Fleet
      Jen Van Fleet on 05 Apr 18
       
      I wonder if we asked our students what skills they thought they should acquire via school if they would be anything remotely resembling our state standards...
  • synthesize and analyze information into original productions.
    • carlarwall
      carlarwall on 06 Apr 18
       
      This type of personalization also adds the higher order skills from Bloom's Taxonomy and is more rigorous for students.
  • nothing to do with the person sitting in front of you
    • emmeyer
      emmeyer on 21 Apr 18
       
      PERSONalized learning is all about the person sitting in front of you, not what is easy for the teacher.
  • allows students to work at their own pace and level, meets the individual needs of students
    • emmeyer
      emmeyer on 21 Apr 18
       
      When students are able to work at their own pace and level, they thrive. They are able to complete and correctly practice the skills that are being taught to them.
  • But as is so often the case in education, I’m not sure we as a community are spending enough time digging to parse what those words really mean, especially in the context of what deep learning now requires in a connected world.
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is sad, but true. Often in education, we jump in without fully understanding what makes something truly effective. Or we put our own spin on it to make it easier/ "more effective."
  • And while they come from the same root, those two words are vastly different
    • emmeyer
      emmeyer on 21 Apr 18
       
      This is a very important distinction. Personal learning teachers students to become lifelong learners!
  • personalized environment gives students the freedom
    • anonymous
      anonymous on 24 Apr 18
       
      Students would love to have "freedom" in a classroom.
  • with access to the sum of human knowledge in our pockets
    • anonymous
      anonymous on 24 Apr 18
       
      Who needs to learn any more when we can "Google" the answer? I've heard this comment time and time again. So now we need to set a new standard in how students learn.
  • promote and give opportunities
    • anonymous
      anonymous on 24 Apr 18
       
      Yes, give the students opportunities for personalized learning. Students can choose their opportunity, it's not owned by the teacher.
  • bits of information, not the construction of meaning.
  • word
  • only choice
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      When students are given choice, learning is more meaningful to them.
  • eave little room for the kind of authentic, whole-child personalization many teachers dream of offering
  • many school district leaders require public school educators to teach a specific curriculum
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Teachers want to provide personalized learning but are not always allowed the freedom they need. Teachers feel the pressure of 25+ students in one classroom meeting the standards they need to meet.
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • Jill Carlson
      Jill Carlson on 03 Jul 18
       
      Each school district will need to have a conversation about what personalized learning is to be on the same page.
annott

"Personalized" vs. "Personal" Learning - 5 views

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

shared by annott on 31 Mar 19 - No Cached
  • When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering.
    • jennham
      jennham on 31 Mar 19
       
      This is a challenge for me. How do we personalize learning while ensuring that teachers are teaching and students are learning what is expected? I do not want online learning to become just something else they do in order to check a box on Yes! I have personalized learning for my students!
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. We have a lot of boxes to tick already. Where does the accountability lie when students don't achieve their goals/what is expected of them?
  • It’s as if engaging them in learning without technology has become this impossible task.
    • jennham
      jennham on 31 Mar 19
       
      Whoa! Having kids engaged in school and in their learning is something teachers have been doing long before technology became an imperative part of education. (I realize he agrees with me. That anyone could feel this statement strongly is what I reacted to.)
    • tmolitor
      tmolitor on 25 Apr 19
       
      I thought this was interesting as well. It seems like an easy out for anyone that needs an excuse. Oh it's not the content we just can't compete with their video games.
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it
    • jennham
      jennham on 31 Mar 19
       
      How do we make this happen? I do not think that one teacher in a building can pull this off. I see this as being a monumental shift in an entire district to truly make personalized learning personal to each student.
    • anonymous
      anonymous on 01 Apr 19
       
      I think this is also one of my main questions, and something I hope to explore in this course. Does personalized/personal learning work in small doses? In the confines of a single classroom or a single unit?
    • annott
      annott on 28 Apr 19
       
      That is a total shift in thought, and I agree, how do we do it? Give me the manual!
  • ...30 more annotations...
  • personalization is “not about giving students what they want, it’s about a recommended learning path just for them.”[
    • jennham
      jennham on 31 Mar 19
       
      This really sums up, for me, the difference between personalized learning and having personal learning. I think it is the learning path that educators get caught up on. The Oh! This program scales up the difficulty if the student answers the question right and scales it down if they miss it!, type of thing. That isn't personal to the student at all.
  • This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      What do you do with students that work at a slow pace and can't meet deadlines? That may lead to more of a teacher directed approach to speed things up.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      I think this would be a hard sell in the high school where the smarted kids would complain about having to do more than the other students. They would say that its not fair.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I think you both bring up really good points. How can you even grade something like this when one student does twice the work of another?
  • We can truly individualize the classroom by using data-driven platforms to continually assess and track progress through any given curriculum and provide the most relevant content or resources to any given learner based on specific needs or learning styles
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      Technology is amazing. There are so many tools out on the web that I haven't even used yet. I amazed how kahoot, quizizz, and google forms can assess and track data. It is scary to think what the next five years may look like in education and especially the tools we will have access to.
  • But I marvel how that, in many schools I work with, the prevailing narrative seems to be that we can’t engage kids without technology, without a smartphone, tablet computer or some other multimedia device or tool.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      There is a lot of truth to this. The problem is not only is this the truth in schools but households as well.
    • k_gibson
      k_gibson on 02 Apr 19
       
      We can't stop the technology train, nor should we. Tech, when used responsibly and effectively, is an invaluable tool in our society and schools. The key here is 'effectively.' Too many educators put kids on computers to look cool,"Hey, I'm using technology!" However, in reality, it's busy work and low-level thinking. What we ask students to do with technology is key to creating a truly PL classroom.
  • Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • mgast40diigo
      mgast40diigo on 31 Mar 19
       
      How would this work? The 3 most important things in my son's life are Fortnite, socializing with friends, and sports. Where would the balance be if they were in charge of designing their own courses?
    • anonymous
      anonymous on 01 Apr 19
       
      Depends on the topic, of course, and hard to motivate either way- but there is reading/writing/communicating in social media, Fortnite, and sports. There is history in sports. Math in sports. I'm sure your son uses our fundamental skills and builds new knowledge using the things he loves.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I think to ensure that learning happens outside of the classroom, we need to shift education to a trade school model, where students are shadowing professionals, choosing apprenticeships/internships, etc. during normal school hours. These experiences would replace some of the traditional classes during the school day.
  • 2. Education is about the transmission of bits of information, not the construction of meaning.
    • k_gibson
      k_gibson on 02 Apr 19
       
      I disagree with how this statement is written. Education isn't entirely about the transmission of information, but information is still important and shouldn't be dismissed. Education can't be an 'either/or,' it must be a 'both.' Students need information in order to apply it, design, and create. Without information, there is a huge gap left in their learning called 'ignorance.'
    • anonymous
      anonymous on 07 Apr 19
       
      I agree with your statement- I had to re-read this section a few times to understand exactly what they were getting at. I think the idea here is that students should be choosing/finding their information, though, not having that information 'delivered' to them.
  • same knowledge
    • k_gibson
      k_gibson on 02 Apr 19
       
      Every person/child is unique. I agree that skills, and to a point knowledge, should vary. However, there is a certain well-rounded nature we want children to possess to be successful in society. Hence why we created a common set of standards, like Iowa Core. There should always be certain skills and information we set forth for children to learn. Then, there should be an element to learning that opens up new experiences and opportunities for exploring interests. Balance is important, I think.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I teach History and Government. There is some information that must be had by all. The method, delivery, way can be different but none the less some items must be covered.
    • anonymous
      anonymous on 07 Apr 19
       
      I unfortunately don't remember the source, though I'm sure it's something I could look up- but I was once taught/read that a lot of the things we do is just to train our brain to do more complex tasks. We may not necessarily use all the algebra and trig we learn, for example, but it builds new connections in our brains and helps us learn and think in new ways. That's sometimes difficult to explain to students.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
  • and skills.
  • commitment to individualism yet experience a “relentless pressure to conform
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      This sounds like every teenager's experience. I wonder if there is more pressure now that we have social media.
  • learning tends to nourish kids’ curiosity and deepen their enthusiasm
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      Is this the goal of education? Our at least one of our hidden goals that we do not measure. We only include it in our mission statement.
  • it involves collaboration and takes place in a communit
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think we often forget this part of learning. We are quick to hand students a computer and system to help students learn.
  • “Follow the money” is apt advice in many sectors of education
    • mrsmeganmorgan
      mrsmeganmorgan on 03 Apr 19
       
      I think of many of the computer programs that my children use and wonder who is profiting from the subscription. It really becomes obvious when you attend ISTE and see the over the top parties that being thrown by various EdTech companies.
  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      As a teacher its hard to give up some control of the classroom and give students the freedom to learn in whatever style fits them the best.
    • tmolitor
      tmolitor on 25 Apr 19
       
      I agree, it is hard to give up control of the classroom, sometimes it feels like giving up control the whole class will go crazy.
  • First, ask just about any vendor of personalization technology what the intended outcome is and, with a little prodding, you’ll get to this: better test scores.
    • cmanring
      cmanring on 03 Apr 19
       
      The longer I teach (22 years) the more I find that the continued focus on test scores hampers a lot of learning. Teaching to the test, focusing on the test, etc. , etc. are sometimes a large waste of everyone's time. In this current era do we actually need to have state testing to decide if a school is functioning? When teachers are evaluated there is not a test.
  • but meaningful (and truly personal) learning never requires technology.
    • cmanring
      cmanring on 03 Apr 19
       
      Very true. I have polled my students and at times they feel that there is an unnatural push towards using technology. They feel that some teachers/administrators push technology just for the sake of it. This did answer my question about In The Day Of The Life entry as my student will show the example that learning does not have to require technology.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      Agreed. I teach band. I sometimes have kids write on worksheets, counting rhythms, or reflecting on something they played or heard. Their handwriting is terrible! They don't spend any time writing anymore, it is all done on computers. This, I believe is a true shame. Technology is great for a lot of things, but when we are losing skills because of its use, that is frightening.
  • authentic choice
    • mistermohr
      mistermohr on 03 Apr 19
       
      This is tough to implement. Students don't know intuitively how to do this on their own. There has to be coaching a feedback provided. I know that I have not implemented this to any degree of fidelity, but I am amazed at what students come up with on their own. They need to know they have that freedom, and that comes with the knowledge of how to use it.
    • kmolitor
      kmolitor on 03 Apr 19
       
      It is important for students to have the freedom to choose things that are meaningful to them. When that happens they buy into learning.
    • taylormunson
      taylormunson on 07 Apr 19
       
      I agree that this is tough to implement but I think it is a critical component. The freedom of students getting to play a key role in their own learning is so fun to watch. I am amazed when I see even a small taste of this, the difference in the students' attitudes and motivations.
    • tmolitor
      tmolitor on 25 Apr 19
       
      When students are given an actual choice, it does seem to make a world of difference in their efforts. It also seems like they are more excited for class, and sometimes even upset when the period ends.
  • “Personalized” learning is something that we do to kids; “personal” learning is something they do for themselves.
    • mistermohr
      mistermohr on 03 Apr 19
       
      I love this line! We have to help students do things for themselves. I don't know about you, but implementing this for the vast majority of students takes so much time in getting them comfortable with the desire to learn. I know, I know, I'm just trying to pass the buck onto someone that "should have taught them that". How do I do it? I need to only consider reality, it doesn't matter if they don't know how. They need to learn how, and that is where I need to focus my attention.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      This is a powerful distinction. Teaching kids how to do things for themselves is something that I believe is important. The kids in my school lack the intrinsic motivation to do anything, except play Minecraft. As in many initiatives in education, I think that it is not necessarily that we should make a shift from one thing to another, but how can we blend the good from all? That is, how can we blend personalization and personal learning, not just follow one or the other.
    • taylormunson
      taylormunson on 07 Apr 19
       
      Wow! This really jumped out at me. I don't think many people would acknowledge the difference between personalized and personal learning. When described like this... it really makes me think of the key distinctions that must be made. The important part is not just that we are altering our instruction to what our students like but encouraging the development of personal learning experiences and helping set our students up for successful experiences when this is done.
  • who knows each child well
    • mistermohr
      mistermohr on 03 Apr 19
       
      Who has the time for this? I say it sarcastically, but this is really a numbers game. 25 kids, 45 minutes, 90 class periods in a semester. That is 2.7 hours per student. That includes getting to know students, helping with personalization choices, decision making, monitoring learning, providing feedback, monitoring new learning, providing more feedback on dozens of standards. Our system isn't designed to foster personalized learning. We are trying to fit a square key in a round hole.
    • anonymous
      anonymous on 07 Apr 19
       
      It's true, this is definetely a system-problem. It's one of the questions I'm hoping to answer through this course. Can these concepts be used in smaller ways and have a significant impact? They do ask a lot of us as educators.
  • Certain forms of technology can be used to support progressive education
    • mistermohr
      mistermohr on 03 Apr 19
       
      I think of this as adaptive learning. it can be a valuable resource in personalization. Going back millenia, personalization began with the socratic method from Socrates himself. He was able to adapt learning through questioning, but he didn't rely on technology. He also had groups of 10 students for extended periods of time. So maybe technology allows teachers to have a larger effective reach than without it. In today's world, do you think technology aided learning is essential?
  • She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.
    • tracyc4
      tracyc4 on 03 Apr 19
       
      My school is always looking to be on the cutting edge, looking for the new shiny thing that will catch people's eyes. "Personalized Learning" is the flavor of the year this year. It is frustrating as an educator in this situation because we feel we are doing something new ALL THE TIME. Our administration has not been clear as to what it will look like for us and our kids yet. While, in theory, I think that personalized learning will have many benefits for kids, I worry about what else it is going to pile on to us teachers.
  • system of accountability in the U.S. educational system
    • kmolitor
      kmolitor on 03 Apr 19
       
      Standardized tests seem counterintuitive to innovative learning. How do we balance the two?
    • anonymous
      anonymous on 07 Apr 19
       
      If the standardized tests are on concepts/objectives that we think all students show know/understand as they progress through school, they should be general enough that students can approach them from different ways/their own ways and still achieve the objectives.
    • tommuller4
      tommuller4 on 17 Apr 19
       
      Admin is always worried about test scores and rankings but if we want to give students the freedom to learn what they want the admin may be concerned about scores.
  • Big questions, passion, personal interest are what should drive our use of technology, not the other way around.
    • kmolitor
      kmolitor on 03 Apr 19
       
      We definitely need to make sure we consider what needs to be taught first and then how can technology make it better.
    • annott
      annott on 28 Apr 19
       
      Good point Kelley.
  • best student-centered, project-based education, kids spend much of their time learning with and from one another
    • kmolitor
      kmolitor on 03 Apr 19
       
      This is so true when people have the opportunity to collaborate with one another it elevates their learning and productivity. Ideas help beget other ideas and help stimulate thoughts and create questions.
  • it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the
    • taylormunson
      taylormunson on 07 Apr 19
       
      This made me think of our last forum post when we discussed the difference between "personalized and differentiation". This is what I was referring to when I said using them interchangeably doesn't necessarily work. It might... but often time personalized means student choice based and out of the ordinary.
  • For many educators that’s not the true meaning of “personalized learning.”
    • taylormunson
      taylormunson on 07 Apr 19
       
      If educators don't have the "true meaning" of personalized learning... is there a correct way of implementing into the classroom? Are implementation expectations meant to be just as flexible as the concept itself?
    • annott
      annott on 28 Apr 19
       
      Have to admit that is what I normally do? I wonder if students would be more engaged.
  • After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • tommuller4
      tommuller4 on 17 Apr 19
       
      If we really want to teach our students we need to change the way we teach. We might need to have 3-4 different ways to teach the same topic.
  • “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,”
    • annott
      annott on 28 Apr 19
       
      This is a very good point.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers
    • annott
      annott on 28 Apr 19
       
      That is a huge change since I started teaching 26 years ago, and we still had some typewriters in the building, and maybe 3 computers.
  • content knowledge that, as we know from experience, never gets applied in real life.
    • annott
      annott on 28 Apr 19
       
      I have struggled with this many times. Will they ever use this again?
rhoadsb_

ol101-s2019: Iowa Online Course Standards - 6 views

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

shared by rhoadsb_ on 20 Jan 19 - No Cached
  • The course structure has flexibility to accommodate multiple timelines.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      The huge reason to allow Online Learning and courses......allow all our students to be successful
  • The course includes authentic assessments that address, in part, 21st century skills.
    • chriskyhl
      chriskyhl on 20 Jan 19
       
      Must use relevant and current assessment strategies that allow students to truly convey their understanding of the material
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4)
    • annott
      annott on 21 Jan 19
       
      This reminds me that not all students have the same technology. Like colored printers or even the internet at home.
  • ...18 more annotations...
  • The course is evaluated regularly for effectiveness, and the findings are used as a basis for improvement. (iN 5.2, 5.3)
    • annott
      annott on 21 Jan 19
       
      Giving consistent feedback has always been an issue in education. Maybe online learning will make that easier.
  • The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
    • cbangert
      cbangert on 21 Jan 19
       
      Students must be able to collaborate at times and interact with one another to master the content.
  • The requirements for student work, including student interaction, are clearly articulated.
    • cbangert
      cbangert on 21 Jan 19
       
      An important piece to any type of course. Must present students with clear expectations and requirements for completion of work.
  • sufficient rigor,
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      I feel like incorporating rigor may be a bit more challenging when creating forums. Forums sometimes feel like busy work.
    • barbkfoster
      barbkfoster on 23 Jan 19
       
      I feel like incorporating rigor may be a bit more challenging when creating forums. Forums sometimes feel like busy work.
    • tommuller4
      tommuller4 on 28 Jan 19
       
      I think the rigor part is one thing that might be hard for online learning. I know we have the perception at our school that online learning is easier than classroom learning.
  • Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson
    • barbkfoster
      barbkfoster on 22 Jan 19
       
      So what do we do if a student is not ready for the next lesson? I feel like this might be more difficult in an online course. You can't just pull the student in for extra help. With the timeline and deadlines, can you extend the deadline for struggling students?
  • • The course design provides opportunities for appropriate instructor-student interaction,
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's essential that the course design provide instructor-student interaction. One way you could do this as an instructor is to make sure that your students know you are available for questions online.
    • tommuller4
      tommuller4 on 28 Jan 19
       
      Just like in the classroom students need to have access to the instructor but with it being online the instructor needs to make themselves available for students questions about not only assignments but also about content.
  • Student evaluation strategies are aligned with course goals and objectives, representative of the scope of the course and clearly stated.
    • tmolitor
      tmolitor on 23 Jan 19
       
      To keep students motivated and help make sure standards are posted so students know what is expected of them, and how to be successful.
  • The course architecture (CMS) permits the online teacher to add content, activities and assessments to support the learning objectives of the course.
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's essential for the online learning environment that the teacher adds engaging content, and activities to support student learning.
  • Each lesson/unit includes content and activities, assignments, and assessments to provide multiple learning opportunities for students
    • tmolitor
      tmolitor on 23 Jan 19
       
      It's important to support various student learning styles in an online class.
  • easy to understand
    • mistermohr
      mistermohr on 23 Jan 19
       
      I think it is important that others find the directions easy to understand. Of course they are easy to understand for the person writing directions, but are they for others as well?
  • logically
    • mistermohr
      mistermohr on 23 Jan 19
       
      There has to be some predictability to content. They can't be discrete packets of knowledge never to be connected to other packets. Talk about confusing!!
  • Aesthetic design presents and communicates course information clearly throughout the course.
    • mistermohr
      mistermohr on 23 Jan 19
       
      I think this is commonly overlooked, at least at the level of creating online experiences for typical teachers. From my experience, this can sink the ship before it has even left the harbor.
  • Regular feedback opportunities, including autonomous feedback such as "self-check" or computer-generated practice assignments, make the student continuously aware of his/her progress in class
    • mistermohr
      mistermohr on 23 Jan 19
       
      One of the great advantages of online learning, automated differentiated feedback. In my opinion, it is not practical to be as intimately involved with every student to necessary degree to truly provide the differentiated feedback necessary in all circumstances. Making some of this automated makes the challenge much more doable.
  • A variety of high-quality learning resources and materials are available to increase student success (iN 1.5, 2.11, 4.4, QM 4.5, ROI 5.c)
    • mschutjer
      mschutjer on 24 Jan 19
       
      I feel our school has done a great job of exposing our students and teachers to a wide range of resources to advance their learning.
  • An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor
    • tommuller4
      tommuller4 on 28 Jan 19
       
      think its important for a teacher to inform students of their availability so students no how to reach them. I like the idea about the response-time policy as well.
  • All web pages are visually and functionally consistent throughout the course. (ROI 2.d
    • tommuller4
      tommuller4 on 28 Jan 19
       
      This important for students because once they figure out the system they won't waste time trying to figure out the website. They can maximize time working on class.
  • The course content and assignments are aligned with state’s content standards or nationally accepted content standards
    • rhoadsb_
      rhoadsb_ on 14 Feb 19
       
      Since we are moving towards a standards based education it will be imperative that the course be aligned to the standards
  • The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
    • rhoadsb_
      rhoadsb_ on 14 Feb 19
       
      Its one thing to know the content basics but it is far more important to be able to analyze and relate the content to real world settings.
jhazelton11

ol101-s2018: Iowa Online Course Standards - 0 views

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

shared by jhazelton11 on 17 Mar 18 - No Cached
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      It's overwhelming to try to anticipate what these will be.
Evan Abbey

ol101-s2018: Iowa Online Teaching Standards - 4 views

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

shared by Evan Abbey on 12 Mar 18 - No Cached
  • Provides and communicates evidence of learning and course data to students and colleagues
    • staudtt
      staudtt on 12 Mar 18
       
      This is a very important part of course development and also provides valuable feedback to students.
  • best enhance student learning
    • staudtt
      staudtt on 12 Mar 18
       
      This seems like it could be a challenge. Some students prefer things presented in different ways than others. Instructors need to use best practices but meeting all student needs seem like a challenge.
  • online collaboration group work
    • staudtt
      staudtt on 12 Mar 18
       
      I feel this is a key component of online learning. Finding a way to make assignments valuable and collaborative is an important balance in an online course.
  • ...6 more annotations...
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      Sometimes I feel like I'm shooting in the dark- trying to anticipate how to design something but not knowing if it will work until we try it. Oh wait- just like regular teaching :)
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      One thing I've taken away from these courses is to assess more, but grade less.
  • Has experienced online learning from the perspective of a student
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      I don't love online learning, but I do see some benefits to it for myself.
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      I think it's important to understand our own limitiations before we can be really good at something. And know that just because it does/ doesn't work for us, doesn't mean it won't/ will work for someone else.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • jhazelton11
      jhazelton11 on 17 Mar 18
       
      Building relationships with students is important to me, so I will need to work hard to incorporate that in the online setting. I struggle wrapping my mind around the how, though.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • Evan Abbey
      Evan Abbey on 17 Jan 19
       
      Comment
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • Evan Abbey
      Evan Abbey on 17 Jan 19
       
      Best Comment Ever!!!
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