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kathleenweyers

Adaptive Learning System Articles - 0 views

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shared by kathleenweyers on 13 Jun 17 - No Cached
  • How much you trust your adaptive technology depends a lot on what it is supposed to do.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      Yes! I am trying to keep in mind that none of these technologies are really meant to replace a person, but if they aid in a student's learning of some areas or learning targets, the technology is a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I feel like I have this discussion with parents a lot. At my school, we (unfortunately) have a lot of parents who give their students technology whenever they want. Some of these parents then try to get me to use their programs in class because they believe it is better for their student. It can be a tricky conversation to navigate..
  • Adaptive technologies can have real value and are not going away. They can free up faculty to spend more time doing what they do best in the classroom—work that is not replicable by a machine.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      When I am skeptical, I need to remember this. Teachers can still be active in a child's learning, but utilizing technologies when appropriate can be a good thing.
    • kellijhall
      kellijhall on 19 Jun 17
       
      I like to utilize technology when the students aren't with me because I am working with their peers. Math stations or Literacy menu choices can be a great time for students to explore some of these resources. As a teacher, I can't meet with every student during every minute of the day so I agree that these technologies can sometimes be an alternative, but not a replacement, for the teacher at appropriate times of the day.
    • kspedersen
      kspedersen on 21 Jun 17
       
      This statement really struck me. Often times I don't utilize technology because I don't believe that it is as meaningful as it can be; but, it is better than nothing. I cannot meet with every student every single minute of the day and often times technology can be a good stand-in. However, I do find it difficult to find meaningful applications, but perhaps I need to have a more open-mind and not be so critical.
  • mportant to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I like this point. Adaptive technology is not taking the place of teachers. It is finding smart ways to organize time.
    • kspedersen
      kspedersen on 21 Jun 17
       
      I agree. Adaptive technology is not in place of the instructor, rather it is an added layer of instruction. I believe that adaptive technology is a great tool and can make instruction even more meaningful by allowing students to be fully engaged more throughout the day.
  • ...14 more annotations...
  • some confusion persists about the role of this technology and how drastically it may impact traditional instruction
    • rmeyer1130
      rmeyer1130 on 13 Jun 17
       
      I think we're all mindful of job security! At what point will technologies be perceived as the better alternative to real teachers in traditional teaching roles?
    • kellijhall
      kellijhall on 19 Jun 17
       
      Agreed! However, are we also setting up our students for future success of using technology to learn something new as adults? (Other than using YouTube videos!)
  • Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.
  • That umbrella term covers a range of approaches and models, Newman said, including competency-based learning, differentiated instruction and tutorial models, as well as adaptive learning.
  • all adaptive software tries to mimic some aspect of what a good teacher does, given that every student has individual needs.
    • arieux1
      arieux1 on 25 Jun 17
       
      Important for me to remember as I start working on the lab. Hopefully, computers will never replace teachers... but I've seen too many movies.
  • They are not expected to know everything that the instructor knows, but they are good at helping to ensure that the students get the basics right
    • arieux1
      arieux1 on 25 Jun 17
       
      In my mind, this is what I'd use OLPs for. I've studied them as part of my blended learning training. To me, they are a way to augment what is being done in the classroom in a personalized way. This statement is pretty much how I'd put it.
  • Students get real-time response to their work
    • arieux1
      arieux1 on 25 Jun 17
       
      What I like about the idea of adaptive learning tech is this. Students can work on the low level, building block skills when and where they want, as quickly as is needed for them. The tech does this automatically, taking it off the teacher's plate. Knowing this kind of stuff will help the teacher drill down to what is needed.
  • Adaptive tech can help them get past those hurdles with a little extra help
    • arieux1
      arieux1 on 25 Jun 17
       
      In Iowa, we probably don't see as much dropout as other parts of the world. But students do fall behind and don't achieve to the level they should - not just for them, but for the future they will encounter. Providing them with tools to overcome the gaps is something we should aspire to as teachers.
  • Educators, of course, have been doing this for centuries. What is new about this practice today, however, is simply the use of technology
    • arieux1
      arieux1 on 25 Jun 17
       
      So this is the thing. Teachers need to move students into the higher levels of thinking and learning to meet the needs of the future. Letting a program ensure students learn these building blocks makes it easier for the teachers to scaffold them to the higher realms of thinking.
  • Adding the tech makes it possible to personalize at scale
    • arieux1
      arieux1 on 25 Jun 17
       
      Ah, now that's cool! I like that sentence because it encourages people to use the tech to personalize more easily and practically for all students.
  • "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"
    • arieux1
      arieux1 on 25 Jun 17
       
      This is a good question regardless of what you teach, the level you teach at, and the approach you take. I just wanted to point that out.
  • good” education is entirely quantifiable and therefore manageable by computer.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      I think this is a valid point, that adaptive tech should not be a student's entire educational experience.  Much of learning cannot be measured by a computer program!  A combination of both is best!
  • technology can help make the adaptations easier and more streamlined.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Technology can be far more efficient in teaching kids things that are measurable, like math facts of sight words.  Other things, like analyzing the tone of a poem may be less measurable using technology.
  • incorporating the right mix of online and face-to-face instruction where suitable.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      Adaptive technology does not mean the teacher is no longer needed.  It can help students be more successful and motivated because they are learning at their own pace at their own level, but teacher intervention can and should still occur.
  • this data to evaluate student proficiencies and generates "insights" and predictions that lead to recommendations and, ultimately, an individual learning path.
    • kathleenweyers
      kathleenweyers on 07 Jul 17
       
      In the data driven world we live in, there are so many benefits to having immediate date.  Teachers do not have to grade a bunch of work to figure out where kids are in their learning path.  Teachers can easily see where kids struggle and step in to provide remediation much more quickly than not using the tech.
anonymous

ol101-f2019: Iowa Online Course Standards - 0 views

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

shared by anonymous on 10 Sep 19 - No Cached
  • A variety of high-quality learning resources and materials are available to increase student success (
    • anonymous
      anonymous on 10 Sep 19
       
      Learning about Diigo and LMS programs help assure that any classroom adheres to this standard - hopefully improves student success.
tboeckman

ol101-f2019: Iowa Online Course Standards - 5 views

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

shared by tboeckman on 18 Sep 19 - No Cached
  • The course instruction includes activities that engage students in active learning
    • lwinter14
      lwinter14 on 18 Sep 19
       
      I'm still trying to find the right ways to engage students in active learning and to incorporate active learning among groups of students. I want my students to be actively learning together and not in isolation.
  • The course structure has flexibility to accommodate multiple timelines
    • Wendy Arch
      Wendy Arch on 20 Sep 19
       
      Isn't this where different types of online education would come into play? Different course structures could allow for multiple timelines, but having no dedicated timeline for forum postings where participants are expected to interaction with one another just leads to frustration for all involved. Sometimes too much flexibility undermines rigor.
  • sufficient rigor, depth, and breadth
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      I think this is a part that lots of people doubt--that online learning can have as much rigor. But in our school, we've seen teachers incorporating more rigor with online work than maybe they had before because thinking about online learning sort of shakes up the way teachers do things and they have to think about how google will play into the learning.
  • ...9 more annotations...
  • access resources at a distance are sufficient and easy to understand.
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      This is also a key to success. There's a lot of tutorial work that has to be built into online learning--whether it's blended in the classroom or fully online. We can't just assume that kids know how to do or use things. I've used Diigo several times before and I still had to use those tutorial videos today to troubleshoot why mine wasn't working like I thought it should.
  • Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
    • kimgrissom
      kimgrissom on 21 Sep 19
       
      Rubrics, models, and clear success criteria take on a whole new meaning in online courses where teachers don't see the students working and students can't see what other students are doing. Clarity becomes really important.
    • ewilson_qgorxap
      ewilson_qgorxap on 22 Sep 19
       
      I agree. I believe that providing these to students at the beginning of the course demonstrates a transparency so that the student knows exactly what is expected and how to achieve the learning and grade they aim to achieve.
  • The course is easy and logical to navigate, including self-describing links
    • ceberly
      ceberly on 23 Sep 19
       
      This is important to ensure that students are not frustrated- frustration with navigating the tool can take away from the intended content. Been there, done that.
  • 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 (iN 1.8)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      Setting "office hours" would be a good idea. Otherwise I would feel like I always have to be on. Also, it helps prevent students from feeling ignored if they know up front when you will respond.
  • ach unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit. (iN 2.2, ROI 5.d)
    • jnewmanfd
      jnewmanfd on 23 Sep 19
       
      At first I didn't think one was as important. After having students enter my moodle course in a blended environment, I realized it was needed to help guide them on their learning paths and have now added them.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      Whether it is face to face or on line, differentiation for student's learning styles needs to happen. Students respond to different modalities.
    • tboeckman
      tboeckman on 02 Oct 19
       
      Agreed! I would also add that the differentiation needs to happen based on individual student needs, whether that be added support or extension.
  • • Technologies are chosen that are accessible to students
    • suewhitlock
      suewhitlock on 24 Sep 19
       
      This is a given to me. All students should have the same access or the playing field has not been leveled.
  • 21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum.
    • swatts_
      swatts_ on 25 Sep 19
       
      I like how teaching 21st century skills are an expectation to be taught as part of the curriculum. The excuse of "we don't have time to teach this" will be out the window when it is an expectation.
  • . Learner Engagement
    • swatts_
      swatts_ on 25 Sep 19
       
      I like that this emphasizes three components of interaction. Online course could be thought of as a "student interaction with the content" type of learning environment but adding peer collaboration and teacher collaboration brings the human and social aspect into the course.
mdickey95

ol101-s2020: Iowa Online Teaching Standards - 0 views

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

shared by mdickey95 on 16 Jan 20 - No Cached
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • benrobison
      benrobison on 16 Jan 20
       
      I find this to be most important in regards to meeting the needs and/or learning styles of multiple/different learners.
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • benrobison
      benrobison on 16 Jan 20
       
      This sets apart a quality online learning situation, rather than a work at your own pace, or checklist class, in which authentic learning probably isn't happening.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • benrobison
      benrobison on 16 Jan 20
       
      I believe that (specifically the timely) part is critical for online teaching/learning success! Since there is such a lag-time with communication in the online setting vs. the face-to-face setting, timely feedback can ease that isolation a bit.
    • blodgett
      blodgett on 18 Jan 20
       
      Totally agree, a week goes by before you know it, and if a student isn't in front of you, the feedback can get 'lost'.
  • ...12 more annotations...
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
    • benrobison
      benrobison on 16 Jan 20
       
      Establishing netiquette standards from the outset will help participants be more successful. This is true of all ages, but in my opinion, these should be more stringent for the younger (high school/middle school) audience.
  • • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • blodgett
      blodgett on 18 Jan 20
       
      Continuous evaluation when you can't always see their faces to see that 'I don't get it look' is a critical part to teaching and reteaching.
  • • Assists students with technology used in the course (Varvel III.C)
    • blodgett
      blodgett on 18 Jan 20
       
      This is one of the key reasons I'm taking this course. I want to understand what technology is used so I can make sure I have a support structure in place for both teachers and students.
  • intellectual property rights and fair use
    • blodgett
      blodgett on 18 Jan 20
       
      I get asked this question all the time. Google image search has made it WAY to easy to grab anyone's content regardless of who really owns it.
  • Understands and uses data from assessments to guide instruction
    • jessed44
      jessed44 on 20 Jan 20
       
      Using an LMS such as Moodle can be helpful in not only scoring assessments, but helping to organize the data and determining which items students need further instruction with.
    • jessed44
      jessed44 on 20 Jan 20
       
      Using an LMS such as Moodle can be helpful not only for scoring assessments but for organizing the data so the teacher can make sense of it and help students accordingly.
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • jessed44
      jessed44 on 20 Jan 20
       
      I think that while professional development on pedagogy is important, sometimes our training on knowledge of the content gets overshadowed. This is too bad because the more I have learned about my content, I have been able to come up with more creative ways to teach it!
  • Communicates with students effectively and consistently
    • jessed44
      jessed44 on 20 Jan 20
       
      I often wonder about the right amount of communication with students in an online setting. Obviously you want some, but can there be too much?
    • jessed44
      jessed44 on 20 Jan 20
       
      I sometimes wonder about the appropriate amount of communication in an online course. Obviously we want some, but we also want students to work on independent problem solving as well. For example, how often do I need to respond to discussion posts? There is no way I can respond to all of them in a meaningful way.
  • Aligns assessment with course objectives
    • jessed44
      jessed44 on 20 Jan 20
       
      It is so vital to make sure we assess students fairly and that the assessments are truly what we want students to be able to do, otherwise students can get frustrated and not see the point in what we are having them do.
    • jessed44
      jessed44 on 20 Jan 20
       
      It is so vital to make sure that our assessments clearly align with what we actually want students to do. Otherwise, many students the tasks are meaningless busy work and will not be motivated to do them. Clear articulation is key!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      This is the best way to increase student engagement. When students know the instructor uses their feedback to make adjustments to the course, it is powerful.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      Because it takes more effort to get to know students online (not face to face) this may take a lot of effort at first. An experienced online instructor may be able to make some generalizations but a new instructor would need to consider how to determine the needs of the group in a particular cohort when designing a course.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      It would be easy to create a course in which a student interacts only with articles and websites. It takes more thought and creativity to make sure interaction is built in to the class.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • mdickey95
      mdickey95 on 25 Jan 20
       
      It would be very difficult to teach an online course if an instructor has never taken one. This would be helpful in knowing how to be proactive with students instead of being reactive to their issues.
carlarwall

ol101: Iowa Online Teaching Standards - 0 views

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

shared by carlarwall on 31 Oct 17 - No Cached
  • course evaluation and student feedback data
    • skyeager182
      skyeager182 on 31 Oct 17
       
      A teacher cannot become better without feedback. This is especially true in an online setting, where an instructor cannot see how students are engaged.
    • carlarwall
      carlarwall on 03 Nov 17
       
      Teachers need to provide students feedback just as much as they need feedback on their instruction.
  • course overview/orientation (
    • skyeager182
      skyeager182 on 31 Oct 17
       
      Being able to to see what is expected is so helpful!
  • constructive feedback to students
    • skyeager182
      skyeager182 on 31 Oct 17
       
      Just like teachers cannot become better without feedback, students need feedback also.
  • ...6 more annotations...
  • Communicates with students effectively and consistently
    • skyeager182
      skyeager182 on 31 Oct 17
       
      I feel that this is crucial in an online setting. It really helps me when the instructor communicates often.
  • an online social presence that is available, approachable, positive, interactive, and sincere
    • mrsmeganmorgan
      mrsmeganmorgan on 01 Nov 17
       
      Relationships are key to helping students learn. When students feel safe they take risks.
  • Has experienced online learning from the perspective of a student
    • mrsmeganmorgan
      mrsmeganmorgan on 01 Nov 17
       
      This is vital because we have spent at least 16 years in the schools before we even became teachers.
    • carlarwall
      carlarwall on 03 Nov 17
       
      Teachers need to remember what is like to be the student and also realize that not all online learners have done online coursed before.
  • Communicates assessment criteria
    • mrsmeganmorgan
      mrsmeganmorgan on 01 Nov 17
       
      How can a student hit the target if they do not know what the target is?
  • Understands the differences between teaching online and teaching face-to-face
    • mrsmeganmorgan
      mrsmeganmorgan on 01 Nov 17
       
      This is one where we need to ensure that everyone involved any aspect of online have what they need.
    • carlarwall
      carlarwall on 03 Nov 17
       
      There are many similarities and differences between online learning and face to face. Instructors need to sort out these differences.
  • Understands student motivation and uses techniques to engage students
    • carlarwall
      carlarwall on 03 Nov 17
       
      Important- if students are not engaged with the content or activities they will shut down and not do the work.
Gina Rogers

ol101-s2021: Iowa Online Course Standards - 0 views

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

shared by Gina Rogers on 22 Jun 21 - No Cached
  • C. Learner Engagement
    • Gina Rogers
      Gina Rogers on 22 Jun 21
       
      These three different types of engagement (instructor-student, student-student, student-content) are essential for any meaningful learning in an online course. An online course can feel very lonely and isolated. Working to foster these different types of engagment can help mitigate that feeling.
  • • Technologies are chosen that are accessible to students
    • Gina Rogers
      Gina Rogers on 22 Jun 21
       
      This is one area that I feel like I could do a better job in my online course design. Many of the tools that I select are natively more accessible (speech to text, text to speech, etc) however, I don't call out explicitly those accessiblity features. This is one area I woudl ike to improve in.
susanbrown87

ol101-f2020: Iowa Online Course Standards - 1 views

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

shared by susanbrown87 on 20 Sep 20 - No Cached
  • The course instruction includes activities that engage students in active learning.
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      When I talk to my teachers about integrating technology into the elementary classroom, I'm often suggesting ways that the technology can help increase student engagement. I'd like to learn about more ways to increase engagement using technology.
  • Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      I think this is a potential way that technology can do something that face-to-face struggles to do on a day-to-day, lesson-by-lesson basis - meet all students' individual needs, learning styles and preferences. That can be extremely challenging in a face-to-face environment - it takes a lot of time and knowledge by the teacher. I would love to see examples of this in action during an online course. Will we explore this concept in the OLLIE series?
  • All resources and materials used in the course are appropriately cited and obey copyright and fair use
    • erinlullmann
      erinlullmann on 20 Sep 20
       
      This is something that I want to remember to do when I'm creating model courses or courses for teachers. We tend to preach to our students to cite our sources and obey copyright laws, but it can be really tempting to just do a Google Images search for that perfect picture or clip art without caring about copyright. I want to make sure to do my best to model correct citing and fair use policies.
  • ...4 more annotations...
  • student-student interaction
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I think this is the component most missed in the online learning I've seen for COVID. Teachers interact with students and students with content but the student to student interaction is missing. it takes more creativity and the use of other tools to implement this well.
  • a wide variety of assessment procedures to assess students’ mastery of content
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      I need to improve in this category. After taking the OLLIE assessment course I see where I need to vary my assessments to include self and peer assessments.
  • alternatives to auditory or visual content, as well as accommodating the use of assistive technologies
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      This will be especially important for me next quarter as I will have a student with cochlear implants. In an all online course these would definitely be a challenge and something I need more help on depending on the device the student is using or abilities.
  • A variety of high-quality learning resources and materials are available to increase student success
    • susanbrown87
      susanbrown87 on 20 Sep 20
       
      Teaching online will require me to look for the variety in resources. I have my go to sites and strategies. Teaching a course strictly online would force me to increase my resources on the web. Taking the OLLIE courses has helped to increase these resources and tools.
Deborah Cleveland

ol101-f2020: Iowa Online Course Standards - 3 views

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

shared by Deborah Cleveland on 17 Sep 20 - No Cached
  • The course content and activities are of sufficient rigor, depth, and breadth to teach the standards being addressed
    • Janet Wills
      Janet Wills on 17 Sep 20
       
      hardest thing to do- not get caught up in whistles and bells-- stay focused on what's important
  • • All resources and materials used in the course are appropriately cited and obey copyright and fair use. (iN 4.9, QM 4.3)
    • travisnuss
      travisnuss on 20 Sep 20
       
      I would like to have more information and help to make sure I am doing this correctly, especially since I don't cite anything I use pretty much makes me sure I am not doing this correctly. Copyright is still fuzzy to me even though we spent time in one of the Blending/Flipping classes on it.
  • A. Course Overview
    • travisnuss
      travisnuss on 20 Sep 20
       
      This is something I feel as a school we really need to sit down and think about and come up with some common language for integrity and netiquette. We have realized three weeks in the school year, that this wasn't something discussed with our hybride students and many of them did not realize they were responsible for the online work on the days they weren't in school, not just the work they got when they are in school. The feeling is that most of our staff felt that the students would pick that up on their own and now that we are a few weeks in, both the students and teachers are trying to adjust to that minor detail.
  • ...10 more annotations...
  • The course provider offers orientation training
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      I feel this is something we should work on as a district or by building level to have some common expectations. Teachers could build on it with their own expectations but lets give them the foundation to start. I fell we missed the mark on this with our hybrid students and even our online students who are working through online courses from an outside vendor.
  • Learner Engagement
    • brippentrop-nuss
      brippentrop-nuss on 22 Sep 20
       
      This one I'm struggling with in my one section of 100% online students. I need to learn some strategies to have students interact through zoom.
  • Learner Engagement
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      I have been reading "The Online Teaching Survivial Guide" and it does a nice job of talking about these three types of interactions and how to build those into a course.
  • instructor-student interaction,
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      Module Introductions and mini-lessons (text, video, podcast) Announcments that remind, coach, suggest, and inspire Explanations and interactions with students via email, forums, and live events.
  • student-student interaction
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      Opportunities for small group work that encourages student to student interaction could include problem-solving, gaming, or collaborative writing. One other thing that the book mentioned is to start student-student interaction casually. This allows people to get comfortable with each other and the processes of working as a group without having to wrestle with new content.
  • student interaction with the content
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4)
  • Technologies are chosen that are accessible to students (iN 4.7, QM 6.4
  • ogies are chosen that are accessible to students (iN 4.7, QM 6.4
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      With so much technology out there it can be overwhelming. One thing that I did this summer was encourage teachers to find out what the district/school was making accessible to them and their students and then build their capacity around using that tool. Sometimes this was hard because they had to give up similar tools that did the same thing, but for the sake of consistency with students and also ensuring that all students have access to it...knowing what your school or district is using in essential.
  • student interaction with the content
    • Deborah Cleveland
      Deborah Cleveland on 23 Sep 20
       
      In an online course, digital content is king. Digital content allows for learners to engage in it anywhere, anytime, and often while doing other things (think podcasts while workingout). The good news is there is a ton of content out there. The bad news is as a instructor, I need to sift through it all and decide what is the best content for my learners (keeping in mind that what might be perfect for one learner may not be the case for another). One suggestion that the book had was to have learners identify resources that extended their learning around the core concepts of the course.
dsnydersvjags

What Do We Really Mean When We Say 'Personalized Learning'? | KQED - 1 views

www.kqed.org/...n-we-say-personalized-learning

shared by dsnydersvjags on 02 Apr 18 - No Cached
  • personalized
    • brarykat
      brarykat on 02 Apr 18
       
      Personalized learning does give students freedom. Freedom of choice, flexibility of time, and what complete projects will look like.  
  • challenges of personalizing learning
    • brarykat
      brarykat on 02 Apr 18
       
      I think personalized learning can be very challenging for teachers.  It could be seen as out of comfort zone for some teachers.  Providing training and clear expectations of student and teacher goals is imperative for personalized learning to be successful.  
  • leave little room for the kind of authentic, whole-child personalization
    • brarykat
      brarykat on 02 Apr 18
       
      I agree with this statement.  It won't work unless a school district sees value in implementing personalized learning with integrity.  Time, training, and continued support for personalized learning to be successful.
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I agree that this cannot be done with integrity without a lot of support and training. I wonder what would this look like in math, gym,or grammar? I see this happening with more ease in the area of reading, science, and social studies that naturally allow research.
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  • everyone they work with is on the same page
  • everyone
    • brarykat
      brarykat on 02 Apr 18
       
      This is another good point about personalized learning. For a successful outcome, staff members need to be informed and commit to making it work.  It would easily unravel without a majority of the staff understanding and "selling" it's value to students, parents, and themselves.
  • “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I truly think the majority of teachers over many, many years have believed this statement and want to offer more choice. I think technology has increased the ability to meet these goals. How about kids who don't read near grade level or with mental health issues? What does this look like in the elementary? I believe in this statement and 100% in the philosophy of it but wonder how it can be done at a large level.
  • control and compliance
    • Heather Whitman
      Heather Whitman on 02 Apr 18
       
      I think these are the heaviest words in the entire article. Schools need some kind of curriculum which by nature pushes more control and compliance. I think we need to really think this through. Assessment gets even tougher. How do you create a truly good rubric that doesn't "push" our agenda and control/compliance but allow students to meet our goals with freedom?
  • system of accountability
    • Heather Whitman
      Heather Whitman on 03 Apr 18
       
      I think accountability can be looked at as a dirty word, but it definitely is necessary. Results must be evaluated for improvement, refinement, and celebration, just as we do for our students. Often, we have fidelity checks by various people across the district, principals do walk throughs, we have TCLS in Iowa with walk throughs and diccussions with different people. What would this look like in an online world and how would people look at 30 different students work? When it comes to accountability, people are going to need to start looking more at the product and process and not be able to collect data as much on the fly as we can with more traditional face to face. How exciting...could we create some how to for administrators to help guide this?
  • it is clear that all children don’t learn the same way and personalization seems to honor those differences
    • dsnydersvjags
      dsnydersvjags on 17 Feb 21
       
      Finally!! Someone at last admits that education isn't a one-size fits all prospect! Now - can we do away with CORE?
Evan Abbey

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

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

shared by Evan Abbey on 30 Mar 20 - No Cached
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      I feel like sometimes we get caught up on we have to assess our students on all topics. One nice thing about mastery in certain topics is with math, math concepts keep coming up in chapter 1 then in chapter 3.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This also goes with the why am I assessing on this.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I'm not sure that this works for science classes. In these classes, students are to be figuring out. They are not supposed to know what they are learning about until they have discovered it. I thinking that making the assessment clear at the beginning would ruin this. Now I will say that you could be clear on how students will be assessed. For example, you will have to support your claims using reasoning and evidence.
    • jessed44
      jessed44 on 07 Apr 20
       
      I often wonder where this argument fits with discovery learning, and other forms of self-directed methods. Are we constraining ourselves too much here?
  • "I can make good inferences.
  • ...51 more annotations...
  • "I can make good inferences.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      Student-friendly language has been a huge part of our school district. Especially when dealing with many ELL and Sp.Ed students. Also, referring to the learning target multiple times throughout the lesson. One thing I could do in my class is to put the learning target on my quizzes.
    • nkrager
      nkrager on 30 Mar 20
       
      I could also do this more/better. It does get challenging when you teach multiple classes if you want them posted on your board etc.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I agree. I started adding hyperlinks to vocabulary.com for any words I thought they might struggle with.
  • identify struggling students and the areas in which they struggle.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This is a huge part for me in my teaching. I use our three question quizzes to allow myself to better understand misconceptions that I have over seen and to see what I need to do to better my students.
    • ravelinga
      ravelinga on 01 Apr 20
       
      Agree! In my economics class I do periodic checkpoint quizzes. These formative assessments have two purposes. One to check how well my students are understanding the content. And secondly, how well am I teaching the material. Sometimes the students are not getting the content, because my teaching was ineffective.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1 :
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      These four points are things that we do everyday. Understanding what I need to do for students, understanding what the information will tell me and where do I go next.
  • But NCLB has exposed students to an unprecedented overflow of testing.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      too many tests; students get anxiety when taking a test
    • Evan Abbey
      Evan Abbey on 01 Apr 20
       
      I agree! Testing not only causes anxiety, but it can give students the wrong impression of their abilities.
    • parkerv
      parkerv on 03 Apr 20
       
      Unfortunately over testing takes away from quality instructional time and student learning. What's really sad but all too true is that we are seeing over testing being pushed down on even our youngest learners, our 3 and 4 year old preschoolers.
    • tkofoot
      tkofoot on 05 Apr 20
       
      The concern of all my Special Ed students is testing. I teach them test-taking strategies, but they get to a test and can't use them.
    • jessed44
      jessed44 on 07 Apr 20
       
      I don't think the act of retrieving information is bad, in fact, research says it is good. It is the importance and finality that is often attached to it that can be detrimental.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      more tests doesn't necessarily produce good results
  • Students learn best when they monitor and take responsibility for their own learning.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      Education has to make this happen more. I'd like to find a good way for them to monitor their learning.
    • nkrager
      nkrager on 30 Mar 20
       
      Yes, agreed! We know that this true but we need to help build this in our students. The internal motivation is hard to build!
    • leipoldc
      leipoldc on 07 Apr 20
       
      Taking responsibility is the key to learning. The best years to help students understand and take responsibility is middle school. They want to be in charge and they need support to do it well.
  • assessment-literate teachers
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      I really don't seem to have a good background on assessment and would like to be assessment-literate.
  • Clear Purpose
    • nkrager
      nkrager on 30 Mar 20
       
      The purpose is so important! I feel like sometimes we test just to test...and then send the results off to someone else. The kids need to understand the purpose as internal motivation is not always there.
    • kshadlow
      kshadlow on 01 Apr 20
       
      So important! I think about myself and the hoops we need to jump through in our lives without understanding the purpose. That purpose definitely leads to motivation.
    • jhatcher
      jhatcher on 03 Apr 20
       
      The purpose has to be tied to helping the students discover information about himself. How to improve? What has been learned? Then move forward.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication. Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • nkrager
      nkrager on 30 Mar 20
       
      All teachers know that they have choice in the types of assessments to give students but I wonder if we all really think through what type we are giving every time. Do we just give what we did last year? Do we give what is easiest? The fastest to grade? Things to think about...
  • This key relates directly back to the purpose of the assessment.
    • nkrager
      nkrager on 30 Mar 20
       
      Feedback can be challenging as we all know. I tend to get frustrated when I have taken the time to provide detailed feedback and the students could care less about it, they just want to know a grade and move on.
    • kshadlow
      kshadlow on 01 Apr 20
       
      so true...
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard,
    • nkrager
      nkrager on 30 Mar 20
       
      This would go along with students taking ownership for their own learning....we would WANT them to want to know where they are at for individual purposes!
    • ravelinga
      ravelinga on 01 Apr 20
       
      Most of my formative assessments have been multiple choice or short answer quizzes. After learning more about rubrics, I would like to start using rubrics in two ways for formative assessments. One the students will do a self assessment on where they feel they are at. Then a teacher to student-conference with the rubric to see where they are at. With the end goal of making the assessment portion less stressful for my students, because they know where they are at.
    • nkrager
      nkrager on 02 Apr 20
       
      ^^^ Love this idea! I hope I can get there also with some projects!
    • jhatcher
      jhatcher on 03 Apr 20
       
      I was thinking the same thing about rubrics that you wrote here. Students would hopefully see themselves moving on the rubric as they improve their skills /learn. This should be motivating and students would know exactly what is expected.
  • not only are they limited in key formative uses, but they also cannot measure more complex learning targets at the heart of instruction.
    • nkrager
      nkrager on 30 Mar 20
       
      which leads to frustration...
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures
    • lwinter14
      lwinter14 on 31 Mar 20
       
      Although I would say this is definitely still true in the courses we teach (we still emphasize bigger, summative assessments), I think we have changed how we view student progress. Our summative assessments aren't all tests, some of them are projects or performance assessments. Those assessments are also no longer considered "one-and-done" opportunities. Students can retake assessments or make corrections, etc. to show progress in their learning even if they didn't get it right the first time. It's less focused on the final grade and instead, assessing what students have learned.
    • jessed44
      jessed44 on 07 Apr 20
       
      This is great. However, when juxtaposed with having 200 students like I do, it is not always feasible to have numerous projects and reassessments. How do we change the change the way that teachers spend their day so this is possible?
  • the assessment formatively—as practice or to inform students about their own progress
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I find this distinction between summative and formative assessment interesting. In our freshman group of teachers, we have a category for both formative and summative assessment. Formative is weighted at 20% and summative is weighted at 80%. So although in my courses we were taught not to grade formatives, we still assign a score to it and put it into the gradebook. Also, if formatives weren't graded, I wonder how much of them would actually be completed by students?
    • ravelinga
      ravelinga on 01 Apr 20
       
      This has been a goal of mine this year, to use formative assessments to help make instructional decisions in my class. It has been a work in progress, but I have seen some success. I use the information from the formative assessment to decide is it a small group that needs reteaching or is it an entire class that needs reteaching. I don't normally grade my formative assessments, but I go give them completion points. For the most part if a student sees they are not getting something, they appreciate the reteaching opportunity.
    • parkerv
      parkerv on 03 Apr 20
       
      Too often I see teachers not fully use the formative assessment data they have to intentionally inform instruction. If done properly formative assessment is very powerful. I also like the idea of giving participation points for formative assessments.
    • tkofoot
      tkofoot on 05 Apr 20
       
      Some teachers give 0% for formative assessments at my school. The Science department has figured out a way to have labs count as a way to assess a standard. I think practice is important and should have some weight.
  • it's important to know the learning targets represented in the written curriculum.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      My school has increased its emphasis on learning targets this year. We are all using a 5D+ template to write unit plans and the learning targets are similarly broken down into knowledge targets, academic targets (transferable skills), and performance targets. I think that writing unit plans and sitting down and thinking about the individual types of targets has really strengthened the types of instruction teachers are carrying out in their classrooms. They are more familiar with the targets they want students to meet, and in turn, students are also more familiar with what's expected of them.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I like the specific targets here. I guess I have been generalizing them for awhile. My plans would be better defined for myself and students if I focused on them more.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      Our middle school is beginning this work as well. We are trying to get a system wide learning plan template developed and going. Our goal is to help all teachers fully understand their learning targets and how they relate to student understanding. I know that all teachers look at them, but I'm not sure how many break them down to fully understand them and what students outcomes should be.
  • highlight crucial words (for instance, most, least, except, not).
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I also do this on other assessment types such as short answer. I've gotten into the habit of bolding things that I want to make sure students don't forget to do. For example, they may be required to answer a question but then they need to follow that with explanation or justification. I often bold the second half so that they don't forget to include the explanation, which often highlights their thinking, which can be more important than the first half of the answer.
    • jhatcher
      jhatcher on 03 Apr 20
       
      I do this too. I find this is very helpful for kids. Sometimes in rubrics when going through them, I'll have kids underline or circle key words instead just to force their attention a bit. It does help.
  • it is not capable of informing the student about the next steps in learning.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      It is SO important that our feedback is more than a score or letter grade if we want to emphasize progress and the ability to improve for our students.
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      Agreed! And if the targets are clear and communicated to students, they should know what steps they need to take to grow! It shouldn't be a mystery!
    • maryhumke
      maryhumke on 14 Apr 20
       
      "Do the results provide clear direction for what to do next?"
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • kshadlow
      kshadlow on 01 Apr 20
       
      Wouldn't that be interesting if the "we" mentioned here were all actually on the same page, wanting and assessing the same things. A common purpose. Nothing like focusing on the negative here, but all of these people are being informed in different ways and gathering different data for a different endpoint.
    • benrobison
      benrobison on 04 Apr 20
       
      The piece of policymakers is the most frustrating to me (and most likely all educators). I have always struggled with the notion that the people making the majority of decisions are not the ones in the trenches, nor do they have the background to make those. I have been pleased with the direction PLC work has gone as of late; I think this gives more valid work to inform decision making on part of the teachers.
  • Do the results provide clear direction for what to do next?
    • kshadlow
      kshadlow on 01 Apr 20
       
      Sometimes an assessment is just an end. Information is used in the next unit, but the assessment doesn't always tell the student they are ready for what is coming next.
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      Yes, and it makes me wonder why so many of us provide copious amounts of feedback on summative assessments when students do not have the opportunity to do anything with the learning and provide less feedback on formative assessments along the way when students could actually do something with that feedback.
    • benrobison
      benrobison on 04 Apr 20
       
      In the SBG system we use, which seems to evolve constantly, we don't really every get to a summative assessment. Kids are (supposed to be) constantly re-learning and re-assessing. Their results on assessment give the kids, and the teacher for that matter, a path on how to proceed.
    • leipoldc
      leipoldc on 07 Apr 20
       
      Our students are allowed to re-take summative assessments, so notes and conversations can assist in their learning (I guess they are not really summative then are they?)
  • Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • kshadlow
      kshadlow on 01 Apr 20
       
      How much money and time was spent in areas unnecessarily? Data is no good if it is tainted. I am glad we have moved farther away from the traditional state testing.
  • better instructional decisions and improved high-stakes test scores.
    • aripperger
      aripperger on 01 Apr 20
       
      I see some teachers more hopeful that ISASP, with its better alignment to state standards, will be a truer indicator of success. Other teachers, however, are still so jaded toward standardized testing.
    • jhatcher
      jhatcher on 03 Apr 20
       
      Good point! ISASP should be a better indicator of student achievement.Some of the best indicators are teacher formative and summative tests. These are still the most useful for teachers.
  • four categories of learning targets
    • aripperger
      aripperger on 01 Apr 20
       
      This is a helpful breakdown of learning targets for me. In a core discipline area like history, it's easy to forget about performance skill and product targets. But there are definitely areas where these type of learning targets are present, and knowing those areas can help me decide how best to assess.
  • erode accurate results
    • aripperger
      aripperger on 01 Apr 20
       
      Easy to forget about bias! So many other things take our time and attention when we write tests, that it's easy to forget about spelling, formatting mistakes, and other unintentional things that give students a clue as to the right answer in ways that don't truly test mastery of content.
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation
    • aripperger
      aripperger on 01 Apr 20
       
      One of our school's frustrations with the new ISASP format is that no itemization or further guidance is provided at the building/district level as to how our students performed on specific components of the test. Perhaps this will change, or maybe we're missing it, but it's difficult to program evaluate without this breakdown.
  • will be capable of informing sound decisions.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I think this is an important thing to think about. How often do we really use assessments to make changes in our instruction. When I was a student I was thankful for tests. I could cram the material into my head and once the test was over, I could forget it and move on; clearing the way for new information. As a teacher, I realize that isn't the intent, but I wonder how often we still get caught up the type of thinking. Are we assessing so we feel better about moving on or are we assessing so we can make course corrections to support student learning and understanding?
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      This reminds me of self-reported grading. Hattie says self-reported grading has an effect size of 1.33 but it seems that it is rare for teachers to actually use it.
  • all available assessment methods
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      This article focused solely on formal assessment, but I also think it is important to discuss the role and value of informal assessment opportunities and how powerful immediate feedback based on informal assessment can be in a F2F setting.
  • enable them to immediately take action
    • Michelle Murray
      Michelle Murray on 03 Apr 20
       
      One of the easiest ways to ensure that students respond to feedback is to design opportunities that require them to engage with the feedback and do something with the feedback, but this is frequently dismissed due to the quantity of standards and learning required of students at each grade level. Many teachers feel like they need to prioritize "covering" all the standards over students truly engaging in their learning.
  • Are results communicated in time to inform the intended decisions
    • jhatcher
      jhatcher on 03 Apr 20
       
      I have 140 students so it can take a while to get results back to them. I know the quicker I can get the results back in their hands, the more they care about their score and the assessment. They are more likely to want to fix mistakes and learn from it. If I take too long it has a negative impact on motivation. We have to correct quickly but correctly.
  • affect individuals and groups of students on the basis of a single measure is part of our past and current practice.
    • mkanost
      mkanost on 03 Apr 20
       
      This is detrimental to English Learners-Kanost
  • assessments
    • mkanost
      mkanost on 03 Apr 20
       
      Using data from multiple assessments can help determine where exactly a student is at in their learning. Kanost
  • cultural insensitivity.
    • mkanost
      mkanost on 03 Apr 20
       
      This can really hurt our students with that lack background knowledge obtained in white, christian, middle class society. Kanost
  • clear and understandable to everyone, including students
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      It is especially important that students know what the intended learning is! Unfortunately, too many students think grades are given to them by their teacher instead of earned by their work. When they don't know what is being assessed, this adds to that narrative.
    • tkofoot
      tkofoot on 05 Apr 20
       
      This is where it is important to have a clear rubric with student language. Students, even learning adults, need to have guidance on why they are learning so they can be assessed accurately.
  • Reasoning targets
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      This is an area I feel like we don't capture as much as we should as teachers. It's the process over product idea!
  • appropriate balance of points in relation to the importance of each target
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      I'm glad to see a number of items for each target instead of just one or two in order to get a better understanding of the learning.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • parkerv
      parkerv on 03 Apr 20
       
      This chart is really helpful, I will refer back to it often. I like that it gives some of the rationale for saying it is a good match or not.
  • Specific, descriptive feedback
    • parkerv
      parkerv on 03 Apr 20
       
      This is so important. Feedback that is too general, not clear and/or not descriptive enough to lead to concrete actions on the students part limit their effectiveness as an instructional tool.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree. Providing complete and clear feedback in language the student can comprehend is key to helping them move forward.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • parkerv
      parkerv on 03 Apr 20
       
      The term assessment literate is a great term. Often is seems teachers don't get all the information they could from an assessment because they haven't sufficiently thought through this question. And then sometimes they are used to make decisions in inappropriate ways.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      This is something that I have been improving on and is not something I knew about when I first started teaching. I actually used to think that a good test was a simple repeat of information that I told the students during the unit. I wrote tests over the "facts" that I taught them. Wow, have I learned a lot. Now in my PLC we take the time to organize the learning targets and make sure that our assessments match the learning targets in our curriculum.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      My administrator and I were just talking about something similar. We are trying to work on grading practices in our building. We both agree that students need multiple opportunities to show what they know and that assessments shouldn't be viewed as a one a done item that is checked off. We even got into the idea if a student is assessed once and gets a 58%, a second time and gets a 78% and third time and gets a 98% do you average all those scores, or do you think to yourself, "It took them three times but they finally go it, let's celebrate, here's your A"?
  • If we don't begin with clear statements of the intended learning
    • benrobison
      benrobison on 04 Apr 20
       
      In our district, there has been a major focus on writing clear, concise learning targets as "I CAN" statements to introduce learning. These are posted throughout the lesson, and are written out on the assessment for our kids. In my own teaching, it has really focused my attention to the task at hand, and I've eliminated a lot of the fluff I had in there previously. I'm only assessing the things I want them to learn/do...not the extra stuff that just kind of happened.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill
    • benrobison
      benrobison on 04 Apr 20
       
      This is 75% of grading in PhysEd (well, at least our PhysEd program). We have gone away from sport-ed, and moved to almost completely fitness-based education. We grade on heart rate data, specifically time spent in the Target Heart Rate Zone. Our goal is to make competent movers to enhance health beyond the school setting.
  • they involve where and how teachers can improve instruction—next year
    • benrobison
      benrobison on 04 Apr 20
       
      This has been tough to do when results from assessments don't come back to us in a timely matter. Side note: Not that PhysEd is targeted area, but I'm so glad Iowa isn't a high-stakes testing state. I cannot imagine having that pressure on top of balancing all of the other things asked of us. I cannot imagine teacher morale being high.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree - it is so tough to improve instruction - next time when the data arrives after instruction has begun. This makes the need for multiple types of assessment an vital part of the educational setting.
  • quality and balance
    • tkofoot
      tkofoot on 05 Apr 20
       
      What does quality and balance look like compared to the instruction?
  • through the use of clear curriculum maps for each standard
    • leipoldc
      leipoldc on 07 Apr 20
       
      The curriculum map needs to ensure standards are addressed at multiple grades levels. If standards are missed at a level, this needs to be communicated so we dont create gaps in our kids' learning. Gaps make for students who are insecure in their understanding and hesitant to try new ideas. :(
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • jessed44
      jessed44 on 07 Apr 20
       
      Teachers and students are both culpable in this 'teaching to the test' mode. My students will often ask if something is on the test, and if not, they show less attentiveness. And I think there may be some implicit pressure on teachers to emphasize the assessments we are to give. It really is sad.
  • e assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions? The assessor might use the assessment formatively
    • maryhumke
      maryhumke on 14 Apr 20
       
      In a data driven world, which I totally agree with, the data is only valid if the reason for the data is clear and understood.
  • Do the results provide clear direction for what to do next?
    • maryhumke
      maryhumke on 14 Apr 20
       
      This must be the purpose for data. What direction will come from the results? Otherwise, it becomes busy work.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • maryhumke
      maryhumke on 14 Apr 20
       
      Intersting it is not the same the same sampling of students.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think too often we are told what data to take but do not know why and don't have a genuine investment in the collection. How many teachers have been involved in taking data from an IEP goal and have no idea what the actual goal says.
  • No Child Left Behind (NCLB)
joanmusich

ol101-2020: Iowa Online Course Standards - 1 views

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

shared by joanmusich on 09 Jun 20 - No Cached
    • kshadlow
      kshadlow on 09 Jun 20
       
      This criteria is so important. In an online course, you do not have the luxury of having that random conversation with one student that another student can overhear to get their needed clarification. All information needs to be very specific and spelled out for online instruction.
  • assignments are aligned with state’s content standards
    • joanmusich
      joanmusich on 24 Jun 20
       
      Everything seems to be based on state standards and that is what is held over the schools' and teachers, so it is important that alignment is done.
  • Instruction provides students with multiple learning paths to master the content
    • joanmusich
      joanmusich on 24 Jun 20
       
      Differenciate instruction for all learning levels must be a focus. All students must have the same opportunity to learn. I also think that insttruction must be done to meet not only learning levels, but learning styles.
jgeissler

ol101-2020: Iowa Online Teaching Standards - 0 views

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

shared by jgeissler on 12 Jun 20 - No Cached
  • Utilizes a course evaluation and student feedback data to improve the course
    • jgeissler
      jgeissler on 12 Jun 20
       
      Moodle_iowa : In the craziness of the spring--I was so happy to be done, that I never even thought about this! I've done it in "regular teaching" before. Our school did some surveys overall with families, but it is crazy that something so simple didn't even occur to me last spring.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • jgeissler
      jgeissler on 12 Jun 20
       
      Moodle_iowa Hoping to learn about some "silver bullets" in this class for online motivation!
  • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
    • jgeissler
      jgeissler on 12 Jun 20
       
      Moodle_iowa This biggest "conflict" in the spring was students not completing the work--most did not even open assignments. I am sure when work is required this will be less but there will always be a handful. I wonder if this is where the "coach" at home becomes an asset?
  • ...4 more annotations...
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • dvirden
      dvirden on 18 Jun 20
       
      With virtual teaching this spring and the very real possibility of virtual teaching next year this is something I definitely working on, especially learning tech tools to improve and engage my students/learners.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jgeissler
      jgeissler on 19 Jun 20
       
      In reading the other articles, this affirms the importance of showing examples of what quality work looks like with lots of feedback. Moodle_iowa
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